The structure of academic self-concept. A methodological review and empirical illustration of central models.

Autor/inn/en	Arens, A. Katrin; Jansen, Malte; Preckel, Franzis; Schmidt, Isabelle; Brunner, Martin
Titel	The structure of academic self-concept. A methodological review and empirical illustration of central models.
Quelle	In: Review of educational research, 91 (2021) 1, S. 34-72Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.25656/01:27155 10.3102/0034654320972186
URN	urn:nbn:de:0111-pedocs-271550
Schlagwörter	Empirische Forschung; Methodologie; Sekundäranalyse; Kognitive Kompetenz; Selbstkonzept; Selbstwahrnehmung; Deutschland; Schüler; Schuljahr 10; Theorie; Datenanalyse; Methodologie; Kognitive Kompetenz; Strukturmodell; Empirische Forschung; Mehrdimensionalität; Sekundäranalyse; Schuljahr 10; Schüler; Strukturmodell; Datenanalyse; Mehrdimensionalität; Theorie; Überblick; Deutschland
Abstract	The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical assumptions on the structure of ASC and outline their inherent psychometric properties. We analyzed these models using a data set of German 10th-grade students (N = 1,232) including a wide range of domain-specific ASCs as well as general ASC. The correlations among ASCs and between ASCs and academic achievement varied depending on the structural model used. We conclude with discussing recommendations for research purposes and advantages and limitations of each ASC model. Our approach may also guide research on other affective or motivational constructs (e.g., academic anxiety or interest). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1