A Structural Equation Modelling of the Academic Self-Concept Scale

Autor/in	Matovu, Musa
Titel	A Structural Equation Modelling of the Academic Self-Concept Scale
Quelle	In: International Electronic Journal of Elementary Education, 6 (2014) 2, S.185-198 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Structural Equation Models; Academic Ability; Self Concept; Measures (Individuals); Academic Achievement; College Students; Gender Differences; Goodness of Fit; Foreign Countries; Factor Analysis; Malaysia; Academic Self Concept Scale + Suchen Sie Ihr Suchwort? Selbstkonzept; Messdaten; Schulleistung; Collegestudent; Geschlechterkonflikt; Ausland; Faktorenanalyse
Abstract	The study aimed at validating the academic self-concept scale by Liu and Wang (2005) in measuring academic self-concept among university students. Structural equation modelling was used to validate the scale which was composed of two subscales; academic confidence and academic effort. The study was conducted on university students; males and females from different levels of study and faculties. In this study the influence of academic self-concept on academic achievement was assessed, tested whether the hypothesised model fitted the data, analysed the invariance of the path coefficients among the moderating variables, and also, highlighted whether academic confidence and academic effort measured academic selfconcept. The results from the model revealed that academic self-concept influenced academic achievement and the hypothesised model fitted the data. The results also supported the model as the causal structure was not sensitive to gender, levels of study, and faculties of students; hence, applicable to all the groups taken as moderating variables. It was also noted that academic confidence and academic effort are a measure of academic self-concept. According to the results the academic self-concept scale by Liu and Wang (2005) was deemed adequate in collecting information about academic self-concept among university students. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01