Descriptor
| Academic Achievement | 1 |
| Foreign Countries | 1 |
| Gender Differences | 1 |
| Grade 7 | 1 |
| Grades (Scholastic) | 1 |
| Longitudinal Studies | 1 |
| Mathematics | 1 |
| Self Concept | 1 |
| Standardized Tests | 1 |
| Student Interests | 1 |
| Student Motivation | 1 |
| More ▼ | |
Source
| Child Development | 1 |
Author
| Baumert, Jrgen | 1 |
| Kller, Olaf | 1 |
| Ldtke, Oliver | 1 |
| Marsh, Herbert W. | 1 |
| Trautwein, Ulrich | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Grade 7 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMarsh, Herbert W.; Trautwein, Ulrich; Ldtke, Oliver; Kller, Olaf; Baumert, Jrgen – Child Development, 2005
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N=5,649, M age13.4; Study 2:…
Descriptors: Standardized Tests, Gender Differences, Academic Achievement, Self Concept
