A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted-Reference-Cited by-同舟云学术

A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted

Published:2017-01-21 Issue:2 Volume:61 Page:103-116
ISSN:0016-9862
Container-title:Gifted Child Quarterly
language:en
Short-container-title:Gifted Child Quarterly

Author:

Preckel Franzis¹,Schmidt Isabelle¹,Stumpf Eva²,Motschenbacher Monika³,Vogl Katharina¹,Schneider Wolfgang³

Affiliation:

1. University of Trier, Trier, Germany

2. University of Rostock, Rostock, Germany

3. University of Würzburg, Würzburg, Germany

Abstract

According to the reciprocal-effects model (REM), prior academic self-concept (ASC) has a positive effect on subsequent achievement beyond what can be explained in terms of prior achievement and vice versa. The present study investigated the REM for students studying in special classes for the gifted compared to students studying in regular classes. The sample included 283 students from 14 special classes for the gifted and 639 students from 26 regular classes from seven high-track schools of the German secondary school system (“Gymnasium”). Students’ math achievement (grades and standardized achievement tests) and their ASC in math were assessed four times from the beginning of Grade 5 to the middle of Grade 7. Reciprocal relationships between ASC and academic achievement were positive and comparable across class types, confirming the validity of the REM.

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0016986216687824

Reference65 articles.

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