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

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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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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

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