Relationships between academic self-perceptions and grade outcomes between year 6 and 12 of the Swedish compulsory school system

Introduction This study investigates the longitudinal relationship between academic grade outcomes and academic self-perceptions of ability across three time-points of the Swedish compulsory school. Methods The study uses a cross-lagged panel model to analyse register and questionnaire data from 6,370 students between the ages of 12 and 19 in the three subjects of Swedish, English, and mathematics. Results Results revealed a changing relationship between grades and self-perceptions as students mature as well as associations that differed by academic subject. Generally, grades showed a strong but weakening association with future grades. Grades also positively predicted academic self-perceptions, but only at the earlier stage. Academic self-perceptions generally had a strong and strengthening association with future academic self-perceptions but tended to predict grades only at the later stage. Discussion Results are explained by the changing relationship between students' developing academic self-perceptions and the changing utility of grades as feedback. Some implications for initiatives to improve student self-perceptions and grade outcomes are discussed.