Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting

Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting

<span>In a longitudinal study conducted on 1130 adolescents (557 male and 573 female) in the 1</span><sup>st</sup><span>-6</span><sup>th</sup><span> grades from Belgian secondary schools, we tested the influence of individual factors (motivationa...

Full description

Bibliographic Details
Main Authors: Isabelle Roskam, Frederic Nils
Format: Article
Language:English
Published: Ubiquity Press 2007-05-01
Series:Psychologica Belgica
Online Access:http://www.psychologicabelgica.com/articles/127
id doaj-b46d642947a34bd5b2f377ecf545d0ee
record_format Article
spelling doaj-b46d642947a34bd5b2f377ecf545d0ee2020-11-24T21:40:18ZengUbiquity PressPsychologica Belgica0033-28792054-670X2007-05-0147111914310.5334/pb-47-1-119127Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parentingIsabelle Roskam0Frederic Nils1Université Catholique de LouvainUniversité Catholique de Louvain<span>In a longitudinal study conducted on 1130 adolescents (557 male and 573 female) in the 1</span><sup>st</sup><span>-6</span><sup>th</sup><span> grades from Belgian secondary schools, we tested the influence of individual factors (motivational constructs, implicit theory of intelligence and self-esteem) and environmental determinants (parenting and class environment) of academic achievement (grades in mathematics, language arts and GPA at three points in time). Using hierarchical linear models, we observed a decrease of grade over the course of the study, reciprocal relations between motivational constructs, self-esteem and academic achievement, a strong positive impact of supportive parenting and a moderate influence of class environment.</span>http://www.psychologicabelgica.com/articles/127
collection DOAJ
language English
format Article
sources DOAJ
author Isabelle Roskam
Frederic Nils
spellingShingle Isabelle Roskam
Frederic Nils
Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting
Psychologica Belgica
author_facet Isabelle Roskam
Frederic Nils
author_sort Isabelle Roskam
title Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting
title_short Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting
title_full Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting
title_fullStr Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting
title_full_unstemmed Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting
title_sort predicting intra-individual academic achievement trajectories of adolescents nested in class environment: influence of motivation, implicit theory of intelligence, self-esteem and parenting
publisher Ubiquity Press
series Psychologica Belgica
issn 0033-2879
2054-670X
publishDate 2007-05-01
description <span>In a longitudinal study conducted on 1130 adolescents (557 male and 573 female) in the 1</span><sup>st</sup><span>-6</span><sup>th</sup><span> grades from Belgian secondary schools, we tested the influence of individual factors (motivational constructs, implicit theory of intelligence and self-esteem) and environmental determinants (parenting and class environment) of academic achievement (grades in mathematics, language arts and GPA at three points in time). Using hierarchical linear models, we observed a decrease of grade over the course of the study, reciprocal relations between motivational constructs, self-esteem and academic achievement, a strong positive impact of supportive parenting and a moderate influence of class environment.</span>
url http://www.psychologicabelgica.com/articles/127
work_keys_str_mv AT isabelleroskam predictingintraindividualacademicachievementtrajectoriesofadolescentsnestedinclassenvironmentinfluenceofmotivationimplicittheoryofintelligenceselfesteemandparenting
AT fredericnils predictingintraindividualacademicachievementtrajectoriesofadolescentsnestedinclassenvironmentinfluenceofmotivationimplicittheoryofintelligenceselfesteemandparenting
_version_ 1725926798265417728

Similar Items