The relationship between academic self-concept and achievement: A multicohort–multioccasion study

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Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, background): “Therefore, students in advanced courses have shown a lower self-concept than students with comparable achievement in basic courses (Chmielewski et al., 2013; Trautwein, Lüdtke, Marsh, Köller, & Baumert, 2006).”
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, background): “Reciprocal relations might only emerge in later years while unidirectional effects from achievement to self-concept might predominate in younger children (Chapman & Tunmer, 1997; Chen et al., 2013; Helmke & van Aken, 1995; Skaalvik & Hagtvet, 1990; Skaalvik & Valas, 1999).”
Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks (2017, background): “This might, however, not yet be the case in preschool and elementary school years when self-enhancement effects might predominate (Arens et al., 2016; Chapman & Tunmer, 1997; Chen et al., 2013; Helmke & van Aken, 1995).”