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Using a longitudinal design with four annual assessments (Years 6 to 9) among 3,209 German secondary-school students, prior math self-concept predicted later math self-efficacy, while prior self-efficacy did not predict later self-concept. Reciprocal linkages emerged between math self-concept and math grades, and between math self-efficacy and math test scores, with gender invariance across these relations.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/self-concept-and-self-efficacy-in-math-longitudinal-interrelations-and-reciprocal-linkages-with-achievement/136300/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/self-concept-and-self-efficacy-in-math-longitudinal-interrelations-and-reciprocal-linkages-with-achievement/136300.png","ImageObject",300,407,{"name":92,"@type":93},"Theodora","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-19","2026-08-22",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main focus of the study?","Question",{"text":113,"@type":114},"The study investigates how math self-concept and math self-efficacy relate to each other over time and how both connect longitudinally to math achievement test scores and math school grades.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the data collected and over what time span?",{"text":118,"@type":114},"The research used a longitudinal design with four annual assessments during secondary school years 6 to 9 among 3,209 German students.",{"name":120,"@type":111,"acceptedAnswer":121},"What longitudinal patterns were found between self-concept, self-efficacy, and achievement?",{"text":122,"@type":114},"Prior math self-concept positively predicted later math self-efficacy, while prior self-efficacy was unrelated to later self-concept. Reciprocal relations were found for self-concept with math grades and for self-efficacy with math test scores, with additional unidirectional patterns involving earlier achievement.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},136300,1787370570,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145},687197207919,"https://ap-avatar.wpscdn.com/avatar/a000253d6f5f7c60be?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779446848396160552","Arens, Katrin A. ; Frenzel, Anne C. ; Goetz, Thomas  \nSelf-concept and self-efficacy in math. Longitudinal interrelations and reciprocal linkages with achievement.  \nformal und inhaltlich überarbeitete Version der Originalveröffentlichung in:  \nformally and content revised edition of the original source in:  \nThe journal of experimental education 90 (2022) 3, S. 615-633  \nBitte verwenden Sie in der Quellenangabe folgende URN oder DOI / Please use the following URN or DOI for reference:  \nurn:nbn:de:0111-pedocs-329551 10.25656/01:32955  \n[https://nbn-resolving.org/urn:nbn:de:0111-pedocs-329551](https://nbn-resolving.org/urn:nbn:de:0111-pedocs-329551)  \n[https://doi.org/10.25656/01:32955](https://doi.org/10.25656/01:32955)  \nNutzungsbedingungen Terms of use  \nDieses Dokument steht unter folgender Creative Commons-Lizenz: [http://creativecommons.org/l](http://creativecommons.org/l)icenses/by-nc/4 .0/deed.de - Sie dürfen das Werkbzw. den Inhalt vervielfältigen, verbreiten und öffentlich zugänglich machensowie Abwandlungen und Bearbeitungen des Werkes bzw. Inhaltesanfertigen, solange Sie den Namen des Autors/Rechteinhabers in der von ihm festgelegten Weise nennen und das Werk bzw. den Inhalt nicht fürkommerzielle Zwecke verwenden.  \nMit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an.  \nThis document is published under following Creative Commons-License: [http://creativecommons.org/licenses/by-nc/4.0/deed.en - You](http://creativecommons.org/licenses/by-nc/4.0/deed.en - You) may copy, distribute and render this document accessible, make adaptations of this work or its contents accessible to the public as long as you attribute the work in the manner specified by the author or licensor. You are not allowed to make commercial use of the work, provided that the work or its contents are not used for commercial purposes.  \nBy using this particular document, you accept the above-stated conditions of use.  \nKontakt / Contact:  \npeDOCS  \nDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation Informationszentrum (IZ) Bildung  \nE-Mail: [pedocs@dipf.de](pedocs@dipf.de)  \n[Internet: www.pedocs.de](Internet: www.pedocs.de)  \nSelf-Concept and Self-Efficacy  \nSelf-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages  \nwith Achievement  \nA. Katrin Arens  \nGerman Institute for International Educational Research  \nAnne C. Frenzel  \nUniversity of Munich, Germany  \nThomas Goetz  \nUniversity of Vienna, Austria  \nAuthor Note  \nThis research was supported by four grants from the German Research Foundation (DFG) to Reinhard Pekrun (PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4) and by a Heisenberg fellowship grant from the German Research Foundation to A.K. Arens (AR 877/3-1) . We would like to thank the German Data Processing and Research Center (DPC) of the International Association for the Evaluation of Educational Achievement (IEA) for organizing the sampling and performing the assessments. We would like to thank Reinhard Pekrun and Herbert W. Marsh for their worthwhile comments on a previous version of the article.  \nCorrespondence concerning this article should be addressed to A. Katrin Arens, DIPF | Leibniz Institute for Research and Information in Education, Department on Education and Human Development and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, D-60323 Frankfurt am Main, Germany, Phone: + 49 69  \n24708 138, Email: [arens@dipf.de](arens@dipf.de)  \nThis is the prepublication version of the following manuscript:  \nArens, A. K., Frenzel, A. C., & Goetz, T. (2022) . Self-concept and self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement. The Journal of Experimental Education, 90(3), 615–633. [https://doi.org/10.1080/00220973.2020.1786347](https://doi.org/10.1080/00220973.2020.1786347)  \nThis paper is not the copy of record and may not exactly replicate the author","cbCaimMnSQ2nLi6S","https://ap.wps.com/l/cbCaimMnSQ2nLi6S","pdf",2014873,54,"English","# Abstract\n## Study design and measures\n## Longitudinal relations\n## Reciprocal and unidirectional linkages\n## Gender invariance\n## Keywords","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study investigates how math self-concept and math self-efficacy relate to each other over time and how both connect longitudinally to math achievement test scores and math school grades.\"},{\"question\":\"How was the data collected and over what time span?\",\"answer\":\"The research used a longitudinal design with four annual assessments during secondary school years 6 to 9 among 3,209 German students.\"},{\"question\":\"What longitudinal patterns were found between self-concept, self-efficacy, and achievement?\",\"answer\":\"Prior math self-concept positively predicted later math self-efficacy, while prior self-efficacy was unrelated to later self-concept. Reciprocal relations were found for self-concept with math grades and for self-efficacy with math test scores, with additional unidirectional patterns involving earlier achievement.\"}]","Self-Concept and Self-Efficacy in Math - Longitudinal Interrelations and Reciprocal Linkages with Achievement | PDF",136]