Academic self-concept in the sciences. Domain-specific differentiation, gender differences and dimensional comparison effects.

Autor/in	Jansen, Malte
Titel	Academic self-concept in the sciences. Domain-specific differentiation, gender differences and dimensional comparison effects.
Quelle	Aus: Guay, Frédéric (Hrsg.); Marsh, Herbert (Hrsg.); McInerney, Dennis M. (Hrsg.); Craven, Rhonda G. (Hrsg.): Self: driving positive psychology and well-being. Charlotte, NC: Information Age Publishing (2017) S. 71-112 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	International Advances in Self Research. 6
Beigaben	Abbildungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-64113-004-2; 9781641130028
Schlagwörter	Selbstkonzept; Schüler; Schülerleistung; Biologieunterricht; Chemieunterricht; Messung; Naturwissenschaftlicher Unterricht; Physikunterricht; Interdisziplinarität; Deutschland
Abstract	In studies in the context of primary and secondary school, the abovementioned domain-specificity of academic self-concept has been operational by measuring self-concepts in different school subjects. However, which science subjects are taught in a given learning environment may vary. For example, in contrast to some other countries in which the natural sciences are taught interdisciplinary, science education in Germany has traditionally been separated into three separate subjects in secondary school (physics, chemistry, and biology), even though interdisciplinary science classes are sometimes taught in lower grades or offered in addition to subject-specific teaching. Accordingly, different conceptualizations of the self-concept in science have been proposed: In the original Shavelson model, the self concept in science was represented by a single first-order factor. .
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2