Academic Self-concept and Educational Attainment Level: A Ten-year Longitudinal Study

By F. Guay, Simon Larose, M. Boivin. 2004

159 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/54a08107ae1dd45d07ead79a60e6c448a96e03bc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Herbert W. Marsh
2. Andrew J. Martin
3. P. Parker
4. Alexander Seeshing Yeung
5. G. Liem
6. R. Craven
7. Marjorie Seaton
8. D. McInerney

In Safety Research

1. Andrew J. Martin
2. G. Liem
3. Herbert W. Marsh
4. P. Parker
5. R. Craven
6. Alexander Seeshing Yeung
7. D. McInerney
8. J. Thijs

In Social Psychology

1. Herbert W. Marsh
2. Andrew J. Martin
3. P. Parker
4. G. Liem
5. Alexander Seeshing Yeung
6. R. Craven
7. Marjorie Seaton
8. D. McInerney

Citations in the corpus

• Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Guay, Larose, and Boivin (2004) discovered that children who perceive themselves as academically competent reached a higher level of educational attainment in young adulthood than did those children with lower academic self-concepts.”
• The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success (2014, background): “Indeed, Hattie’s (2009) synthesis of meta-analyses on achievement found that academic motivation had the second strongest relation with achievement of the psychological constructs studied (engagement/concentration had the strongest relation although the difference in strength was at the third decima”
• Peer Victimization and Academic Achievement in a Multiethnic Sample: The Role of Perceived Academic Self-Efficacy (2008, background): “Furthermore, there are longitudinal findings showing that academic self-concept influences educational attainment level (Guay et al., 2004).”
• The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming (2013, background): “…Implications As reviewed earlier, positive academic self-concept is an important outcome in itself as well as a facilitator of key short-term (e.g., achievement and effort) and long-term (e.g., educational and occupational aspirations, university attendance) outcomes (see e.g., Guay et al., 2004).”
• Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries ☆ (2007, background): “Students also typically showed higher achievement if they had greater self-efficacy, self concept, or locus of control (Chapman, 1988, 1997; Chemers, Hu, & Garcia, 2001; Guay et al., 2004; Peetsma, Hascher, van der Veen, & Roede 2005; Robbins et al., 2004; Zimmerman, Bandura, & Martinez-Pons, 1992”