• Christian Schöber
  • Jan Retelsdorf
  • Olaf Köller
Translated title of the contributionVerbal academic self-concept and achievement in groups with and without migration background
The present study was carried out to analyze the relationship between academic achievement (reading and spelling) and verbal academic self-concept in groups of migrant and non-migrant students. Two samples (cohort 1: N = 1001 students from 44 classes; cohort 2: N = 855 students from 38 classes) from different school types (academic track vs. non-academic track) worked on standardized spelling and reading tests and verbal self-concept items at the beginning of grade 5 (T1) and the beginning of grade 7 (T2). In line with the existing literature, migrant students had lower achievement levels at T1 and T2, even after controlling for school type, but differences in verbal self-concept failed to be significant. Change in verbal self-concept and achievement was similar in both groups. Further analyses provided evidence for the reciprocal effects model, i.e., verbal self-concept had positive effects on change in achievement while at the same time achievement had positive effects on change in verbal self-concept. These reciprocal effects were not moderated by school type or students’ migration background. Practical implications of the findings are discussed.
Original languageGerman
JournalPsychologie in Erziehung und Unterricht
Pages (from-to)89-105
Number of pages16
StatePublished - 2015

    Research areas

  • Research in teaching and learning - reading, spelling, verbal self-concept, migration background

ID: 457073