Support for a reciprocal effects model of self-concept and academic achievement through a contrast of multidimensional and unidimensional approaches

![CDATA[There is a longstanding debate in the self-concept literature surrounding the causal ordering of self-concept and academic achievement. Some researchers have argued that self-esteem has no positive impact upon performance (Baumeister, Campbell, Krueger & Vohs, 2003). In opposition, Marsh and Craven (2006) contend that there is reciprocity of effect between academic self-concept and academic achievement; i.e., self-concept and achievement are posited to lead to gains in each other. Marsh and Craven argued that the unidimensional perspective of self-concept adopted by Baumeister et al. has undermined attempts to evaluate the causal ordering of self-concept and academic achievement, because global self-esteem scales fail to tap into the constructs they seek to identify. They therefore endorse the use of multidimensional measures of self-concept that specifically measure academic self-conceptions when testing the reciprocal effects model. In order to resolve this contention, the present study assesses the reciprocal effects model by contrasting unidimensional (global self-esteem) and multidimensional (academic self-concept) scores and their relations with academic achievement, using the Youth in Transition data (Bachman & O’Malley, 1986; Marsh, 1987a). Structural equation models were used. As predicted, it was found that a reciprocal effects model was evident from a multidimensional perspective, in which academic self-concept predicted future academic performance, and vice versa. Also as anticipated, the reciprocal effects model did not hold for global self-esteem, in which no clear predictive relation was established. From these findings and other research discussed herewith, it is concluded that multidimensional perspectives of self-concept are essential to glean insight into a variety of outcomes, particularly academic achievement. Thus, this paper has substantial theoretical implications. Further, the importance of understanding the multidimensional reciprocal effects model in educational settings is emphasised.]]