Graduate Institute of Education, National Changhua University of Education, Taiwan.
J Sch Psychol. 2011 Oct;49(5):505-28. doi: 10.1016/j.jsp.2011.07.001. Epub 2011 Aug 10.
The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated.
通过元分析和路径分析程序的综合，在 39 个独立的纵向样本中研究了自我概念与学业成就之间的关系。对于具有超过 3 个独立样本的关系，先前的自我概念与随后的学业成就之间的观察到的平均相关系数范围为.20 到.27，而先前的学业成就与随后的自我概念之间的相关系数范围为.19 到.25。自我概念的全域/特定性是先前自我概念与随后的学业成就之间以及先前的学业成就与随后的自我概念之间关系的唯一显著调节因素。由于高自我概念与高学业成绩相关，反之亦然，因此应整合自我提升和技能发展相结合的干预计划。
