Verbales schulisches Selbstkonzept und sprachliche Leistungen in Gruppen mit und ohne Migrationshintergrund

The present study was carried out to analyze the relationship between academic achievement (reading and spelling) and verbal academic self-concept in groups of migrant and non-migrant students. Two samples (cohort 1: N = 1001 students from 44 classes; cohort 2: N = 855 students from 38 classes) from different school types (academic track vs. non-academic track) worked on standardized spelling and reading tests and verbal self-concept items at the beginning of grade 5 (T1) and the beginning of grade 7 (T2). In line with the existing literature, migrant students had lower achievement levels at T1 and T2, even after controlling for school type, but differences in verbal self-concept failed to be significant. Change in verbal self-concept and achievement was similar in both groups. Further analyses provided evidence for the reciprocal effects model, i.e., verbal self-concept had positive effects on change in achievement while at the same time achievement had positive effects on change in verbal self-concept. These reciprocal effects were not moderated by school type or students’ migration background. Practical implications of the findings are discussed.