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Cross-Domain Trajectories of Students' Ability Self-Concepts and Intrinsic Values in Math and Language Arts
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Gaspard, Hanna; Lauermann, Fani; Rose, Norman; Wigfield, Allan; Eccles, Jacquelynne S. – Child Development, 2020
Different cross-domain trajectories in the development of students' ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a "Moderate Math Decline/Stable High Language Arts" class…
Descriptors: Self Concept, Academic Ability, Mathematics Skills, Language Arts
The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years
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Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A. – Child Development, 2015
This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity…
Descriptors: Predictor Variables, Mothers, Social Development, Academic Ability
I Like to Do It, I'm Able, and I Know I Am: Longitudinal Couplings between Domain-Specific Achievement, Self-Concept, and Interest
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Denissen, Jaap J. A.; Zarrett, Nicole R.; Eccles, Jacquelynne S. – Child Development, 2007
The longitudinal development of the intraindividual coupling between academic achievement, interest, and self-concept of ability (SCA) was analyzed in a sample of approximately 1,000 children between grades 1 and 12 (ages 6-17). Across all calculated indexes, the average level of coupling was positive. Individuals generally felt competent and…
Descriptors: Academic Achievement, Self Concept, Academic Ability, Longitudinal Studies
Development of Adolescents' Self-Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th- through 11th-Grade Australian Students
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Watt, Helen M. G. – Child Development, 2004
Latent growth models estimated developmental trajectories for adolescents' math and English self-perceptions (perceived talent, success expectancies), values (intrinsic, utility) and task perceptions (task difficulty, effort required). A longitudinal cohort-sequential study included 1,323 participants spanning Grades 7 to 11, with Occasion 1 mean…
Descriptors: Adolescents, Gender Differences, Self Concept, Adolescent Development