The reciprocal relationship between academic self-concept (ASC) and academic achievement has been documented in multiple studies. However, this relationship has not been investigated fully from a developmental perspective. In the present meta-analysis, 240 effect sizes were aggregated from 68 longitudinal studies to examine the longitudinal relationship between ASC and achievement. The results found that achievement significantly predicted ASC (β = 0.16, p < 0.01) and vice-versa (β = 0.08, p < 0.01) after controlling for the initial level of outcome variables, which provided further evidence for the reciprocal effects model (REM). Moderator analyses found that the effect of achievement on ASC was significantly moderated by student age, whereas the effect of ASC on achievement was significantly moderated by student age, achievement level, and types of achievement measurement. Combining the significant moderating effect of age on the paths leading from ASC to achievement and from achievement to ASC, the relationship between ASC and achievement was found to demonstrate a trend from a strong skill-development effect to a pronounced reciprocal effect with age within the framework of the REM.

学术自我概念（ASC）与学术成就之间的相互关系已在多项研究中得到了证明。但是，尚未从发展的角度对这种关系进行充分的研究。在本荟萃分析中，从68个纵向研究中汇总了240个效应量，以检验ASC与成就之间的纵向关系。结果发现，成就显着预测了ASC（β = 0.16，p <0.01），反之亦然（β = 0.08，p（<0.01），以控制结果变量的初始水平，这为互惠效应模型（REM）提供了进一步的证据。主持人分析发现，学生年龄显着缓解了成就对ASC的影响，而学生年龄，成就水平和成就衡量类型显着缓解了ASC对成就的影响。结合年龄对从ASC到成就以及从成就到ASC的路径的显着调节作用，发现ASC和成就之间的关系显示出从强大的技能发展效应到在框架内随着年龄显着倒数效应的趋势。 REM。