Academic self-concept change in junior high school students and relationships with academic achievement

Studies and models of academic self-concept (ASC) have mostly relied on its stability over time, but recent research advancements individual differences shown that the majority psychological constructs tend to change time. Drawing literature regarding personality trait RI/EM, we conducted a study aimed at investigating characteristics changeability math verbal self-concepts across junior high school, examined their relationships with performance. The sample consisted 1674 students, who filled in self-report questionnaire T1 (10 yrs) T2 (13 yrs), whereas achievement were measured by standardized test scores. Results attested (a) both self-concept, average, decrease significantly course school; (b) large variability exists way students change; (c) one is not related changes other self-concept. In regards achievement, found reciprocal positive longitudinal effects matching domains low-positive or non-significant non-matching domains. sum, ability contrast overall negative trend ASCs associated amelioration end school. From practical standpoint, these findings suggest importance assessing intervening during separately; taking into account student’s own changing.