Student achievement and academic self-concept among secondary students in Flanders: gender and changes over time

Abstract

This study investigated the causal ordering between general academic self-concept and academic achievement from Grade 7 to Grade 12 of secondary school by repeated assessment of 2834 Flemish adolescents. Age and sex differences were tested using structural equation modelling. Our results supported a moderate reciprocal effects model, indicating that previous achievement had a positive effect on subsequent academic self-concept and that previous academic self-concept had a positive effect on subsequent academic achievement. Furthermore, an interesting developmental pattern was observed as students move through secondary school. Between Grades 7 and 8, our results showed no relation between academic self-concept and achievement. Subsequently, between Grades 8 and 10, a self-enhancement model was supported, whereas in the final years of secondary school, a full reciprocal effects model was found. Finally, small gender differences were observed in the causal relation between academic self-concept and achievement. The discussion addresses both methodological and theoretical issues in self-concept research. The practical implications of the results are discussed briefly.

Keywords:

• academic self-concept
• structural equation modelling
• achievement
• reciprocal effects model