Self-concept and academic achievement: a meta-analysis of longitudinal relations |
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Authors: | Huang Chiungjung |
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Institution: | aGraduate Institute of Education, National Changhua University of Education, Taiwan |
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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. |
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Keywords: | Self-concept Academic achievement Longitudinal study Panel design Path analysis Meta-analysis |
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