A meta-analysis of relations between achievement and self-concept.

Autor/inn/en	Möller, Jens; Zitzmann, Steffen; Helm, Friederike; Machts, Nils; Wolff, Fabian
Titel	A meta-analysis of relations between achievement and self-concept. Gefälligkeitsübersetzung: Eine Meta-Analyse der Beziehungen zwischen Leistung und Selbstkonzept.
Quelle	In: Review of educational research, 90 (2020) 3, S. 376-419Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0034-6543; 1935-1046
DOI	10.3102/0034654320919354
Schlagwörter	Sozialer Vergleich; Selbstkonzept; Schüler; Schülerleistung; Referenz; Leistung
Abstract	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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2