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ERIC Number: EJ940374
Record Type: Journal
Publication Date: 2011-Oct
Pages: 24
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4405
Self-Concept and Academic Achievement: A Meta-Analysis of Longitudinal Relations
Huang, Chiungjung
Journal of School Psychology, v49 n5 p505-528 Oct 2011
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 0.20 to 0.27 between prior self-concept and subsequent academic achievement and from 0.19 to 0.25 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. (Contains 9 tables and 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A