A Meta-Analysis of Relations Between Achievement and Self-Concept

According to the internal/external frame of reference model, academic achievement has a strong impact on people’s self-concept, both within and between subjects. We conducted a series of meta-analyses of k = 505 data sets containing the six bivariate correlations between achievement and self-concept...

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Bibliographic Details
Published in:Review of educational research 2020-06, Vol.90 (3), p.376-419
Main Authors: Möller, Jens, Zitzmann, Steffen, Helm, Friederike, Machts, Nils, Wolff, Fabian
Format: Article
Language:English
Subjects:
Academic Achievement
Age Differences
Between-subjects design
Comparative Analysis
Correlation
Elementary School Students
Institutional Characteristics
Mathematics Achievement
Meta Analysis
Native Language
Peer Relationship
Research Reports
Science Achievement
Scores
Secondary School Students
Self Concept
Self esteem
Social Cognition
Standardized Tests
Systematic review
Teacher Attitudes
Verbal Ability
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Summary:According to the internal/external frame of reference model, academic achievement has a strong impact on people’s self-concept, both within and between subjects. We conducted a series of meta-analyses of k = 505 data sets containing the six bivariate correlations between achievement and self-concept in two subjects. Negative paths from achievement to noncorresponding self-concept, indicating dimensional comparison effects, were strongest when the subjects were dissimilar with regard to the math-verbal continuum, reduced but still significantly negative when both subjects belonged to the verbal domain, and near-zero when both subjects belonged to the math/science domain. Additionally, we found stronger positive paths from achievements to corresponding self-concepts, indicating social comparison effects, and stronger dimensional comparison effects for grades than for standardized test scores, and for older rather than younger students. We extend dimensional comparison theory by discussing these results with particular regard to the nonexistence of assimilation effects, the effects of subject similarity on dimensional comparison effects, and other moderators of dimensional comparison effects.
ISSN:0034-6543
1935-1046
DOI:10.3102/0034654320919354