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

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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

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All Science Journal Classification (ASJC) codes

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

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