Predicting longitudinal trajectories of adolescent academic self-concept: An application of growth mixture models
Year: 2004
Type: report
Study design: Observational Study
Abstract: BackgroundA large body of research indicates that students' academic self-concept is affected by their age, gender and achievement. AimsThis paper focuses on the development of the academic self-concept during adolescence, with a particular focus on interindividual differences in change trajectories. SampleA sample of 1579 Flemish secondary school students was assessed at four moments in time (Grades 7, 8, 10, and 12). MethodsData were analysed using latent growth models and growth mixture models. ResultsStudents' academic self-concept was found to decline during the period of secondary education.A strong positive relationship between mathematics achievement and academic self-concept was found.Furthermore, girls were shown to have a lower academic self-concept than boys and this gender gap was largest in Grade 10.Growth mixture modelling suggested a two-group model with a normal self-concept development group (about 9 in 10 students) and a problematic self-concept development group (about 1 in 10 students). ConclusionsThe results are discussed in relation to current substantial and methodological issues with respect to predicting self-concept development, modelling interindividual variability, subgroup classification, and the versatility and usefulness of latent growth modelling and growth mixture modelling.
Source: Lirias (KU Leuven)
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2521234714