Meta-analyses show prior academic self-concept predicts subsequent achievement, controlling prior achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Comprehensive meta-analyses demonstrate that the effect of prior ASC on subsequent achievement, controlling prior achievement, was highly significant overall and positive in most studies considered. → Herbert W. Marsh 2022

Evidence¶

Herbert W. Marsh 2022¶

Herbert W. Marsh, Reinhard Pekrun, & Oliver Lüdtke. (2022). Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09662-9

q2 · i? · associational · r2

The review attributes this synthesis to meta-analyses including Huang (2011), Valentine et al. (2004), and Wu et al. (2021), which interpreted reciprocal effects as causal. No pooled effect size is printed in the quoted text.

"the meta-analyses demonstrated that the effect of prior ASC on subsequent achieve-ment, controlling the effects of prior achievement, was also highly significant overall and positive in most of the studies they considered."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Huang's meta-analysis of 39 independent samples reported average cross-lagged correlations between self-concept and achievement of roughly .19 to .27 — a narrower finding that bears on this claim
• A meta-analysis of 68 longitudinal studies found prior achievement predicted subsequent self-concept and prior self-concept predicted subsequent achievement — possibly the same claim (merge candidate)
• Reanalyses of simulated and PALMA data provide converging support for the extended reciprocal effects model, including an effect of academic self-concept on achievement — related
• School grades tend to be more highly correlated with academic self-concept than standardized test scores — related
• STARTS model shows a positive effect of prior achievement on subsequent self-concept but no effect of prior self-concept on subsequent achievement — reports the opposite