The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance
Viljaranta, J., Tolvanen, A., Aunola, K., & Nurmi, J.-E. (2014). The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance. Scandinavian Journal of Educational Research, 58 (6), 734-756. doi:10.1080/00313831.2014.904419
Published inScandinavian Journal of Educational Research
© Owned by the authors, published by Routledge, 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution Lisence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract. Only a few studies have examined the direction of associations between academic achievement, interest, and sel f-concept of ability simultaneously by using longitudinal data over several school years. To exam ine the cross-lagged relationships between students’ interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students’ subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self- concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance.