Using an Interpersonal Approach to Disentangle Components of Academic Self-Concept and Their Associations With Achievement

• In Event: 34.026 - Advances in Self-Concept Research

Abstract

Academic self-concept is influenced by students’ actual competence but also by subjective perceptions like self-enhancement. Yet, which of these components is responsible for the positive effect of academic self-concept on achievement? In this study, an interpersonal approach was applied to disentangle the components of academic self-concept ratings and identify their associations with achievement by using a round-robin design of competence ratings. In sum, 1,549 school students in 87 classes of two age cohorts rated their own and their classmates’ math competence. The results indicate that subjective perceptions like self-enhancement are only slightly related to achievement. In contrast, the substantive core of self-ratings that was shared with peers seemed to be the driving force behind the positive effect of academic self-concept.

Authors

• Thomas Lösch, Eberhard Karls Universität Tübingen

• Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Kiel, Germany

• Alexander Robitzsch, Bundesinstitut fur Bildungsforschung

• Augustin Kelava, Eberhard Karls Universität Tübingen

• Benjamin Nagengast, University of Tübingen

• Ulrich Trautwein, University of Tubingen