Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students

Collie, Rebecca J.; Martin, Andrew J.; Malmberg, Lars‐Erik; Hall, James; Ginns, Paul

doi:10.1111/bjep.12066

Cited by 93 publications

(73 citation statements)

References 54 publications

(75 reference statements)

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“…Although in relative terms the size of the indirect paths was small, this is not unusual for naturalistic studies that control for autoregressive effects (Collie, Martin, Malmberg, Hall, & Ginns, 2015). Indeed, large indirect effects are typically found in complex naturalistic datasets only when autoregressive effects have not been controlled for (Martin, 2011).…”

Section: Discussionmentioning

confidence: 84%

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Putwain

Becker²,

Symes

et al. 2018

Learning and Instruction

156

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Reciprocal relations between students' academic enjoyment, boredom, and achievement over time http://researchonline.ljmu.ac.uk/id/eprint/7090/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Abstract The control-value theory (CVT) proposes that achievement emotions and academic achievement show reciprocal effects over time. Previous studies have examined how achievement emotions predict subsequent achievement. However, evidence is limited for whether achievement can also predict achievement emotions. To examine these reciprocal relations, data were collected about two achievement emotions: enjoyment and boredom, and mathematics achievement over four waves in a single school year in primary school students in Years 5 and 6. Results from structural equation modeling supported reciprocal relations between emotions and achievement. Higher enjoyment and lower boredom predicted greater subsequent achievement and, in turn, greater academic achievement predicted subsequent greater enjoyment and lower boredom. Furthermore, the relations between emotions over time were mediated by achievement. These findings build on the evidence base for CVT and further understanding of relations between achievement emotions and academic achievement in younger students. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

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Section: Discussionmentioning

confidence: 84%

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Putwain

Becker²,

Symes

et al. 2018

Learning and Instruction

156

View full text Add to dashboard Cite

show abstract

“…Although the anticipated mediating role of behavioural engagement was small in the indirect relation from mastery-approach to achievement, the same point can be made; this was controlling for both prior engagement and achievement. This is typical for studies conducted in naturalistic settings using complex longitudinally collected data (Collie, Martin, Malmberg, Hall, & Ginns, 2015). Large indirect relations are usually only found in such datasets when autoregressive relations have not been accounted for (Martin, 2011).…”

Section: Discussionmentioning

confidence: 99%

Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis

Putwain

Symes

Nicholson

et al. 2018

Learning and Individual Differences

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Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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“…Of particular interest to this study are the size and significance of the cross‐lagged “a” and “b” paths in relation to arts self‐concept and arts participation. Indeed, cognate research has applied this analytic design to explore reciprocal effects and infer causal ordering of one factor over another (e.g., Collie, Martin, Malmberg, Hall, & Ginns, ; Martin, ; Martin & Liem, ). Alongside all these relationships, socio‐demographic and prior achievement factors are also modeled as covariates in order to partial out their influence and thus, better assess the unique role of arts factors in the process.…”

Section: Methodsmentioning

confidence: 99%

Young People's Creative and Performing Arts Participation and Arts Self‐concept: A Longitudinal Study of Reciprocal Effects

Mansour

Martin

Anderson

et al. 2016

Journal of Creative Behavior

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This longitudinal study examines the relationship between young people's creative and performing arts participation (e.g., in dance, drama, film, music, visual arts) and their arts self-concept. Drawing on the positive youth development (PYD) framework and the reciprocal effects model (REM) of self-concept, a crosslagged panel design is implemented to explore the connections between arts self-concept and each of school (e.g., school-based arts instruction), home (e.g., parent-child arts interaction), and community (e.g., out-ofschool arts instruction) creative and performing arts participation. The study drew on an Australian sample of 643 elementary and high school students from 15 schools. Analyses showed that beyond the effects of socio-demographics and prior achievement, there are longitudinal associations (including reciprocal effects) between numerous forms of creative and performing arts participation and arts self-concept. Implications are discussed.

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Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students

Cited by 93 publications

References 54 publications

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis

Young People's Creative and Performing Arts Participation and Arts Self‐concept: A Longitudinal Study of Reciprocal Effects

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