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

The DOI matches its Crossref record; 79 of the 79 references it cites were found in a registry or an index.

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

Open access
Valentine, Jeffrey C., DuBois, David L., Cooper, Harris·2004·Educational Psychologist
DOI 10.1207/s15326985ep3902_3
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1207/s15326985ep3902_3

Cites

79 of 79 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 79 references

Research works printed but not linked: 30

  1. 10.1037//0022-3514.50.1.35 · DOI
  2. Baumeister, R. F. (1999). The nature and structure of the self: An overview. In R. F. Baumeister (Ed.), The self in social psychology (pp. 1-20). Philadelphia: Taylor & Francis.
  3. Beane, J. A. (1994). Cluttered terrain: The schools' interest in the self. In T. M. Brinpthaupt & R. P. Lipka (Eds.), Changing the self: Philosophies, techniques, and experiences. SUNY Series: Studying the self (pp. 69-87). Albany: State University of New York Press.
  4. Beane J. A., 1980, Child Study Journal, 10, 1
  5. *Boehm-Morelli, H. (1999). Reading self-concept and reading achievement as a function of play and nondirective play therapy (Doctoral dissertation, Alfred University, 1999).Dissertation Abstracts International, 61, 522B.
  6. Bradley C. S., 2000, Masters Abstracts International, 38, 0531
  7. *Brudos, G. K. (1995). The relationships among behavior problems, academic achievement, and achievement-related beliefs in middle school-aged children: A longitudinal study (Doctoral dissertation, Florida State University, 1995).Dissertation Abstracts International, 56, 3053A.
  8. *Chan, J. S. (1999). Predictors of achievement using computer-assisted instruction: Self-efficacy for achievement and control of learning beliefs (Doctoral dissertation, University of Houston, 1999).Dissertation Abstracts International, 60, 1008A.
  9. 10.1037//0022-0663.80.3.357 · DOI
  10. 10.1037//0003-066X.41.9.954 · DOI · Paper page
  11. 10.1037//0022-0663.79.3.280 · DOI
  12. 10.1037//0022-0663.84.1.35 · DOI
  13. Marsh, H. W. (1993). Academic self-concept: Theory, research, and measurement. In J. Suls (Ed.), The self in social perspective. Psychological perspectives on the self (Vol. 4, pp. 59-98). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  14. 10.1037//0022-0663.80.3.366 · DOI
  15. 10.1037//0022-3514.78.2.337 · DOI
  16. 10.1037//0022-0663.89.1.41 · DOI
  17. McArdle, J. J. & Bell, R. Q. (2000). An introduction to latent growth models for developmental data analysis. In T. D. Little & K. U. Schnabel (Eds.), Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples (pp. 41-107). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  18. 10.1037//0022-0663.82.1.60 · DOI
  19. *Mundy, R. R. (2000). The relationship of administrator-facilitated grouping for reading to student achievement and self-concept of "at-risk"readers in homogenous and heterogeneous classes (Doctoral dissertation, Temple University, 2000). Dissertation Abstracts International, 61, 0838A.
  20. 10.1037//1082-989X.3.3.354 · DOI
  21. Pajares F., 1996, Review of Educational Research, 66, 543, 10.3102/00346543066004543 · DOI · Paper page
  22. 10.1037//0022-0663.82.1.33 · DOI · Paper page
  23. Rogosa, D. (1979). Causal models in longitudinal research: Rationale, formulation, and interpretation. In J. Nesselroade & P. Baltes (Eds.), Longitudinal research in the study of behavior and development (pp. 263-302). New York: Academic.
  24. *Sharrow, M. F. (1993). Precursors to persistence (Doctoral dissertation, University of Oregon, 1993).Dissertation Abstracts International, 54, 1295A.
  25. 10.1037//0022-0663.74.1.3 · DOI
  26. 10.1037//0022-3514.76.3.482 · DOI · Paper page
  27. *Shoemaker, A. L. (1980). Determinants of self-esteem: Importance, satisfaction, and self-rating in significant areas (Doctoral dissertation, University of Illinois at Urbana-Champaign, 1980).Dissertation Abstracts International, 41, 4661A.
  28. 10.1037//0022-3514.58.2.292 · DOI
  29. Snedecor, G. W. & Cochran, W. G. (1989). Statistical methods (8th ed.). Ames: Iowa State University.
  30. *Thordardottir, I. B. (2000). Student achievement and the national examinations in Vestfirdir, Iceland (Doctoral dissertation, Pennsylvania State University, 2000).Dissertation Abstracts International, 61, 2186B.

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Valentine, J. C., DuBois, D. L., & Cooper, H.
Affiliations
  • Duke University (US)
  • University of Illinois Chicago (US)
ORCID
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
Licence
cc-by-nc-nd
Locations
  • Educational Psychologist (publishedVersion)
  • DukeSpace (Duke University) (submittedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Psychology › Developmental and Educational 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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review