The Structure of Academic Self-Concepts Revisited The Nested Marsh/Shavelson Model

被引：128

作者：

Brunner, Martin ^{[1
]}

Keller, Ulrich ^{[1
]}

Dierendonck, Christophe ^{[1
]}

Reichert, Monique ^{[1
]}

Ugen, Sonja ^{[1
]}

Fischbach, Antoine ^{[1
]}

Martin, Romain ^{[1
]}

机构：

[1] Univ Luxembourg, Ctr Educ Measurement & Appl Cognit Sci, L-7201 Walferdange, Luxembourg

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 2010年 / 102卷 / 04期

关键词：

academic; self concepts; confirmatory; factor analysis; INTERNAL EXTERNAL FRAME; INTERNAL/EXTERNAL FRAME; HIERARCHICAL STRUCTURE; GENDER-DIFFERENCES; ACHIEVEMENT; EXTENSION; ABILITY; SHAVELSON; MATHEMATICS; PERSPECTIVE;

D O I：

10.1037/a0019644

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies Specifically It conceives of academic self concepts to be subject specific strongly separated across domains and hierarchically organized with general academic self-concept at the top of the hierarchy In Part 1 of the present study data from a representative sample of eighth graders (N = 4 847) from Luxembourg showed that the NMS model captures the structure of self-concepts in six core subjects In Part 2 the NMS model was integrated into a longitudinal extended internal/external frame of reference model The developmental dynamics between general and subject specific achievement as measured in Grade 6 and the corresponding academic self concepts in Grade 8 were examined with data from a subsample of students (N = 3 045) Given its theoretical and empirical bases the NMS model has clear potential to guide future research on academic self-concepts

引用

页码：964 / 981

页数：18

共 64 条

[21] THE RELATIONSHIP BETWEEN SELF AND ACHIEVEMENT PERFORMANCE-MEASURES
HANSFORD, BC
HATTIE, JA
[J]. REVIEW OF EDUCATIONAL RESEARCH, 1982, 52 (01) : 123 - 142
[22] The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study
Helmke, A
vanAken, MAG
[J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1995, 87 (04) : 624 - 637
[23] Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification
Hu, LT
Bentler, PM
[J]. PSYCHOLOGICAL METHODS, 1998, 3 (04) : 424 - 453
[24] Kline R.B., 1998, PRINCIPLES PRACTICE
[25] LAU IC, 1999, J EDUC PSYCHOL, V91, P747
[26] Introduction to the special section on cognitive abilities: 100 years after Spearman's (1904) "'General intelligence,' objectively determined and measured"
Lubinski, D
[J]. JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 2004, 86 (01) : 96 - 111
[27] Attitude toward self, social factors, and achievement in mathematics: A meta-analytic review
Ma, X
Kishor, N
[J]. EDUCATIONAL PSYCHOLOGY REVIEW, 1997, 9 (02) : 89 - 120
[28] VALIDITY OF SELF-EVALUATION OF ABILITY - A REVIEW AND META-ANALYSIS
MABE, PA
WEST, SG
[J]. JOURNAL OF APPLIED PSYCHOLOGY, 1982, 67 (03) : 280 - 296
[29] Marsh H.W., 1996, Handbook of self-concept: Developmental, social, and clinical considerations, P38
[30] Marsh H. W., 1996, Learning, Achievement, and Adjustment Educational Psychology, P131

← 1 2 3 4 5 6 7 →