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Cited by 975Education, Achievement, and GiftednessMotivation and Self-Concept in SportsGrit, Self-Efficacy, and Motivation

Academic self‐concept and academic achievement: Relations and causal ordering

Marsh, Herbert W., Martin, Andrew J.·2011·British Journal of Educational Psychology
DOI 10.1348/000709910x503501
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Abstract

Background. A positive self‐concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. Aims. The present review examines support for the reciprocal effects model (REM) that posits academic self‐concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other – and its extension to other achievement domains. Method. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self‐concept and a methodological focus on a construct validity approach to evaluating the REM. Results. Consistent with these distinctions, REM research and a comprehensive meta‐analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self‐esteem and other non‐academic components of self‐concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross‐cultural, health (physical activity), and non‐elite (gymnastics) and elite (international swimming championships) sport. Conclusion. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self‐concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed.

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  • When studies found reciprocal relations between academic self-concept and other motivation constructs and achievement, they left unanswered which pathways mediate the link between such beliefs and achievement.

    “Usually, when studies found reciprocal relations between ASC and other motivation constructs and achievement, they left unanswered which pathways mediate the link between such beliefs and achievement (Marsh & Martin, 2011).”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh & Martin, 2011

  • Reciprocal motivation-achievement relations from one age group cannot be readily generalized to other ages.

    “reciprocal motivationachievement relations from one age group cannot be readily generalized to other ages (Marsh & Martin, 2011).”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh & Martin, 2011

  • The majority of current research on reciprocal relations between motivation and academic achievement has suffered from a sampling bias problem, conducted using homogenous samples in ethnicity and cultural background.

    “the majority of current research on the reciprocal relations between motivation and academic achievement has suffered from what can be considered a sampling bias problem (Pollet & Saxton, 2019), i.e., conducted using homogenous samples in terms of ethnicity (Marsh & Martin, 2011) and cultural background (Henrich et al., 2010).”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh & Martin, 2011

  • It is premature to conclude that the reciprocal relationship between motivation and achievement is universal.

    “it is premature to conclude that the reciprocal relationship between motivation and achievement is universal.”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh & Martin, 2011

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Authors
Marsh, H. W., & Martin, A. J.
Affiliations
  • University of Oxford (GB)
  • The University of Sydney (AU)
Corresponding author
Marsh, Herbert W.
ORCID
Venue
British Journal of Educational Psychology
Publisher
Wiley
Published
2011-03
Volume
81
Issue
1
Pages
59-77
ISSN
  • 0007-0998 (ISSN-L)
  • 2044-8279
DOI
10.1348/000709910x503501
OpenAlex
W1759197990
Cited by
975
References
65
Citations by year
2026: 58 · 2025: 76 · 2024: 89 · 2023: 89 · 2022: 84 · 2021: 91 · 2020: 72 · 2019: 72 · 2018: 69 · 2017: 56 · 2016: 55 · 2015: 50 · 2014: 45 · 2013: 42 · 2012: 20
FWCI
2.69
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 78 d)
Locations
  • British Journal of Educational Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • Research Bank (Australian Catholic University) (submittedVersion)
Funders
Economic and Social Research Council (ES/F041292/1)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
Keywords
academic self-concept, academic performance, reciprocal effects model, self-esteem, construct validity, causal order, children, cross-cultural comparison, physical activity, gymnastics, elite sport, swimming
MeSH terms
Achievement, Child, Cross-Cultural Comparison, Humans, Internal-External Control, Models, Psychological, Motivation, Motor Activity, Self Concept, Sports

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