Predicting intra-individual academic achievement trajectories of adolescents nested in class environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting

Roskam, Isabelle;Nils, Frédéric
(2007) Psychologica Belgica — Vol. 47, n° 1-2, p. 119-143 (2007)

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In a longitudinal study conducted on 1130 adolescents (557 male and 573 female) in the 1(st)-6(th) 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.
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Roskam, I., & Nils, F. (2007). 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, 47(1-2), 119-143. https://hdl.handle.net/2078.5/135202 (Original work published 2007)