Science Self-Concept - More Than the Sum of its Parts?

Autor/inn/en	Schroeders, Ulrich; Jansen, Malte
Titel	Science Self-Concept - More Than the Sum of its Parts?
Quelle	In: The journal of experimental education, 90 (2020) 2, 17 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-0973; 1940-0683
DOI	10.1080/00220973.2020.1740967
Schlagwörter	Statistisches Modell; Forschung; Vergleich; Selbstkonzept; Psychometrie; Geschlechtsspezifischer Unterschied; Biologieunterricht; Chemieunterricht; Deutschland; Forschung; Physikunterricht; Schüler; Schuljahr 10; Selbstverständnis; Internationaler Vergleich; Statistisches Modell; Dimension; Messtheorie; Psychometrie; Vergleich; Vergleichbarkeit; Schuljahr 10; Schüler; Biologieunterricht; Chemieunterricht; Dimension; Physikunterricht; Internationaler Vergleich; Globaler Aspekt; Messtheorie; Selbstverständnis; Vergleichbarkeit; Deutschland
Abstract	Academic self-concept is understood as a multidimensional, hierarchical construct. Multidimensionality refers to the subject-specific differentiation of academic self-concepts, whereas hierarchy refers to the aggregation of more specific facets of self-concepts into more general ones. Previous research demonstrated that students distinguish between their self-concepts in biology, chemistry, and physics, if taught as separate school subjects, as is done in Germany. However, large-scale international educational studies, such as PISA, often use a monolithic science self-concept measure. It is yet unclear whether an aggregate of subject-specific self-concepts is equivalent to a directly measured science self-concept. (The authors) assessed the subject-specific and a global science self-concept of 1,229 German grade 10 students. A higher-order factor model and a bifactor model demonstrated a very high correlation between the "inferred" and the explicitly assessed global science self-concept. Despite the high empirical overlap, (the authors) argue for a more nuanced view of the science self-concept, because statistical unity is not to be confused with causal unity. Moreover, from a methodological perspective, [the authors] used multi-group confirmatory factor analysis to examine the mean structure and local structural equation models to study measurement invariance across science ability. Implications for the theoretical status of self-concept as a hierarchical construct are discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2