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Autor/inn/enSchroeders, Ulrich; Jansen, Malte
TitelScience Self-Concept – More Than the Sum of its Parts?
QuelleIn: The Journal of Experimental Education, (2020), Online first-Version
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-0973
DOI10.1080/00220973.2020.1740967
SchlagwörterSchüler; Schuljahr 10; Selbstkonzept; Dimension; Geschlechtsspezifischer Unterschied; Vergleich; Globaler Aspekt; Biologieunterricht; Chemieunterricht; Physikunterricht; Statistisches Modell; Psychometrie; Messtheorie; Vergleichbarkeit; Selbstverständnis; Forschung; Internationaler Vergleich; Deutschland;
AbstractAcademic 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 vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
UpdateNeueintrag 2020-12
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