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Related Concept Videos

Sources of Self-Esteem III: Social Comparison01:27

Sources of Self-Esteem III: Social Comparison

Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about the way you...
Theory of Attribution II: Kelley's Covariation Theory01:29

Theory of Attribution II: Kelley's Covariation Theory

Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus: Comparing...
Self-Efficacy01:29

Self-Efficacy

Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.
Understanding Self-Concept01:20

Understanding Self-Concept

The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those aschematic for...

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Related Experiment Videos

Academic self-concept and academic achievement: relations and causal ordering.

Herbert W Marsh1, Andrew J Martin

  • 1Department of Education, Oxford University, UK. herb.marsh@education.ox.ac.uk

The British Journal of Educational Psychology
|March 12, 2011
PubMed
Summary

Academic self-concept (ASC) and achievement are mutually reinforcing, with ASC positively impacting academic success. This reciprocal relationship extends to various domains, highlighting the importance of a strong academic self-concept for educational outcomes.

Related Experiment Videos

Area of Science:

  • Psychology
  • Educational Psychology

Background:

  • A positive self-concept is a valued psychological outcome and mediator.
  • Academic self-concept (ASC) is crucial for educational success.

Purpose of the Study:

  • To review evidence supporting the reciprocal effects model (REM) of ASC and achievement.
  • To examine the extension of REM to other achievement domains.

Main Methods:

  • Review of theoretical, methodological, and empirical support for REM.
  • Emphasis on multidimensional perspectives and construct validity.

Main Results:

  • Prior ASC directly and indirectly influences subsequent achievement.
  • Non-academic self-concept components have negligible effects on achievement.
  • REM is supported across various domains including physical activity and sports.

Conclusions:

  • Increases in ASC lead to improved academic achievement and educational outcomes.
  • Self-concept is both an important outcome and a key factor affecting educational success.
  • Findings have implications for educational practice.