The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
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 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
In the citing paper
“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
Citations
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Cited by
Sorted by citations
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003) · Psychological Science in the Public Interest · doi:10.1111/1529-1006.01431 · Cited by 3,893
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A meta-analysis of the five-factor model of personality and academic performance.
Poropat, A. E. (2009) · Psychological Bulletin · doi:10.1037/a0014996 · Cited by 2,729
Finn, J. D. (1989) · Review of Educational Research · doi:10.2307/1170412 · Cited by 2,702
Metadata
- 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 › Developmental and Educational 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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