The Causal Relationship Between Academic Self-Concept and Academic Achievement for Students With Disabilities: An Analysis of SEELS Data Academic Article

abstract

• This study examined the reciprocal causal effect between academic self-concept and academic achievement with family SES and parent involvement as predictive factors. Elementary and secondary groups were also compared. Data were drawn from the Special Education Elementary Longitudinal Study (SEELS). The sample consisted of 2,950 students ages 8 to 14 (Grades 1 -9) at the time of Wave 1 data collection. Structural equation modeling (SEM) was used in the data analysis. It was found that, at the elementary level, Wave 1 academic achievement predicted Wave 2 self-concept and Wave 1 self-concept predicted Wave 2 achievement. Parent home involvement was a significant predictor for Wave 1 academic achievement. At the secondary level, family SES was a significant predictor for both Wave 1 academic achievement and self-concept. Implications of the findings are discussed.

authors

• Zhang, Dalun

published proceedings

• JOURNAL OF DISABILITY POLICY STUDIES

altmetric score

• 0.5

author list (cited authors)

• Ju, S., Zhang, D., & Katsiyannis, A.

citation count

• 13

complete list of authors

• Ju, Song||Zhang, Dalun||Katsiyannis, Antonis

publication date

• June 2013

publisher

• SAGE Publications  Publisher

published in

• Journal of Disability Policy Studies  Journal

keywords

• Academic Achievement
• Disability
• Seels
• Self-concept

Digital Object Identifier (DOI)

• 10.1177/1044207311427727

start page

• 4

end page

• 14

volume

• 24

issue

• 1

URL

• http%3A%2F%2Fdx.doi.org%2F10.1177%2F1044207311427727