期刊
JOURNAL OF SCHOOL PSYCHOLOGY
卷 49, 期 5, 页码 505-528出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jsp.2011.07.001
关键词
Self-concept; Academic achievement; Longitudinal study; Panel design; Path analysis; Meta-analysis
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. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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