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    J Sch Psychol. 2011 Oct;49(5):505-28. Epub 2011 Aug 10.

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

    Source

    Graduate Institute of Education, National Changhua University of Education, Taiwan. cjhuang@cc.ncue.edu.tw

    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.

    Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

    PMID:
    21930007
    [PubMed - indexed for MEDLINE]

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