The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review

There has been extensive debate among scholars and practitioners concerning whether self-beliefs influence academic achievement. To address this question, findings of longitudinal studies investigating the relation between self-beliefs and achievement were synthesized using meta-analysis. Estimated...

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Bibliographic Details
Published in:Educational psychologist 2004-06, Vol.39 (2), p.111-133
Main Authors: Valentine, Jeffrey C., DuBois, David L., Cooper, Harris
Format: Article
Language:English
Subjects:
Academic Achievement
Effect Size
Longitudinal Studies
Measures (Individuals)
Meta Analysis
Self Concept
Systematic review
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Summary:There has been extensive debate among scholars and practitioners concerning whether self-beliefs influence academic achievement. To address this question, findings of longitudinal studies investigating the relation between self-beliefs and achievement were synthesized using meta-analysis. Estimated effects are consistent with a small, favorable influence of positive self-beliefs on academic achievement, with an average standardized path or regression coefficient of .08 for self-beliefs as a predictor of later achievement, controlling for initial levels of achievement. Stronger effects of self-beliefs are evident when assessing self-beliefs specific to the academic domain and when measures of self-beliefs and achievement are matched by domain (e.g., same subject area). Under these conditions, the relation of self-beliefs to later achievement meets or exceeds Cohen's (1988) definition of a small effect size.
ISSN:0046-1520
1532-6985
DOI:10.1207/s15326985ep3902_3