The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review

Valentine, Jeffrey C.; DuBois, David L.; Cooper, Harris

doi:10.1207/s15326985ep3902_3

Cited by 1,315Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsSchool Choice and Performance

The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review

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Valentine, Jeffrey C., DuBois, David L., Cooper, Harris·2004·Educational Psychologist

DOI 10.1207/s15326985ep3902_3

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Abstract

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.

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In Valentine et al. (2004) meta-analysis, there were only four non-Western samples out of a total of 60 samples.
“there were only four non-Western samples out of a total of 60 samples.”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Valentine et al., 2004
In Valentine et al. (2004) meta-analysis, samples from non-Western countries tended to have larger effect sizes than those from Western countries.
“samples from non-Western countries tended to have larger effect sizes than those from Western countries”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Valentine et al., 2004

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Authors: Valentine, J. C., DuBois, D. L., & Cooper, H.
Affiliations: Duke University (US)
University of Illinois Chicago (US)
ORCID: Valentine, Jeffrey C.
DuBois, David L.
Venue: Educational Psychologist
Publisher: Informa UK Limited
Published: 2004-06
Volume: 39
Issue: 2
Pages: 111-133
ISSN: 0046-1520 (ISSN-L)
1532-6985
DOI: 10.1207/s15326985ep3902_3
OpenAlex: W2069775782
Cited by: 1,315
References: 79
Citations by year: 2026: 29 · 2025: 50 · 2024: 57 · 2023: 145 · 2022: 57 · 2021: 81 · 2020: 82 · 2019: 115 · 2018: 74 · 2017: 76 · 2016: 89 · 2015: 65 · 2014: 72 · 2013: 63 · 2012: 68
FWCI: 21.35
Type: journal article
Language: en
Open access: green
hdl.handle.net
Licence: cc-by-nc-nd
Locations: Educational Psychologist (publishedVersion)
DukeSpace (Duke University) (submittedVersion, cc-by-nc-nd)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › School Choice and Performance
Keywords: self-belief, academic performance, self-efficacy, domain specificity, longitudinal effects, achievement prediction, self-concept

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The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review

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