Research on students’ understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).

对学生对其学习成绩的理解进行的研究通常面临以下方面的限制：样本多样性，统计能力，参与者信息的广度以及不断跟踪参与者发展的能力。政府注册表数据没有此类限制。我们验证了丹麦幸福感调查中所包含的对学术自我认知的简短测量，这是一项每年对所有丹麦公立学校学生（4至9年级）实施的自我报告测量，并与有关这些学生，他们的学生的丰富注册表数据相关联家庭，学校和社区。然后，我们对学术自我认知对追求进一步的学术密集型教育的影响进行异常有力的分析（N = 35,227）和儿童后期和青春期的学术自我认知发展（N  = 284,024）。