Disentangling different sources of stability and change in students’ academic self-concepts: An integrative data analysis using the STARTS model.

Academic self-concept (ASC) is characterized by the dual nature of stability and change. That is, students strive for consistency in their self-concept but also receive achievement feedback that leads to changes in ASC. Only a few previous studies have scrutinized the stability of ASC. The STARTS model (Stable, AutoRegressive Trait, and State) disentangles three sources of variation that underlie individual differences in a construct across...