The Relationship Between Self and Achievement/Performance Measures
Abstract
This meta-analysis examines the relationship between the various self-measures and measures of performance and achievement. The statistical results of 128 studies are transformed to a common measure, namely, correlation coefficients. These studies represent a total sample of 202,823 persons and produce a data base of 1,136 correlations between self-ratings and performance measures. A range in the relationship of —.77 to .96 was reported with an “average” correlation of .21. It was found that this average relationship was modified by a number of variables. The more significant modifiers of the average relationship were the grade-level of subjects, socioeconomic status, ethnicity, ability of subjects, self-term used in the study, name of self-test used, type and name of performance/achievement measures, and the reliability of both the self-ratings and performance/achievement measures.
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The earliest support for the relationship between motivation, focusing specifically on self-concepts and other self beliefs, and academic achievement comes from cross-sectional and correlational studies reviewed by Hansford and Hattie (1982).
“The earliest support for the relationship between motivation (focusing specifically on selfconcepts and other self beliefs) and academic achievement comes from cross-sectional and correlational studies, reviewed by Hansford and Hattie (1982).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Hansford and Hattie, 1982
The extent to which academic self-concept contributes to a general sense of self likely differs across groups.
“the extent to which academic self-concept contributes to a general sense of self likely differs across groups (Hansford & Hattie, 1982).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Hansford & Hattie, 1982
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- Authors
- Hansford, B. C., & Hattie, J. A.
- Affiliations
- University of New England (AU)
- ORCID
- Hattie, J. A.
- Venue
- Review of Educational Research
- Published
- 1982-03
- Volume
- 52
- Issue
- 1
- Pages
- 123-142
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2154540489
- Cited by
- 741
- References
- 36
- Citations by year
- 2026: 9 · 2025: 4 · 2024: 14 · 2023: 10 · 2022: 16 · 2021: 22 · 2020: 28 · 2019: 17 · 2018: 34 · 2017: 29 · 2016: 24 · 2015: 34 · 2014: 31 · 2013: 34 · 2012: 25
- FWCI
- 21.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
- Keywords
- self-ratings, self-assessment, achievement, performance indicators, self-efficacy, self-concept, self-perception, grade level, socioeconomic status, ethnicity, ability levels
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