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Self-Concept and the Academic Achievement of Students from Collectivist Countries: A Scoping Review of Empirical Findings

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Title: Self-Concept and the Academic Achievement of Students from Collectivist Countries: A Scoping Review of Empirical Findings
Language: English
Authors: Vanessa K. Weva (ORCID 0000-0003-3131-5681), Jenilee-Sarah Napoleon, Karen Arias, Mariëtte Huizinga, Jacob A. Burack
Source: School Psychology International. 2024 45(4):359-379.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Correlation, Collectivism, Self Concept, Academic Achievement, Research Reports, Student Attitudes, Elementary Secondary Education, Higher Education, Intervention, Foreign Countries
DOI: 10.1177/01430343231194735
ISSN: 0143-0343
1461-7374
Abstract: The relationship between self-concept and academic achievement that is commonly cited has primarily been found in studies of students from Western countries with individualistic societies. Thus, this relationship may not be evident among students from non-Western countries, which are thought to largely adopt collectivist cultural values and behaviors that are inconsistent with the way that students from individualist nations perceive and evaluate their academic functioning. This lack of clarity motivates the present scoping review about the relationship between self-concept and academic achievement among students from collectivist countries who study in elementary, secondary, and post-secondary schools. A final review of 27 empirical articles involving student populations across educational levels and from several collectivist countries provided support for the same general relationship between self-concept and academic achievement that has been found in Western countries. Accordingly, the development of a favorable self-concept was associated with greater academic achievement. In some cases, this relationship was dependent on self-concept and academic achievement being measured in the context of a school-related discipline and on the time interval between the examination of both variables. Our findings provide insight into pathways to academic success that are effective across cultures, and we offer considerations for successful academic self-concept interventions for collectivist students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433804
Database: ERIC
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  Data: Self-Concept and the Academic Achievement of Students from Collectivist Countries: A Scoping Review of Empirical Findings
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  Data: <searchLink fieldCode="AR" term="%22Vanessa+K%2E+Weva%22">Vanessa K. Weva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3131-5681">0000-0003-3131-5681</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jenilee-Sarah+Napoleon%22">Jenilee-Sarah Napoleon</searchLink><br /><searchLink fieldCode="AR" term="%22Karen+Arias%22">Karen Arias</searchLink><br /><searchLink fieldCode="AR" term="%22Mariëtte+Huizinga%22">Mariëtte Huizinga</searchLink><br /><searchLink fieldCode="AR" term="%22Jacob+A%2E+Burack%22">Jacob A. Burack</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. 2024 45(4):359-379.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 21
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  Data: Journal Articles<br />Reports - Research<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Collectivism%22">Collectivism</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 10.1177/01430343231194735
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  Data: 0143-0343<br />1461-7374
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  Data: The relationship between self-concept and academic achievement that is commonly cited has primarily been found in studies of students from Western countries with individualistic societies. Thus, this relationship may not be evident among students from non-Western countries, which are thought to largely adopt collectivist cultural values and behaviors that are inconsistent with the way that students from individualist nations perceive and evaluate their academic functioning. This lack of clarity motivates the present scoping review about the relationship between self-concept and academic achievement among students from collectivist countries who study in elementary, secondary, and post-secondary schools. A final review of 27 empirical articles involving student populations across educational levels and from several collectivist countries provided support for the same general relationship between self-concept and academic achievement that has been found in Western countries. Accordingly, the development of a favorable self-concept was associated with greater academic achievement. In some cases, this relationship was dependent on self-concept and academic achievement being measured in the context of a school-related discipline and on the time interval between the examination of both variables. Our findings provide insight into pathways to academic success that are effective across cultures, and we offer considerations for successful academic self-concept interventions for collectivist students.
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