Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

Abstract

2016)'Breaking the double-edged sword of e ort/trying hard : developmental equilibrium and longitudinal relations among e ort, achievement, and academic self-concept.', Developmental psychology., 52 (8). pp. 1273-1290. Further information on publisher's website:https://doi.org/10.1037/dev0000146Publisher's copyright statement:c 2016 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had non-significant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC-by-effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword.Keywords: academic effort, academic self-concept, double-edged sword, reciprocal effects models, developmental equilibrium; multigroup longitudinal invariance BREAKING THE DOUBLE-EDGED SWORD 3 Breaking the Double-Edged Sword of Effort/Trying Hard: Developmental Equilibrium andLongitudinal Relations Among Effort, Achievement, and Academic Self-ConceptOur focus is on a longitudinal reciprocal effects model (REM) of the temporal ordering of academic effort, achievement, and academic self-concept (ASC) over the potentially volatile early-to-middle adolescent period. In pursuit of this aim, we introduce a developmental equilibrium hypothesis that posits the consistency of related effects over early-to-middle adolescence, and test it on the basis of longitudinal data.More specifically, in relation to a priori predictions, we formally test developmental equilibrium as the invariance of effects across four waves of data, providing a formal test of the hypothesis that the self-system attains a developmental balance. For the present purposes we focus specifically on the school subject domain of mathematics, which was the basis of the secondary database that we used, noting that the math domain is relevant as an important school subject, and also because of the related psychological processes we are studying, in that effort is likely to be needed to master the skills to be learned.Sel...

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“…Scale score reliability estimates for this scale were good for the total sample at both measurement waves (Time 1: α = .86; Time 2: α = .91) as well as for students with low (Time 1: α = .86; Time 2: α =.88) and average to high (Time 1: α = .87; Time 2: α =.92) levels of cognitive abilities. Previous studies using PALMA established the validity of this measure by demonstrating its association with mathematics achievement and effort (Arens et al, 2017;Marsh et al, 2016Marsh et al, , 2019.…”

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