Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept.

In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that self-esteem--the global component of self-concept--has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidime...