ArticleInternational journal of environmental research and public health2022
Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review.Frontiers in psychology · 2023Pooled it
- Latent profile analysis of clinical reasoning and its relationship with patient safety perception among nursing interns: a multicenter cross-sectional study.BMC nursing · 2026Article
- The role of academic self-concepts, parent expectations and teacher-student interactions in socio-economic gaps in educational attainment.The British journal of educational psychology · 2026Article
- Core self-evaluation and school disengagement in early adolescence: a three-wave longitudinal network analysis.Frontiers in psychology · 2026Article
- Household- and school-level parental education and academic self-concept development in elementary school.NPJ science of learning · 2025Article
- Article
- The Self-Concept and Its Relationship with Parental Socialization and Environment in Primary School Students.Behavioral sciences (Basel, Switzerland) · 2024Article
- Differences in Self-Concept and Its Dimensions in Students of the Third Cycle of Primary School, Obligatory Secondary Education, and Baccalaureate.Healthcare (Basel, Switzerland) · 2023Article
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Authors and funding
5 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Academic self-concept is one of the most important non-cognitive variables in determining students' attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students' schooling pathway. This study reinforces the evidence that, at least in the Spanish context, educational policies need to address alternatives to repetition.
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