Academic Self-Concept and Academic Achievement: Developmental Perspectives on Their Causal Ordering.

874 citations recorded by the source corpus.

How researchers see this paper

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

The number of autonomy-supportive relationships : are more relationships better for motivation, perceived competence, and achievement? (2013, background): “For example, Guay, Marsh, and Boivin (2003) showed that students’ perceived competence predicts changes in academic achievement over time.”
New Learning Environments and Constructivism: The Students’ Perspective (2006, methodology): “The value for the Root Mean Square Error of Approximation (RMSEA = 0.07) indicates that the data set fits the 7-factor model fairly well (sufficient fit values are smaller than 0.08, Browne & Cudeck, 1993; Guay et al., 2003) whereas the v2/df value (2.82) exceeds the guideline of v2/df< 2 somewhat.”
Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments (2006, methodology): “The NNFI contains, contrary to the CFI, a penalty for a lack of parsimony of the model ( Guay, Marsh, & Boivin, 2003 ).”
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006, methodology): “In particular, together, the Guay et al. (2003) and Marsh, Gerlak, et al. studies provide clear support for the generalizability of support for the REM to preadolescents.”