Self‐Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading. Issue 6 (18th September 2017)

• Record Type: Journal Article
• Authors: Susperreguy, Maria Ines; Davis‐Kean, Pamela E.; Duckworth, Kathryn; Chen, Meichu
• Is Part Of: Child development. Volume 89:Issue 6(2018)
• Page Start: 2196
• Page End: 2214
• Publication Date: 2017-09-18
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12924
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract : This study examines whether self‐concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large‐scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development–Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics–Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self‐concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self‐concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high).