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  • Title: Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.
    Author: Trautwein U, Lüdtke O, Köller O, Baumert J.
    Journal: J Pers Soc Psychol; 2006 Feb; 90(2):334-49. PubMed ID: 16536654.
    Abstract:
    The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.
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