Math Self-Concept in the Transition to Secondary School: Developmental Trends, Predictors and Educational Implications among High-Ability and Average-Ability Students KU Leuven
This study examined the development of math self-concept during the transition to secondary school comparatively among high-ability and average-ability students in a largescale longitudinal sample in Flanders, Belgium (N = 5740 students; 49.5% males). Latent change models revealed that high-ability students, although maintaining higher relative levels of math self-concept, experienced steeper levels of math self-concept decline in the transition ...