Students' goals, academic self-concept and academic achievement : testing competing models of causation

Katrina L. Barker

Students' goals, academic self-concept and academic achievement : testing competing models of causation

Katrina L. Barker

School of Education

Research output: Chapter in Book / Conference Paper › Conference Paper

Abstract

Studies reporting correlations between goals and self-concept are informative and heuristic, but their findings are based on a single wave of data, hence the underlying mechanisms responsible for the results remain unexplained. To address this void, this study tested competing structural equation models utilising longitudinal data from 535 high school students in Grades 7, 8, and 9 in the first wave of the study, to extrapolate the causal relations among self-concept, goal orientations, and academic achievement. The results reveal that self-concept is causally predominant over students' goals and academic achievement. Implications of these findings are discussed in terms of their impact on future theory, research, and practice.

Original language	English
Title of host publication	Research Impacts: Proving or Improving?: Proceedings of the AARE International Education Research Conference, 25-29 November 2007, Fremantle, W.A.
Publisher	AARE
Number of pages	33
Publication status	Published - 2007
Event	Australian Association for Research in Education. Conference - Duration: 2 Dec 2012 → …

Conference

Conference	Australian Association for Research in Education. Conference
Period	2/12/12 → …

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

self-perception
academic achievement
high school students
causation
motivation in education

Cite this

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title = "Students' goals, academic self-concept and academic achievement : testing competing models of causation",

abstract = "Studies reporting correlations between goals and self-concept are informative and heuristic, but their findings are based on a single wave of data, hence the underlying mechanisms responsible for the results remain unexplained. To address this void, this study tested competing structural equation models utilising longitudinal data from 535 high school students in Grades 7, 8, and 9 in the first wave of the study, to extrapolate the causal relations among self-concept, goal orientations, and academic achievement. The results reveal that self-concept is causally predominant over students' goals and academic achievement. Implications of these findings are discussed in terms of their impact on future theory, research, and practice.",

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AB - Studies reporting correlations between goals and self-concept are informative and heuristic, but their findings are based on a single wave of data, hence the underlying mechanisms responsible for the results remain unexplained. To address this void, this study tested competing structural equation models utilising longitudinal data from 535 high school students in Grades 7, 8, and 9 in the first wave of the study, to extrapolate the causal relations among self-concept, goal orientations, and academic achievement. The results reveal that self-concept is causally predominant over students' goals and academic achievement. Implications of these findings are discussed in terms of their impact on future theory, research, and practice.

KW - self-perception

KW - academic achievement

KW - high school students

KW - causation

KW - motivation in education

UR - http://handle.uws.edu.au:8081/1959.7/45113

M3 - Conference Paper

BT - Research Impacts: Proving or Improving?: Proceedings of the AARE International Education Research Conference, 25-29 November 2007, Fremantle, W.A.

PB - AARE

T2 - Australian Association for Research in Education. Conference

Y2 - 2 December 2012

ER -

Students' goals, academic self-concept and academic achievement : testing competing models of causation

Abstract

Conference

UN SDGs

Keywords

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Cite this