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.

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

“…There are two different views for the studies examining the relationship of self-esteem and academic performance. One side of the research emphasized that academic performance is an important predictor of self-esteem (AlvesMartins et al, 2002;Bowles, 1999;Filozof et al, 1998;Hoge et al, 1995), while the others indicated that self-esteem is a determinant of academic performance (Chapman, 1988;Hansford & Hattie, 1982;Marsh et al, 1988). Both views were tested in this study.…”

“…It has often been suggested that academic achievement is closely related to self-esteem (Osborne, 1997;Pullmann & Allik, 2008;Suk Wai Wong & Watkins, 2001;Stupniskyet, Renaud, Perry, Ruthig, Haynes, & Clifton, 2007;Whitesell, Mitchell, & Spicer, 2009), nevertheless, considering the literature, this relationship is more complicated than it is thought to be. Some researchers asserted that self-esteem affects academic achievement (Chapman, 1988;Hansford & Hattie, 1982;Marsh, Byrne, & Shavelson, 1988), however some others claim it is affected by academic achievement (Alves-Martinset, Peixoto, Gouveia-Pereira, Amaral, & Pedro, 2002;Baumeister, Campbell, Krueger, & Vohs, 2003;Bowles, 1999;Filozof, Albertin, Jones, Steme, Myers, & McDermott, 1998;Hoge, Smit, & Crist, 1995). It can be concluded that while self-esteem affects academic achievement, it is affected by academic achievement as well.…”

Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects

“…Academic self-esteem is also closely tied to academic achievement (e.g. Falchikov and Boud 1989;Hansford and Hattie 1982;Mabe and West 1982;Zell and Krizan 2014). This positive correlation does not necessarily imply causality (Marsh 1990b).…”

The Effects of Student and Teacher Level Variables on TIMSS 2007 and 2011 Mathematics Achievement of Turkish Students

“…Öğrencilerin özgüveni ise öğrencilerin motivasyonlarını etkilemektedir. Öğrenmeye yönelik motivasyon başarabilme duygusunu da kapsadığı için öğrencilerin kendine güvenlerinin, motivasyonlarıyla yakından ilişkili olduğu, derslere aktif bir şekilde katılmalarını ve dolayısıyla başarılarını etkilediği belirtilmektedir (Hansford ve Hattie, 1982;Singh vd., 2002). Bu bağlamda, bu değişken alanyazındaki çeşitli çalışmaların ilgi odağı olmuş, gerek ulusal çalışmalarda (Akyüz, 2014;Demir ve Kılıç, 2010) gerekse uluslararası çalışmalarda (Arıkan vd., 2016;Chen, 2013) matematikte kendine güvenin başarıyı olumlu yönde etkilediği bulunmuştur.…”