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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 1995 · checked against its sources 2026-10-25 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Prior achievement significantly predicted subsequent self-concept over both waves, whereas prior self-concept did not significantly contribute to predicting subsequent achievement. → 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

q3 · i? · associational · r2

Structural equation modeling (LISREL) of 3 measurement waves from Grade 2 to 4 in 697 students, with mathematics achievement as one latent variable integrating marks and test performance. The article reports that "prior self-concept did not significantly contribute" to later achievement; no standardized effect size is printed for this null path.

"The effect of the achievement on later self-concept was found repeatedly over both waves, whereas prior self-concept did not significantly contribute to the prediction of subsequent achievement."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Prior longitudinal SEM studies of self-concept versus achievement causality show heterogeneous causal predominance, varying with design, self-concept operationalization, domain, and achievement measure — a broader claim this one bears on
• Marks show a stronger impact on later self-concept than test performance from third to fourth grade — a narrower finding that bears on this claim
• When marks and tests are modeled as separate latent variables with cross-lagged effects between them, effects of self-concept on achievement completely disappear — reports the opposite
• Models using a single achievement indicator (marks or tests alone) yield a reciprocal self-concept–achievement pattern, unlike integrated models — related
• Changes in mathematics self-concept and interest are independent of prior achievement and do not predict later achievement — reports the opposite
• Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) — related
• STARTS model shows a positive effect of prior achievement on subsequent self-concept but no effect of prior self-concept on subsequent achievement — possibly the same claim (merge candidate)
• RI-CLPM on simulated PALMA-like data shows positive reciprocal cross-lagged effects between within-individual math achievement and self-concept — reports the opposite
• LCSM on the same simulated PALMA-like data shows negative cross-lagged effects, contradicting the reciprocal effects model — reports the opposite