Literaturnachweis - Detailanzeige
| Autor/inn/en | Brunner, Martin; Keller, Ulrich; Dierendonck, Christophe; Reichert, Monique; Ugen, Sonja; Fischbach, Antoine; Martin, Romain |
|---|---|
| Titel | The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. |
| Quelle | In: Journal of educational psychology, 102 (2010) 4, S. 964-981Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Faktorenanalyse; Selbstkonzept; Faktorenanalyse; Modell; Schüler; Bezugssystem; Begabung; Sekundarbereich; Schüler; Begabung; Bezugssystem; Modell |
| Abstract | The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies. Specifically, it conceives of academic self-concepts to be subject specific, strongly separated across domains, and hierarchically organized, with general academic self-concept at the top of the hierarchy. In Part 1 of the present study, data from a representative sample of eighth graders (N = 4,847) from Luxembourg showed that the NMS model captures the structure of self-concepts in six core subjects. In Part 2, the NMS model was integrated into a longitudinal extended internal/external frame-of-reference model. The developmental dynamics between general and subject-specific achievement, as measured in Grade 6, and the corresponding academic self-concepts in Grade 8 were examined, with data from a subsample of students (N = 3,045). Given its theoretical and empirical bases, the NMS model has clear potential to guide future research on academic self-concepts. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2012/1 |
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