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URN: urn:nbn:de:0111-pedocs-181258
DOI: 10.25656/01:18125; 10.1037/edu0000281
URN: urn:nbn:de:0111-pedocs-181258
DOI: 10.25656/01:18125; 10.1037/edu0000281
| Titel |
The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies |
|---|---|
| Autoren |
Marsh, Herbert W.;
Pekrun, Reinhard   ;
Parker, Philip D. ;
Murayama, Kou ;
Guo, Jiesi;
Dicke, Theresa ;
Arens, A. Katrin |
| Originalveröffentlichung | The Journal of educational psychology 111 (2019) 2, S. 331-353  |
| Dokument | Volltext (1.116 KB) (formal und inhaltlich überarbeitete Version) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Selbstkonzept; Selbstwirksamkeit; Unterschied; Theorie; Forschung; Überzeugung; Messung; Vergleich; Mathematikunterricht; Schülerleistung; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Test; Befragung; Korrelation; Hypothese; Sekundäranalyse; Strukturgleichungsmodell; Empirische Untersuchung; Bayern; Deutschland |
| Teildisziplin | Empirische Bildungsforschung Pädagogische Psychologie |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 0022-0663; 00220663 |
| Sprache | Englisch |
| Erscheinungsjahr | 2019 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | The Journal of educational psychology Jahr: 2019 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 07.04.2020 |
| Quellenangabe | Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Arens, A. Katrin: The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies - In: The Journal of educational psychology 111 (2019) 2, S. 331-353 - URN: urn:nbn:de:0111-pedocs-181258 - DOI: 10.25656/01:18125; 10.1037/edu0000281 |
