Children's Hospital of Philadelphia, Philadelphia, PA, USA.
University of Pennsylvania, Philadelphia, PA, USA.
Child Dev. 2020 Sep;91(5):1718-1732. doi: 10.1111/cdev.13360. Epub 2020 Mar 14.
This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial M = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.
本研究考察了学业自我认知与学业成绩之间的相互贡献。数据来自中国的一组儿童，在连续四年中每年收集一次，共收集了四个年级（初始样本量为 1156 人，其中男生 581 人；初始 M=9.33 岁）。使用随机截距交叉滞后面板模型进行的分析表明，学业成绩对自我认知的影响在较低年级更为明显，而学业自我认知对成绩的影响在较高年级更为明显。潜在增长曲线分析表明，学业自我认知和成绩的初始水平调节了彼此的增长。研究结果表明，在中国儿童中，学业自我认知和成绩之间的相互贡献以渐进式级联的方式发生。
