Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences.

Autor/inn/en	Jansen, Malte; Schroeders, Ulrich; Lüdtke, Oliver
Titel	Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences. Gefälligkeitsübersetzung: Akademisches Selbstkonzept in Naturwissenschaften: Multidimensionalität, Beziehungen zu Leistungsmaßen und Geschlechtsunterschiede.
Quelle	In: Learning and individual differences, (2014) 30, S. 11-21Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2013.12.003
Schlagwörter	Selbstkonzept; Geschlechtsspezifischer Unterschied; Sekundarbereich; Schüler; Schülerin; Biologie; Chemie; Naturwissenschaften; Physik; Wissenschaft; Leistung
Abstract	Investigated academic self-concept in the natural sciences among 10th graders to assess its relation to academic achievement, and the possible moderating effects of gender. Of special interest was the question of whether the dimensional structure of self-concept in science can be regarded as one-dimensional or subject specific and therefore multidimensional. Data analyses of the results of 6,036 10th graders (mean age 15 years) on measures of self-concept in biology, chemistry, and physics along with their standardized achievement test scores and grades in these 3 disciplines supported a subject-specific, 3-dimensional model of self-concept in science as opposed to a 1-dimensional model. Student self-concept tended to be related to the most recently received grades rather than overall science proficiency so that a substantial subject-specific relationship between academic achievement and self-concept could be verified when grades were used as a predictor. Female students tended to underestimate their ability in chemistry and physics and expressed lower self-concept than males, even after controlling for achievement measures. In conclusion, implications of these findings are discussed such as, e.g., the utilization of subject-specific interventions to encourage a higher self-concept in female students to ameliorate the gender gap in physics and chemistry. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3