It has been reported that there is a positive correlation between academic self-concept, overall academic self-concept, and achieving high academic performance. However, several conflicting reports are valid in different domains of academic self-concept. Therefore, this systematic literature review explores the overarching factors influencing students' academic self-concept. The search results from three search engines, namely the Education Resources Information Center (ERIC), ResearchGate, and ScienceDirect, have identified 16 recent articles on the factors influencing students' academic self-concept. The synthesis of these articles identifies five main factors influencing students' academic self-concept, namely (1) student factors, (2) teacher factors, (3) school factors, (4) parental factors, and (5) social factors. A total of 18 sub-themes have been identified from these five main themes. Further research may explore the long-term effects of interventions to enhance self-concept, investigate cultural variations in self-concept development, and delve deeper into the interaction between emotions and academic self-concept. Limitations of the study and implications for research and practice are discussed.
Arens, A. K., Marbeen S. H, H. W., Pekrun, R., Lichtenfeld, S., Murayama, K., & vom Hofe, R. (2017). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology, 109(5), 621–634.
Bandura, A. (2011). A social cognitive perspective on positive psychology. Revista de Psicología Social, 26(1), 7–20
Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Martin, R.
(2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102(4), 964–981.
Chen, S.-K., Yeh, Y.-C., Hwang, F.-M., & Lin, S. S. J. (2013). The relationship between
academic self-concept and achievement: A multicohort–multioccasion study. Learning and Individual Differences, 23, 172–178.
Cherng, H.-Y. S. (2017). If they think I can: Teacher bias and youth of color expectations and achievement. Social Science Research, 66, 170–186.
Eun-Jua, C. & Kyung-Hwab, L. (2021). Analysis of Longitudinal Relationship among Elementary and Middle School Students’ Multicultural Acceptance, Self-concept, and Community Consciousness using the Latent Growth Model. International Electronic Journal of Elementary Education, 13, 4: 565-576.
Clem, A., Hirvonen, R., Aunola, K., & Kiuru, N. (2021). Reciprocal relations between adolescents’ self-concepts of ability and achievement emotions in mathematics and literacy. Contemporary Educational Psychology.
Cunningham, L. G., & Rinn, A. N. (2007). The Role of Gender and Previous Participation in a Summer Program on Gifted Adolescents’ Self-Concepts over Time. Journal for the Education of the Gifted, 30(3), 326-352.
Dagnew, A. (2018). The Relationship Among Parenting Styles, Academic Self-Concept, Academic Motivation and Students’ Academic Achievement In Fasilo Secondary School, Bahir Dar, Ethiopia. Research in Pedagogy. 8. 98-110.
Melo, V. F., & Amantes, A. (2021). Chemistry Self-Concept of High School Students Investigated by The Preparation and Validation Of A Scale. Research in Science Education.
Dicke, T., Marsh, H. W., Parker, P. D., Pekrun, R., Guo, J., & Televantou, I. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as t,rue compositional effects. Journal of Educational Psychology, 110(8), 1112–1126.
Festinger, L. 1954. A Theory of Social Comparison Processes. Human Relations. 7(2): 117-140.
Franklin, A. S., Debb, S. M., & Colson, D. G. (2017). Predictors of academic self-concept for African American college students. Journal of Black Psychology, 43(6), 636–653.
Galugu, N. & Samsinar, S. (2019). Academic self-concept, teacher’s supports and student’s engagement in the school. Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling. 5.
Kalaji, G. & Alborno, Nadera. (2023). The Influence of Gifted and Talented Programs on Students’ Self-concept. Athens Journal of Education. 10. 507-522. González-Nuevo, C., Postigo, Á., García-Cueto, E., Menéndez-Aller, Á., Muñiz, J., Cuesta,
Álvarez-Díaz, M., & Fernández-Alonso, R. (2023). Grade retention impact on academic self-concept: A longitudinal perspective. School Mental Health: A Multidisciplinary Research and Practice Journal, 15(2), 600–610.
Hyvärinen, S., Sahito, Z., Uusiautti, S., & Määttä, K. (2022). The Teacher’s Educational Psychological Game Sense (EPGS) as the Foundation of a Student’s Positive Self-Conception. International Journal of Research in Education and Science, 8(1), 50-69.
Jane, Mihindo & Kamonjo, Florence. (2022). Effects of Computer-based Simulations Teaching Approach on Chemistry Self-Concept among High School Students in Kenya. International Journal on Integrating Technology in Education. 11. 55-70.
Jones, M. G., Lee, T., Chesnutt, K., Carrier, S., Ennes, M., Cayton, E., Madden, L., & Huff, P. (2019). Enclothed cognition: Putting lab coats to the test. International Journal of Science Education, 41(14), 1962–1976.
Kulakow, S. (2020). Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter? Learning and Motivation, 70, Article 101632.
Kural, A. I., & Kovács, M. (2022). The association between attachment orientations and empathy: The mediation effect of self-concept clarity. Acta psychologica, 229.
Lilla, N., Thürer, S., Nieuwenboom, W. & Schüpbach, M. (2021). Exploring AcademicSelf-Concepts Depending On Acculturation Profile. Investigation of A Possible Factor For Immigrant Students' School Success. Education Sciences. 11(8), 432.
Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82(4), 623–636.
Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133–163.
Möller, J., Zitzmann, S., Helm, F., Machts, N., & Wolff, F. (2020). A meta-analysis of relations between achievement and self-concept. Review of Educational Research, 90(3), 376–419.
Mojtaba Jahanifar. (2022). Assessing Gender Differences in The Physics Academic Self-Concept Model. 29:81-102.
Ayaz, Noreen & Khan, Muhammad & Ayub, Saddaf. (2023). Impact of Concept Based Activities (CBA) On Self- Concept of Students In General Science At Elementary School Level. 6. 2965-2978.
Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: relations and causal ordering. The British journal of educational psychology, 81(Pt 1), 59–77.
Preckel, F., Schmidt, I., Stumpf, E., Motschenbacher, M., Vogl, K., Scherrer, V., & Schneider, W. (2019). High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept. Child development, 90(4), 1185–1201.
Posavac, S. S., & Posavac, H. D. (2020). Adult Separation Anxiety Disorder Symptomology as a Risk Factor for Thin-Ideal Internalization: The Role of Self-Concept Clarity. Psychological reports, 123(3), 674–686.
Rahe, M., Schürmann, L. & Jansen, P. (2023). Self-Concept Explains Gender Differences In Mental Rotation Performance After Stereotype Activation. Frontiers In Psychology. 14: 1168267.
Roth, T. & Conradty, C. & Bogner, F. (2022). The relevance of school self-concept and creativity for CLIL outreach learning. Studies In Educational Evaluation. 73.
Ningsih, R., Degeng, I. N. S., Triyono, & Ramli, M. (2022). Learning Motivation, Democratic Parenting, and Peer Relations Predict Academic Self-Concept. European Journal of Educational Research, 11(3), 1629–1641.
Rüschenpöhler, L. & Markic, S. (2019). A Mixed Methods Approach to Culture-Sensitive Academic Self-Concept Research. Education Sciences. 9.
Shavelson, R. & Hubner, J. & Stanton, G. (1976). Self-Concept: Validation of
Construct Interpretations. Review of Educational Research. 46. 407-441.
Salchegger, S. (2016). Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the big-fish-–little-pond effect across cultures. Journal of Educational Psychology, 108(3), 405–423
Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. Learning and Individual Differences, 79, Article 101854.
Utomo, H. B., Suminar, D. R., & Hamidah, H. (2019). Capturing Teaching Motivation OfTeacher In The Disadvantaged Areas. Cakrawala Pendidikan, 38(3), 398–410.
Uy Jr, R. & Azuelo, A. (2023). Students' Academic Self-Concept In Earth Science Through Online Process Oriented Guided Inquiry Learning Approach. International Journal Of Applied Science And Research. Volume 6. 73-79.
Westhuizen, V. d. Lindie & Arens, A. & Greiff, Samuel & Fischbach, Antoine & Niepel, Christoph. (2021). The Generalized Internal/External Frame of Reference Model with Academic Self-Concepts, Interests, and Anxieties in Students from Different Language Backgrounds. Contemporary Educational Psychology. 68.
Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27(4), 552–565.
Wimmer, S., Lackner, H. K., Papousek, I., & Paechter, M. (2019). Influences of different dimensions of academic self-concept on students’ cardiac recovery after giving a stressful presentation. Psychology Research and Behavior Management, 12, 1031-1040.
Yusuf, A. 2010. The Effect Of Cooperative Instructional Strategy On Students’ Performance
In Junior Secondary School Social Studies In Ilorin, Nigeria. Nigeria Journal Of Social Studies. 8 (1 & 2): 23-36.
Verma, R. (2022). Academic Self -Concept (ASC) and Well-Being of Students in Hongkong: An Exploratory Study. Journal of Psychological Science and Research. 2.
Hassan, S. S. M., & Surat, S. bin. (2024). Exploring Influential Factors Shaping Students’ Academic Self-Concept: A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences, 14(8), 746–767.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
