Personal conceptions of competence and academic achievement: Longitudinal study in Portuguese secondary school

Abstract

Do personal conceptions of competence (PCC) influence academic achievement and/or academic achievement influences PCC? In this context we sought to examine the relationship between PCC (personal conceptions of intelligence, causal attributions, self-concept, self-efficacy and emotional competence) and academic achievement throughout secondary school in Portugal. With this aim, the Composite Questionnaire of Perceived Competence (162 items) was administered to a sample of 433 students, 52.8% girls, aged between 14 and 18 years (M=15.3; SD=.63), in a three-wave longitudinal design separated by a gap of one year. Overall, the results evidenced reciprocal relationships: the achievement in the first year influenced PCC in the following year and self-concept and self-efficacy were the main predictors of academic achievement.