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RESEARCH PRODUCT
The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance
Asko TolvanenJari-erik NurmiKaisa AunolaJaana Viljarantasubject
kiinnostusmatematiikkaLongitudinal datamedia_common.quotation_subjecteducationSelf-conceptself-concept of abilityAcademic achievementbehavioral disciplines and activitieslukeminenEducationDevelopmental psychologyDevelopmental dynamicsComprehensive schoolReading (process)Mathematics educationPsychologyta515media_commondescription
Abstract. Only a few studies have examined the direction of associations between academic achievement, interest, and sel f-concept of ability simultaneously by using longitudinal data over several school years. To exam ine the cross-lagged relationships between students’ interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students’ subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self- concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2014-06-12 | Scandinavian Journal of Educational Research |