title: Self-concept and academic achievement: a meta-analysis of longitudinal relations.
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.
authors.affiliation: Graduate Institute of Education, National Changhua University of Education, Taiwan. cjhuang@cc.ncue.edu.tw
authors.forename: Chiungjung
authors.initials: C
authors.lastname: Huang
mesh_terms: D000124:Achievement; D000293:Adolescent; D000367:Age Factors; D002648:Child; D002675:Child, Preschool; D004522:Educational Status; D006801:Humans; D008137:Longitudinal Studies; D012649:Self Concept; D055815:Young Adult