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Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement?

Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement? A secondary analysis of a longitudinal study (W. B. Brookover et al, 1965, 1967) with 556 adolescents compared self-enhancement and skill development models of education. Cross-lagged panel correlation was used to analyze 5 yrs of data (8th-12th grade), resulting in 10 potential replications of any causal pattern. The self-enhancement model (that perceived evaluations of others cause self-evaluation of ability, which in turn causes academic achievement) was not supported; however, among females, academic achievement caused both self- and other-evaluations as well as aspirations. The causal patterns did not appear to vary across socioeconomic status level. The perceived evaluation of others' questions lacked discriminant validity and did not appear to measure anything different from self-concept. Results are compared to the findings of evaluations of compensatory education programs. (25 ref) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Psychology American Psychological Association

Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement?

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References (24)

Publisher
American Psychological Association
Copyright
Copyright © 1977 American Psychological Association
ISSN
0022-0663
eISSN
1939-2176
DOI
10.1037/0022-0663.69.2.136
Publisher site
See Article on Publisher Site

Abstract

A secondary analysis of a longitudinal study (W. B. Brookover et al, 1965, 1967) with 556 adolescents compared self-enhancement and skill development models of education. Cross-lagged panel correlation was used to analyze 5 yrs of data (8th-12th grade), resulting in 10 potential replications of any causal pattern. The self-enhancement model (that perceived evaluations of others cause self-evaluation of ability, which in turn causes academic achievement) was not supported; however, among females, academic achievement caused both self- and other-evaluations as well as aspirations. The causal patterns did not appear to vary across socioeconomic status level. The perceived evaluation of others' questions lacked discriminant validity and did not appear to measure anything different from self-concept. Results are compared to the findings of evaluations of compensatory education programs. (25 ref)

Journal

Journal of Educational Psychology – American Psychological Association

Published: Apr 1, 1977

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