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

Abstract

In a longitudinal study conducted on 1130 adolescents (557 male and 573 female) in the 1st-6th 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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 21 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.