The Causal Relationship Between Academic Self-Concept and Academic Achievement for Students With Disabilities

Abstract

This study examined the reciprocal causal effect between academic self-concept and academic achievement with family SES and parent involvement as predictive factors. Elementary and secondary groups were also compared. Data were drawn from the Special Education Elementary Longitudinal Study (SEELS). The sample consisted of 2,950 students ages 8 to 14 (Grades 1 -9) at the time of Wave 1 data collection. Structural equation modeling (SEM) was used in the data analysis. It was found that, at the elementary level, Wave 1 academic achievement predicted Wave 2 self-concept and Wave 1 self-concept predicted Wave 2 achievement. Parent home involvement was a significant predictor for Wave 1 academic achievement. At the secondary level, family SES was a significant predictor for both Wave 1 academic achievement and self-concept. Implications of the findings are discussed.