In education settings, a positive academic self-concept (ASC) is both a highly desirable goal and a means of facilitating subsequent learning and other academic accomplishments. Correlational studies provide evidence of the relations between ASC and academic achievement. However, a vexing question is whether ASC causes achievement or achievement causes ASC. According to the reciprocal effects model (REM), ASC and academic achievement influence each other. A growing body of research has established support for the REM. Research outcomes have evidenced the generalizability of REM across culture, age and content area. Current debates in this research literature and implications for education are discussed.
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|Titolo:||Self-Concept in Learning: Reciprocal effects model between academic self-concept and academic achievement|
|Data di pubblicazione:||2010|
|Tipologia:||2.1 Contributo in volume (Capitolo o Saggio)|