Causal ordering of academic self-concept and achievement: Effects of type of achievement measure KU Leuven
BACKGROUND: The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests, teacher ratings) affects the causal pattern found in these studies. AIMS: The study aims at clarifying ...