کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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365392 | 621131 | 2009 | 17 صفحه PDF | دانلود رایگان |

Prior research on the structure of academic self-concepts has demonstrated academic self-concepts to be domain-specific and hierarchically organized, but has largely failed to support the hypothesis that general academic self-concept is at the apex of the hierarchy. The present study investigates a new multidimensional nested-factor model of academic self-concepts that incorporates both domain-specific and general academic self-concepts, and the position of general academic self-concept at the apex of the self-concept hierarchy. Data were obtained from representative samples of 15-year-old students in 26 countries (total N = 106,680). Results showed that the nested-factor model provided a good fit to the data in each of the 26 countries, and that general and domain-specific academic self-concepts were meaningfully related to gender as well as to student achievement. Moreover, it emerged that the relationships between academic self-concepts and these student characteristics may differ substantially depending on whether the model applied does or does not account for the influence of general academic self-concept on domain-specific measures of academic self-concepts.
Journal: Learning and Individual Differences - Volume 19, Issue 4, December 2009, Pages 387–403