Self-concept and academic achievement: A meta-analysis of longitudinal relations

Research output: Contribution to journalArticle

128 Citations (Scopus)

Abstract

The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated.

Original languageEnglish
Pages (from-to)505-528
Number of pages24
JournalJournal of School Psychology
Volume49
Issue number5
DOIs
Publication statusPublished - 2011 Oct 1

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self-concept
Self Concept
academic achievement
Meta-Analysis
analysis procedure
path analysis
performance

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Self-concept and academic achievement : A meta-analysis of longitudinal relations. / Huang, Chiungjung.

In: Journal of School Psychology, Vol. 49, No. 5, 01.10.2011, p. 505-528.

Research output: Contribution to journalArticle

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