I Like to Do It, I'm Able, and I Know I Am: Longitudinal Couplings Between Domain‐Specific Achievement, Self‐Concept, and Interest

Abstract

The longitudinal development of the intraindividual coupling between academic achievement, interest, and self-concept of ability (SCA) was analyzed in a sample of approximately 1,000 children between grades 1 and 12 (ages 6-17). Across all calculated indexes, the average level of coupling was positive. Individuals generally felt competent and interested in domains where they achieve well, and were interested in domains where they perceive their personal strengths. The degree of coupling was the highest between interest and SCA and the lowest between interest and achievement. For all indexes, evidence for an increase in coupling across time was found. Female gender was related to a lower level of coupling. There was evidence for a positive effect of conscientiousness on the amount of coupling.

Self-Efficacy Theory and Beyond: Japanese College EFL Learners

“…They found that the findings of these studies indicated a positive relationship between self-efficacy and performance, which are in line with the findings in other research domains such as math and education in general (Dennissen et al, 2007;Multon et al, 1991;Pajares, 1996).…”

The Effects of Concealing Academic Achievement Information on Adolescents’ Self-Concept

“…academic performance has significant implications for adolescents' selfconcept, as it would be taken as the key criterion for assessing a student in societies emphasizing education (e.g., in China). Many studies suggest that self-concept is closely tied to academic achievement in adolescents (e.g., Denissen, Zarrett, & Eccles, 2007;Kobal & Musek, 2001). However, previous studies have paid attention to how positive and negative feedback regarding adolescents' academic achievement influences their selfconcept but neglected the possibility that cognitive strategies used by adolescents for dealing with this feedback influence their self-concept, as well.…”

How functionalist and process approaches to behavior can explain trait covariation.

“…Second, it is increasingly clear that cross-sectional relationships between FIs and behavioral traits frequently replicate in within-person studies, or when the associated FIs are directly manipulated (Dweck & Leggett, 1988;Fleeson, Malanos, & Achille, 2002;Higgins, 2000;McCabe & Fleeson, 2012;Metcalfe & Mischel, 1999). Third, behaviors, abilities, expectancies, motives, and associated life experiences appear to generally reinforce and show "corresponsive" causal relationships with one another (Denissen, Zarrett, & Eccles, 2007;Roberts & Wood, 2006). On the basis of these numerous considerations, we believe that our base expectation should be that the correlational relationships identified here generally indicate causal effects of FIs on the behavioral traits they are associated with.…”

“…Some of these will include predictable influences of FIs on one another; for instance, if an individual increases in their desire to attain a particular goal, the individual can be expected to increase in their ability to do so, and vice versa (Bandura, 1986;Denissen et al, 2007;Lent, Brown, & Hackett, 1994). The causal effects of the ability, expectancy, and valuation trait classes on one another can be understood through the same overarching functionality assumption that links these three trait classes to behavioral traits (Wood & Denissen, in press).…”