The relation between self-beliefs and academic achievement: A meta-analytic review
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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.
Published Version (Please cite this version)10.1207/s15326985ep3902_3
Publication InfoValentine, JC; DuBois, DL; & Cooper, H (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2). pp. 111-133. 10.1207/s15326985ep3902_3. Retrieved from https://hdl.handle.net/10161/14940.
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Hugo L. Blomquist Distinguished Professor Emeritus of Psychology and Neuroscience
Harris Cooper received his Ph.D. in Social Psychology from the University of Connecticut in 1975. From 1977 to 2003, he was on the faculty at the University of Missouri. In 2003, he moved to Duke University where he is now Hugo L. Blomquist Distinguished Professor in the Department of Psychology & Neuroscience. Dr. Cooper has been a Visiting Scholar at Stanford University, the University of Oregon, and the Russell Sage Fou