Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis.

Abstract

There is surprisingly little sound research on the causal ordering of academic self-concept and academic achievement in longitudinal panel studies, despite its theoretical and practical significance. Data collected in Grades 10, 11, 12, and one year after graduation from high school that were used in this study come from the large (N=1,456 students), nationally representative Youth in Transition study