Self-concept predicts academic achievement across levels of the achievement distribution: Domain specificity for math and reading

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dc.contributor.authorSusperreguy Jorquera, María Inés
dc.contributor.authorDavis-Kean, Pamela E.
dc.contributor.authorDuckworth, Kathryb
dc.contributor.authorChen, Meichu
dc.date.accessioned2020-06-30T21:24:41Z
dc.date.available2020-06-30T21:24:41Z
dc.date.issued2018
dc.description.abstractThis study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high).
dc.format.extent19 páginas
dc.fuente.origenConveris
dc.identifier.doi10.1111/cdev.12924
dc.identifier.issn0009-3920
dc.identifier.issn1467-8624
dc.identifier.pubmedid28925044
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85053561898
dc.identifier.urihttps://doi.org/10.1111/cdev.12924
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/30440
dc.identifier.wosidWOS:000452463400031
dc.issue.numero 6
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final2214
dc.pagina.inicio2196
dc.revistaChild Developmentes_ES
dc.rightsacceso abierto
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleSelf-concept predicts academic achievement across levels of the achievement distribution: Domain specificity for math and readinges_ES
dc.typeartículo
dc.volumen89
sipa.codpersvinculados151479
sipa.indexWOS
sipa.indexSCOPUS
sipa.indexPUBMED
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