Journal
CHILD DEVELOPMENT
Volume 89, Issue 6, Pages 2196-2214Publisher
WILEY
DOI: 10.1111/cdev.12924
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Funding
- PATHWAYS International Postdoctoral Fellowship Programme for the Comparative Study of Productive Youth Development (Jacobs Foundation) at the Institute of Education, University College London
- Wellcome Trust [102215/2/13/2]
- NSF [0322356]
- Medical Research Council [G9815508, MC_PC_15018] Funding Source: researchfish
- SBE Off Of Multidisciplinary Activities [1519686] Funding Source: National Science Foundation
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This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high).
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