Reciprocal effects between self-concept and school performance, preparation for school, and life satisfaction: A longitudinal study

Abstract

The aim of the present study was to investigate the long-term reciprocal effects between self-concept and school performance, frequency of preparation for school, and life satisfaction. A longitudinal study was conducted involving 1508 Greek students who completed questionnaires on three continuous academic years measuring their academic self-concept and general self-esteem, general school grade, frequency of preparation for school, and life satisfaction. The data were analyzed using structural equation modelling. Results indicated reciprocal effects between academic self-concept, general school performance, and preparation for school. Likewise, reciprocal effects were found between general self-esteem and life satisfaction. The findings confirm the multidimensional nature of self-concept and provide clear support for the reciprocal effects model.