Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives

Abstract

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.

Meninos com queixa escolar: autopercepções, desempenho e comportamento

“…Menos previsível, a partir dos estudos prévios, seriam as diferenças em outras categorias de autoconceito, já que se espera correspondência entre domínios de autopercepção e de performance (Marsh & Craven, 2006). Tabela 2.…”

“…No entanto, em relação ao autoconceito acadêmico, as correlações encontradas não foram significativas, o que diverge dos resultados obtidos em pesquisas prévias (Carneiro et al, 2003;Jacob, 2001;Marsh & Craven, 2006;Medeiros et al, 2000;Moraes & Cunha, 2007;Okano et al, 2004;Stevanato et al, 2003).…”

“…Essa ressalva é tanto mais pertinente quando se sabe que a relação entre autopercepções e desempenho é recíproca (Marsh & Craven, 2006). As correlações encontradas foram em geral baixas, o que sugere associação fraca, analogamente a outros estudos (Cunha et al, 2006Jacob, 2001;Moraes & Cunha, 2007).…”

“…A relação parece ser recíproca ao longo do tempo, e mais acentuada quando o autoconceito e o desempenho são avaliados no mesmo domínio -línguas ou matemática, por exemplo (Marsh & Craven, 2006). Quanto à autoeficácia, pesquisas com adolescentes a partir de 11 anos mostram que um positivo senso de autoeficácia acadêmica prediz aprendizado e desempenho escolar (Carrol et al, 2009;Fast et al, 2010).…”

Selbstkonzept und Schulleistungen von Grundschülern mit ADHS-Symptomen

“…Der PIB wurde bisher in der Altersgruppe von 7-13 Jahren untersucht (Owens et al, 2007), ohne dass sich dabei Alterseffekte gezeigt hätten (Owens & Hoza, 2003 (Stone & May, 2002). Weitere Forschung ist notwendig, um festzustellen, ob und wann ein PIB eine positive Schutzfunktion hat oder sich eher negativ auf die schulische Leistungsentwicklung auswirkt (Owens et al, 2007 (Marsh, 1989 Studien zeigen, dass Kinder mit ADHS sich besonders in dem Bereich überschätzen, in dem sie die größten Defizite haben (Hoza et al 2002(Hoza et al , 2004 Rohwertpunkten festgelegt (Huss, et al, 2008;Woerner et al, 2002 (Guay et al, 2003;Marsh & Craven, 2006). Gleichzeitig zeigen Kinder mit ADHS neben dem unrealistisch positiven Selbstkonzept oft eine erlernte Hilflosigkeit, die eng mit geringer Lern-und Leistungsmotivation in Verbindung steht (Milich, 1994 S e l b s t k o n z e p t ADH S 2 0 L i t e r a t u r B e c k e r , A .…”