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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-271550
DOI: 10.25656/01:27155; 10.3102/0034654320972186
URN: urn:nbn:de:0111-pedocs-271550
DOI: 10.25656/01:27155; 10.3102/0034654320972186
| Titel |
The structure of academic self-concept. A methodological review and empirical illustration of central models |
|---|---|
| Autoren |
Arens, A. Katrin   ;
Jansen, Malte ;
Preckel, Franzis ;
Schmidt, Isabelle ;
Brunner, Martin |
| Originalveröffentlichung | Review of educational research 91 (2021) 1, S. 34-72  |
| Dokument | Volltext (472 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Selbstkonzept; Selbstwahrnehmung; Kognitive Kompetenz; Strukturmodell; Mehrdimensionalität; Theorie; Methodologie; Überblick; Datenanalyse; Sekundäranalyse; Schüler; Schuljahr 10; Empirische Forschung; Deutschland |
| Teildisziplin | Pädagogische Psychologie |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 0034-6543; 00346543 |
| Sprache | Englisch |
| Erscheinungsjahr | 2021 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | 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.) |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 17.11.2023 |
| Quellenangabe | Arens, A. Katrin; Jansen, Malte; Preckel, Franzis; Schmidt, Isabelle; Brunner, Martin: The structure of academic self-concept. A methodological review and empirical illustration of central models - In: Review of educational research 91 (2021) 1, S. 34-72 - URN: urn:nbn:de:0111-pedocs-271550 - DOI: 10.25656/01:27155; 10.3102/0034654320972186 |
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