People's subjective beliefs about themselves affect what people think and, consequently, what they do. Positive self-beliefs are important for many life outcomes, from academic success to well-being, especially during K-12 education as a crucial developmental period. Many empirical studies and meta-analyses have examined correlates of self-beliefs. The present second-order meta-analytic review integrates this large and diverse body of research, addressing two research aims: First, we examined the comparative strength of different variables related to self-beliefs. Second, we provide a methodological review of meta-analyses in this area, thereby facilitating readers' ability to assess the risk of bias when interpreting the results. We summarized 105 first-order meta-analyses published before July 2023 that investigated variables associated with self-beliefs during K-12 education, comprising 493 first-order effect sizes based on more than 8,500 primary studies and more than 16 million children and adolescents. We computed second-order standardized mean differences (SMD) using two-level meta-analyses with robust variance estimation. Personal characteristics (SMD = 0.50) showed stronger relations with self-beliefs than interventions (SMD = 0.27). Achievement (SMD = 0.66) and noncognitive variables (SMD = 0.67) were the personal characteristics most strongly related to self-beliefs compared to cognitive abilities (SMD = 0.30) and background variables (SMD = 0.21). Interventions targeting individual characteristics (SMD = 0.35) and especially self-beliefs (SMD = 0.52) showed larger effect sizes than interventions that focused on improving teaching and classroom structure (SMD = 0.20). Few meta-analyses investigated situational aspects, such as the geographical origin of the sample, in association with children's and adolescents' self-beliefs. Overall, this second-order meta-analytic review provides a comprehensive map of correlates of the self, highlighting pathways for future research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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我是谁？童年和青少年自我相关性的二阶荟萃分析回顾。


人们对自己的主观看法会影响人们的想法，进而影响他们的行为。积极的自我信念对于许多人生结果都很重要，从学业成功到幸福感，尤其是在 K-12 教育这一关键发展时期。许多实证研究和荟萃分析都考察了自我信念的相关性。目前的二阶荟萃分析综述整合了这一庞大而多样化的研究主体，解决了两个研究目标：首先，我们检查了与自我信念相关的不同变量的比较强度。其次，我们对该领域的荟萃分析进行了方法学综述，从而促进了读者在解释结果时评估偏倚风险的能力。我们总结了 2023 年 7 月之前发表的 105 项一级荟萃分析，这些分析调查了 K-12 教育期间与自我信念相关的变量，包括基于 8,500 多项主要研究和 1600 多万儿童和青少年的 493 个一级效应量。我们使用具有稳健方差估计的两级荟萃分析计算了二阶标准化平均差 （SMD）。个人特征 （SMD = 0.50） 与自我信念的关系比干预措施 （SMD = 0.27） 更强。与认知能力 （SMD = 0.30） 和背景变量 （SMD = 0.21） 相比，成就 （SMD = 0.66） 和非认知变量 （SMD = 0.67） 是与自我信念最密切相关的个人特征。针对个人特征 （SMD = 0.35） 尤其是自我信念 （SMD = 0.52） 的干预措施比侧重于改善教学和课堂结构的干预措施 （SMD = 0.20） 显示出更大的效应量。 很少有荟萃分析调查情境方面，例如样本的地理来源，与儿童和青少年的自我信念有关。总体而言，这篇二阶荟萃分析综述提供了自我相关性的综合图谱，突出了未来研究的途径。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。