Discriminant and incremental validity of self-concept and academic self-efficacy: A meta-analysis

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of.43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain matching between them, moderate the strength of the correlation between self-concept and academic self-efficacy. Global self-concept was associated with weaker correlations than were academic and subject-specific self-concept. Academic self-efficacy had higher incremental validity than self-concept. Study 2, which examined data-sets from Programme for International Student Assessment 2000, 2003 and 2006, found that the mean correlation ranged from.31 to 54. Self-concept sometimes had higher incremental validity than academic self-efficacy. The higher incremental validity of self-concept may result from the wording and domain of self-concept measure as well as specificity matching between self-concept and academic achievement.

Original languageEnglish
Pages (from-to)777-805
Number of pages29
JournalEducational Psychology
Volume32
Issue number6
DOIs
Publication statusPublished - 2012 Oct 1

Fingerprint

Self Efficacy
self-concept
Self Concept
self-efficacy
Meta-Analysis
PISA study
academic achievement
Students

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

Cite this

@article{1246956bf7994ceea6ce6c39cb03d967,
title = "Discriminant and incremental validity of self-concept and academic self-efficacy: A meta-analysis",
abstract = "Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of.43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain matching between them, moderate the strength of the correlation between self-concept and academic self-efficacy. Global self-concept was associated with weaker correlations than were academic and subject-specific self-concept. Academic self-efficacy had higher incremental validity than self-concept. Study 2, which examined data-sets from Programme for International Student Assessment 2000, 2003 and 2006, found that the mean correlation ranged from.31 to 54. Self-concept sometimes had higher incremental validity than academic self-efficacy. The higher incremental validity of self-concept may result from the wording and domain of self-concept measure as well as specificity matching between self-concept and academic achievement.",
author = "Chiung-jung Huang",
year = "2012",
month = "10",
day = "1",
doi = "10.1080/01443410.2012.732386",
language = "English",
volume = "32",
pages = "777--805",
journal = "Educational Psychology",
issn = "0144-3410",
publisher = "Routledge",
number = "6",

}

Discriminant and incremental validity of self-concept and academic self-efficacy : A meta-analysis. / Huang, Chiung-jung.

In: Educational Psychology, Vol. 32, No. 6, 01.10.2012, p. 777-805.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Discriminant and incremental validity of self-concept and academic self-efficacy

T2 - A meta-analysis

AU - Huang, Chiung-jung

PY - 2012/10/1

Y1 - 2012/10/1

N2 - Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of.43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain matching between them, moderate the strength of the correlation between self-concept and academic self-efficacy. Global self-concept was associated with weaker correlations than were academic and subject-specific self-concept. Academic self-efficacy had higher incremental validity than self-concept. Study 2, which examined data-sets from Programme for International Student Assessment 2000, 2003 and 2006, found that the mean correlation ranged from.31 to 54. Self-concept sometimes had higher incremental validity than academic self-efficacy. The higher incremental validity of self-concept may result from the wording and domain of self-concept measure as well as specificity matching between self-concept and academic achievement.

AB - Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of.43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain matching between them, moderate the strength of the correlation between self-concept and academic self-efficacy. Global self-concept was associated with weaker correlations than were academic and subject-specific self-concept. Academic self-efficacy had higher incremental validity than self-concept. Study 2, which examined data-sets from Programme for International Student Assessment 2000, 2003 and 2006, found that the mean correlation ranged from.31 to 54. Self-concept sometimes had higher incremental validity than academic self-efficacy. The higher incremental validity of self-concept may result from the wording and domain of self-concept measure as well as specificity matching between self-concept and academic achievement.

UR - http://www.scopus.com/inward/record.url?scp=84867515283&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84867515283&partnerID=8YFLogxK

U2 - 10.1080/01443410.2012.732386

DO - 10.1080/01443410.2012.732386

M3 - Article

AN - SCOPUS:84867515283

VL - 32

SP - 777

EP - 805

JO - Educational Psychology

JF - Educational Psychology

SN - 0144-3410

IS - 6

ER -