Marks show a stronger impact on later self-concept than test performance from third to fourth grade¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? From Grade 3 to 4, the path from marks to self-concept was stronger (.28) than the path from tests to self-concept (.12), whereas from Grade 2 to 3 both were equally strong (.16 and .17). → Helmke 1995
Evidence¶
Helmke 1995¶
Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87(4), 624-637. https://doi.org/10.1037/0022-0663.87.4.624
q2 · i? · associational · r3
Author-reported path coefficients from the two-indicator LISREL models comparing marks-to-self-concept and tests-to-self-concept across waves; the article hedges this as "a tendency toward a stronger impact of marks." These coefficients are reported as descriptive paths without test statistics.
"Whereas from second to third grade both influences are equally strong (.16 and .17), there is a tendency toward a stronger impact of marks on self-concept (.28) from third to fourth grade, as compared with the path from tests to self-concept (.12)."
Discussion¶
Related Claims¶
- In elementary school, achievement predicts later self-concept of ability but prior self-concept does not significantly predict later achievement when achievement is modeled with both marks and tests integrated — a broader claim this one bears on
- When marks and tests are modeled as separate latent variables with cross-lagged effects between them, effects of self-concept on achievement completely disappear — related
- Changes in mathematics self-concept and interest are independent of prior achievement and do not predict later achievement — reports the opposite
- Gender affects levels of self-concept and mathematics achievement but not the pattern of causal predominance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
marks-stronger-impact-on-self-concept-grade-3-4 |
title |
Marks show a stronger impact on later self-concept than test performance from third to fourth grade |
description |
Marks show a stronger impact on later self-concept than test performance from third to fourth grade |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1995 |
generated |
by process:wiki-ingest on 2026-10-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — helmke-1995 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.