The Effect of Academic Self-Concept on Academic Achievement in Mainland China: A Meta-Analysis

• In Event: Investigating Achievement in Social and Cultural Contexts

Abstract

Although a positive link between students' academic self-concept and academic achievement is generally accepted, the exact effect size and moderators remain uncertain. This study determines the effect of academic self-concept on primary and secondary school students' academic achievement through meta-analysis. A total of 68 empirical studies with 37113 students in mainland China was included, revealing significant positive association (r=0.454, 95%CI= [0.417, 0.490], p<0.001). The correlation is stronger in (a) English (r=0.5657) than Mathematics (r=0.5122) and Chinese (r=0.3836); (b) senior high school (r=0.4794) than junior high school (r=0.4534) and primary school (r=0.3190); (c) eastern (r=0.4965) than central (r=0.4567) and western (r=0.3670) China; (d) cities than rural areas (F=6.7783). However, gender, achievement indication, publication year and data collection do not moderate.

Authors

• Yuxin Ding, East China Normal University
  Presenting Author

• Hao Lei, East China Normal University
  Non-Presenting Author

• Chenxin Wang, East China Normal University
  Non-Presenting Author

• Xijing Wang, East China Normal University
  Non-Presenting Author