Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement.

Trautwein, Ulrich; Lüdtke, Oliver; Roberts, Brent W.; Schnyder, Inge; Niggli, Alois

doi:10.1037/a0017048

Cited by 172 publications

(143 citation statements)

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“…Thus, Trautwein, Lüdtke, Roberts, et al (2009) reported that the positive effects of ASC on subsequent school grades are mediated in part by conscientious and persistent homework effort, even after controlling for prior achievement. This would suggest that ASC should lead to increased effort, which in turn would lead to better achievement.…”

mentioning

confidence: 94%

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

Marsh

Pekrun²,

Lichtenfeld³

et al. 2016

Developmental Psychology

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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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confidence: 94%

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

Marsh

Pekrun²,

Lichtenfeld³

et al. 2016

Developmental Psychology

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“…Jackson et al (2012) further contend that "narrow" self-efficacy measures do not necessarily provide better explanation of the phenomenon being predicted. They cite the findings of a study by Trautwein, Lüdtke, Roberts, Schnyder, and Niggli (2009) that includes a variable called "competency beliefs." It is measured by several traitlike items, many of which actually measure incompetent habitual behaviors, not self-belief, for example, "I often feel completely lost when doing my math homework."…”

Section: Intractable Misrepresentation Of Self-efficacy Assessmentmentioning

confidence: 99%

On Deconstructing Commentaries Regarding Alternative Theories of Self-Regulation

Bandura

2015

Journal of Management

100

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“…Many cases of low achievement are not related to atypical brain functioning which characterizes a learning disability. Other factors such as self-perception (Greven, Harlaar, Kovas, Chamorro-Premuzic, & Plomin, 2009), conscientiousness/effort (Trautwein, Ludtke, Roberts, Schnyder, & Niggli, 2009), and motivation (Chen & Stevenson, 1995;Shaikholeslami & Khayyer, 2006)are also known to influence school achievement, but were not assessed in this study. A recent study (Fast et al, 2010) provided evidence that the perceived classroom environment (how mastery oriented, challenging and caring it is) is related to math self-efficacy and performance.…”

Section: Discussionmentioning

confidence: 98%

Using online cognitive tasks to predict mathematics low school achievement

Luft

Gomes

Priori

et al. 2013

Computers & Education

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Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement.

Cited by 172 publications

References 74 publications

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

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

On Deconstructing Commentaries Regarding Alternative Theories of Self-Regulation

Using online cognitive tasks to predict mathematics low school achievement

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