Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective
Beyond Seductive Pleasure and Unidimensional Perspectives
Bibliographic Data
| ID | 23358752 |
|---|---|
| Authors | Herbert W Marsh (0000-0002-1078-9717, University of Oxford), Rhonda G Craven (Self-Concept Enhancement and Learning Facilitation (SELF) Research Centre, University of Western Sydney, Bankstown, New South Wales, Australia), Rhonda Craven (0000-0003-0416-6676, Western Sydney University) |
| Year | 2006 |
| Volume | 1 |
| Issue | 2 |
| Pages | 133-163 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Perspectives on Psychological Science (JOURNAL) |
| Journal identifiers | ISSN: 1745-6916 • E-ISSN: 1745-6924 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1111/j.1745-6916.2006.00010.x |
| PMID | 26151468 |
| OpenAlex | W2117753904 |
| Language | EN |
| Citations received | 331 |
| References cited | 100 |
We (Marsh & Craven, 1997) have claimed that academic self-concept and achievement are mutually reinforcing, each leading to gains in the other. Baumeister, Campbell, Krueger, and Vohs (2003) have claimed that self-esteem has no benefits beyond seductive pleasure and may even be detrimental to subsequent performance. Integrating these seemingly contradictory conclusions, we distinguish between (a) older, unidimensional perspectives that focus on global self-esteem and underpin the Baumeister et al. review and (b) more recent, multidimensional perspectives that focus on specific components of self-concept and are the basis of our claim. Supporting the construct validity of a multidimensional perspective, studies show that academic achievement is substantially related to academic self-concept, but nearly unrelated to self-esteem. Consistent with this distinction, research based on our reciprocal-effects model (REM) and a recent meta-analysis show that prior academic self-concept (as opposed to self-esteem) and achievement both have positive effects on subsequent self-concept and achievement. We provide an overview of new support for the generality of the REM for young children, cross-cultural research in non-Western countries, health (physical activity), and nonelite (gymnastics) and elite (international swimming championships) sport. We conclude that future reviews elucidating the significant implications of self-concept for theory, policy, and practice need to account for current research supporting the REM and a multidimensional perspective of self-concept.
Academic achievement · Cognitive psychology · Construct (python library) · Developmental psychology · Generality · Perspective (graphical) · Pleasure · Reciprocal · Self-concept · Self-esteem · Behavioral Health and Interventions · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Throwing Out the Bathwater but Keeping the Baby
Self-concept of EFL preservice teachers as reflected in their teaching performance
Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
Evaluating academic motivation among Chinese secondary EFL learners
Determinants of Students' Mathematics Self-Concept
Autoconcepto físico en función de variables sociodemográficas y su relación con la actividad física
Liderazgo Colaborativo y Mejora Escolar
The impact of communication
Relating use of digital technology by pre-service teachers to confidence
Neural systems for reflected and direct self-appraisals in Chinese young adults
Multiple pathways to identification
Étude longitudinale des relations entre la perception de compétence, la motivation et le rendement scolaires
The role of positive academic self-concept in promoting school success
The effect of peer group stability on achievements
The Building Blocks of Aspiration to Go to University in Young People From Post‐Industrial Towns in England
Promoção do autoconceito e auto estima através de um programa de leitura a par
Importance models of the physical self
The competition–performance relation
Implicit self-esteem
Continuity and change in self-esteem during emerging adulthood
The role of affect in the positive self
Life-span development of self-esteem and its effects on important life outcomes
Low and decreasing self-esteem during adolescence predict adult depression two decades later
Directed abstraction
The nature and correlates of self-esteem trajectories in late life
Do people’s world views matter? The why and how
The reciprocal 2I/E model
Effects of student composition in school on young adults’ educational pathways
Identifying reciprocities in school motivation research
The murky distinction between self-concept and self-efficacy
Boredom and academic achievement
Social, dimensional, and temporal comparisons by students and parents
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson
How Creative Self‐Concept Leads to Happiness
Breaking the double-edged sword of effort/trying hard
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An integrated model of academic self-concept development
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Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves
Childhood obesity, gender, actual-ideal body image discrepancies, and physical self-concept in Hong Kong children
Analyzing the developmental relation of academic self-concept and achievement in elementary school children
Testing the vulnerability and scar models of self-esteem and depressive symptoms from adolescence to middle adulthood and across generations
Implicit theories about intelligence and growth (personal best) goals
If one goes up the other must come down
Formation of academic self-concept and intrinsic value within and across three domains
Neural and behavioural correlates of adolescents changing academic self-concept
Revisiting the academic self‐concept transcultural measurement model
Academically buoyant students are less anxious about and perform better in high-stakes examinations
Big fish in big ponds
Academic motivation–achievement cycle and the behavioural pathways
The reciprocal internal/external frame of reference model using grades and test scores
Unpacking socio-economic risks for reading and academic self-concept in primary school
Do people's self-views matter? Self-concept and self-esteem in everyday life
How expressions of forgiveness, purpose, and religiosity relate to emotional intelligence and self-concept in urban fifth-grade students
The Development of Multiple Self‐Concept Dimensions During Adolescence
Perceived Competence and Depressive Symptoms Among Adolescents
Education, Competence Development and Career Trajectories
Self-Esteem
Self and Identity
Self-Concept
Internal/External Frame of Reference Model
Self-Concepts
Academic Self-Concept and Achievement
Das akademische Selbstkonzept angehender Physiklehrkräfte als Teil ihrer professionellen Identität. Dimensionalität und Veränderung während einer zentralen Praxisphase
St-Century Readers
Pisa 2018 Assessment and Analytical Framework
Discriminant and criterion-related validity of achievement goals in predicting academic achievement
Relations between teachers’ emotional exhaustion and students’ educational outcomes.
Classroom Climate and Contextual Effects
The Multiple Self-Aspects Framework
Pygmalion effects in the classroom
The relative importance of intelligence and motivation as predictors of school achievement
OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
Predicting Long-Term Growth in Students' Mathematics Achievement
State of the art – teacher effectiveness and professional learning
A Review of the Academic and Psychological Impact of the Transition to Secondary Education
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
Perceived teacher support, self-concept, enjoyment and achievement in reading
Achievement Goals and Achievement Emotions
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
Collaborative leadership and school improvement
The concurrent and longitudinal relationships between adolescents' use of social network sites and their social self-esteem
Self-concept and academic achievement
Modeling the longitudinal effects of school leadership on teaching and learning
Classical Latent Profile Analysis of Academic Self-Concept Dimensions
Leadership for Learning
Doubly Latent Multilevel Analyses of Classroom Climate
Gender differences in academic self-efficacy
Reciprocal Effects Between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent Years
Achievement Emotions and Academic Performance
Positive Adult Education, Learned Helplessness and the Pygmalion Effect
Control and resilience
Academic self-concept, achievement goals, and achievement
Weight Status Determines the Impact of a School-Based Nutrition Education Intervention on Lifestyle Behaviors in Children
The Unity of Self at the Interface of the Animal Body and the Cultural System
Reciprocal Effects of Exercise and Nutrition Treatment-Induced Weight Loss with Improved Body Image and Physical Self-Concept
Parental Evaluation of the Socio-Personal Adjustment of High Ability Students in a Cluster Grouping Program
The Emotional Basis of Early Personality Development
Measuring self-concept across the life span
Self-concept of ability and perceived evaluation of others
The General/Academic Self-Concept Nomological Network
Physical Self-Description Questionnaire
Causal effects of academic self-concept on academic achievement
A multidimensional, hierarchical model of self-concept
Adventure Education and Outward Bound
Changes in Children’s Self-Competence and Values
Relation of threatened egotism to violence and aggression
The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood through Adolescence
The structure of academic self-concept
The Relationship Between Self and Achievement/Performance Measures
Academic Self-Concept, Interest, Grades, and Standardized Test Scores
Self Description Questionnaire Iii
Self-Concept
Causal ordering of academic self-concept and academic achievement
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
The Relation Between Self-Beliefs and Academic Achievement
Academic self-concept and academic achievement
A multifaceted academic self-concept
Development of Adolescents' Self-Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th- through 11th-Grade Australian Students
Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School
Self concept
Change in children's competence beliefs and subjective task values across the elementary school years
Changing self-esteem in children and adolescents
Physical Activity and Public Health
The big-fish-little-pond effect on academic self-concept.
Self-Efficacy
Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles?
Self-Concept
Positive psychology
Hierarchical linear models
An Extension of the Internal/External Frame of Reference Model
Integration of Multidimensional Self‐Concept and Core Personality Constructs
Positive psychology
Development and validation of brief measures of positive and negative affect
Masculinity, femininity, and androgyny
Self-esteem in young men
Multidimensional self-concepts
How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure
Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood
Construct Interpretations of Three Self-Concept Inventories
The Multidimensional Structure of Academic Self-Concept
Multidimensional Self-Concepts
Multilevel Causal Ordering of Academic Self-Concept and Achievement
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement
Coursework Selection
Verbal and Math Self-Concepts
Application of confirmatory factor analysis to the study of self-concept
Les passions de l'âme
Self-concepts, self-esteem, and educational experiences
Global self-esteem
Self-concept
Why do people need self-esteem? Converging evidence that self-esteem serves an anxiety-buffering function
Tennessee Self Concept Scale
Seeking self-evaulative feedback
Differentiated additive androgyny model
Self-esteem and the cognitive accessibility of strengths and weaknesses after failure
Academic achievement and self-concept
Age and sex effects in multiple dimensions of self-concept
Primary Mental Abilities
Gender differences in self-esteem
The Healthy Pursuit of Self-Esteem
Self-Serving Biases and Self-Satisfaction in East Versus West German Students
Assessing subjective well-being
| Unique citing works | 331 |
|---|---|
| Citations per year | 16,55 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 276 |