A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement

Abstract

The reciprocal relationship between academic self-concept (ASC) and academic achievement has been documented in multiple studies. However, this relationship has not been investigated fully from a developmental perspective. In the present meta-analysis, 240 effect sizes were aggregated from 68 longitudinal studies to examine the longitudinal relationship between ASC and achievement. The results found that achievement significantly predicted ASC (β = 0.16, p < 0.01) and vice-versa (β = 0.08, p < 0.01) after controlling for the initial level of outcome variables, which provided further evidence for the reciprocal effects model (REM). Moderator analyses found that the effect of achievement on ASC was significantly moderated by student age, whereas the effect of ASC on achievement was significantly moderated by student age, achievement level, and types of achievement measurement. Combining the significant moderating effect of age on the paths leading from ASC to achievement and from achievement to ASC, the relationship between ASC and achievement was found to demonstrate a trend from a strong skill-development effect to a pronounced reciprocal effect with age within the framework of the REM.