2012/10/01 by Chiungjung Huang
Psychology · Social Sciences · #Career Development and Diversity #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports
paper · doi:10.1080/01443410.2012.732386
openalex publication_date 2012/10/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of .43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain matching between them, moderate the strength of the correlation between self-concept and academic self-efficacy. Global self-concept was associated with weaker correlations than were academic and subject-specific self-concept. Academic self-efficacy had higher incremental validity than self-concept. Study 2, which examined data-sets from Programme for International Student Assessment 2000, 2003 and 2006, found that the mean correlation ranged from .31 to 54. Self-concept sometimes had higher incremental validity than academic self-efficacy. The higher incremental validity of self-concept may result from the wording and domain of self-concept measure as well as specificity matching between self-concept and academic achievement.