Predicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning

Abstract

After achievement, academic self-concept and interest are essential learning outcomes in the transition to higher education and then lifelong learning. The current study examines self-concept, instrumental goals, interest and three types of achievement in the context of English language learning at one Japanese university. First-year students (n = 381) from seven departments participated in a yearlong study, completing surveys at three time points. Course grade, pre–post standardized English language proficiency tests and a final vocabulary test were also included in modeling.

The self-concept and proficiency students come to university with play a substantial role in their future motivation and achievement. Distal internally regulated goals had the overall largest predictive effect on future personal interest. A small/moderate predictive gender effect on self-concept, prior ability and distal internally regulated goals was also observed. Male students are entering university at a distinct disadvantage to female students, a trend widely observed throughout formal education. Implications for practice are discussed.