共查询到20条相似文献，搜索用时 30 毫秒
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Richard A. Burns Dimity A. Crisp Robert B. Burns 《European Journal of Psychology of Education - EJPE》2018,33(4):649-663
A hierarchical and multi-dimensional model of self-concept is well-validated. Despite increasing evidence that self-concept comprises two latent factors related to perceptions of ‘competence’ and ‘affect’, many researchers continue to examine the impact of a unitary self-concept on educational outcomes. This study explores evidence for a 2-factor academic subject-specific self-concept factor structure and examines the association between these factors with self-efficacy in a sample of higher education students. Participants from two studies (N?=?314; N?=?475) were enrolled in introductory psychology courses. Exploratory (EFA) and confirmatory (CFA) factor analysis examined and confirmed the factor structure of two oblique self-concept factors, reflecting affect and competence, in both studies. Temporal invariance of the 2-factor model was supported. Despite a substantial literature that discriminates between self-concept and self-efficacy, self-efficacy appears to be itself a facet of competency self-concept. 相似文献
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The current study investigates (1) whether academic (e.g. math) self-efficacy and academic self-concept represent two conceptually and empirically distinct psychological constructs when studied within the same domain, (2) the nature of the relationship existing between both self-constructs, (3) their antecedents, and (4) their mediating and predictive qualities for background variables such as gender and prior knowledge and outcome variables such as math performance, math interest, and math anxiety. Results indicate that (1) math self-efficacy and math self-concept do indeed represent conceptually and empirically different constructs, even when studied within the same domain, (2) students' academic self-concept strongly influences their academic self-efficacy beliefs, (3) academic self-concept is a better predictor (and mediator) for affective–motivational variables, while academic self-efficacy is the better predictor (and mediator) for academic achievement. These findings underpin the conceptual and empirical differences between both self-constructs as suggested by Bong and Skaalvik [Bong, M., &; Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15, 1–40.]. 相似文献
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This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time. 相似文献
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Tatiana V. Kornilova Sergey A. Kornilov Maria A. Chumakova 《Learning and individual differences》2009,19(4):596-608
The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N = 300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 50% of its variance. The obtained pattern of results is presented via structural equation models and interpreted within a dynamic regulative systems framework suggesting the importance of further studying complex sets of achievement predictors that include ability, personality and mediating constructs. 相似文献
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Self-efficacy is an important and much used construct in psychology and social science studies. The validity of the measurements used is not always sufficiently evaluated. The aim was to evaluate the psychometric properties of the Danish translation of the self-efficacy subscale of The Motivated Strategies for Learning Questionnaire (MSLQ-SE) within a higher education context. Rasch measurement models were employed focusing on measurement invariance and dimensionality. Results with one students sample showed the MSLQ-SE to be not one, but two separate unidimensional subscales, measuring specific academic learning self-efficacy (SAL-SE) and specific academic exam self-efficacy (SAE-SE), each scale being measurement invariant relative to age, Gender, admission method and specific course targeted. Furthermore, significant and relevant differences between the SAL-SE and SAE-SE scores dependent on university and admission method were found, and these results were replicated with two further samples. The SAL-SE and SAE-SE scales hold promise for more detailed studies of student self-efficacy. 相似文献
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Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy. 相似文献
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A. Katrin Arens Alexander Seeshing Yeung Marcus Hasselhorn 《Journal of Experimental Education》2013,81(2):229-252
In assessing verbal academic self-concept with preadolescents, researchers have used scales for students’ self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constructs. Compared with other facets of academic self-concept, reading self-concept was more highly related to reading test scores (Study 1) and German self-concept to German grades (Study 2). In Study 3, reading and general school self-concepts demonstrated similar relations to German grades. The findings of the 3 studies, albeit indirect, supported the specificity matching principle and caution researchers against applying reading and native language self-concept scales uncritically to infer verbal self-concept. 相似文献
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The current study used a longitudinal design to model initial interest and utility-value as antecedents of developing interest and course proficiency. Using measures from four time points across one academic year and competency assessed at the beginning of the previous year, we examined direct and mediated contributions of utility-value, self-efficacy, and self-concept for the development of domain interest. Japanese tertiary students (n = 614; Female = 129) undertaking a compulsory year-long study of English as a foreign language participated. Students reported motivation (interest, utility-value and competence beliefs of self-efficacy and self-concept) for studying English as a foreign language. In addition, the design allowed detection of reciprocal effects: the forward effect of interest on competence beliefs and in turn the forward effects of competence beliefs on interest. Initial domain interest indicated direct and/or mediated effects for all constructs, while self-efficacy indicated a reciprocal relationship with domain interest. Profile analyses (LPA) identified 3 motivation profiles that were stable across two semesters. Testing a mover-stayer model (LPTA) indicated some movement between the low and medium intensity profiles of motivation. 相似文献
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Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science 总被引：3，自引：0，他引：3
Two studies were conducted to investigate the relationship between achievement goals (task, performance-approach, performance-avoid), motivation constructs, and gender in the areas of middle school writing (N = 497) and science (N = 281). In both studies, task goals were associated positively with self-efficacy, self-concept, and self-efficacy for self-regulation and negatively with apprehension; performance-approach goals were associated positively with self-concept; and performance-avoid goals were associated negatively with self-concept and self-efficacy for self-regulation and positively with apprehension. In writing, performance-approach goals also related positively with self-efficacy, whereas performance-avoid goals related negatively and girls had stronger task goals. Findings related to performance-approach goals suggest that a developmental component may be at work in determining whether these goals serve a facilitative function in fostering motivation. Task goals and performance-approach goals were related, suggesting that they are each grounded in self-regulatory practices that lead to positive outcomes. 相似文献
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Roxanne C. Lawrence Rebecca J. Bulotsky-Shearer Krystal Bichay-Awadalla Jenna N. Futterer Jhonelle Bailey 《Psychology in the schools》2020,57(7):1132-1154
To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self-efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quality. Multilevel models examined associations between ECTES dimension scores and children's social-emotional and academic skills (N = 161 preschool teachers and N = 3,152 children). Findings support the reliability and validity of the three-factor structure of the ECTES in the diverse Head Start teacher sample. Higher teacher-reported self-efficacy and school support were associated with higher observed classroom emotional support, instructional support, and classroom organization. Higher teacher-reported self-efficacy was associated with fewer years of teaching experience. With respect to child outcomes, higher teacher self-efficacy and school support were associated with lower behavior problems and higher social-emotional skills but were not associated with academic skills. Implications of the findings, limitations, and future directions are discussed. 相似文献
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The internal/external frame of reference (I/E) model posits that students' academic self-concept in one domain (e.g., math) is positively associated with achievement in the same domain but negatively associated with achievement in a comparison domain (e.g., English). Whereas academic self-concept encompasses self-ratings of achievement, peer academic reputation (PAR) encompasses peer ratings of the same achievement and PAR was shown to have an incremental predictive effect on a range of positive academic outcomes. Considering the importance of PAR, we hypothesized that the I/E model would also apply to PAR both as predictor and as outcome. We tested this hypothesis in a sample of 850 seventh-grade students in 47 classes in math and English. Therein, PAR was measured in a round-robin design where students rated each classmate's level of achievement. We tested I/E models with academic self-concept and PAR as outcomes. Results supported the I/E model for academic self-concept as outcome with academic achievement and PAR as predictor but not for PAR as outcome with achievement as predictor. For PAR as outcome, the effects across domains were positive rather than negative. These results were consistent across replications over three years using the same sample. Thus, whereas academic self-concept was characterized by contrasts between domains, PAR was characterized by assimilation between domains. 相似文献
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A.-L. Roos M. Bieg T. Goetz A.C. Frenzel J. Taxer M. Zeidner 《High Ability Studies》2015,26(2):245-258
This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to play a moderating role in the trait-state discrepancy, with higher academic self-concept leading to a lower discrepancy (i.e. less overestimation of trait anxiety if state assessments reflect actual experience). Therefore, we assumed that high achievers who were expected to have high academic self-concepts would exhibit a smaller trait-state discrepancy than low achievers. Results confirmed these assumptions and revealed that high achievers even underestimated their trait anxiety. Implications are discussed. 相似文献
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Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students’ choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender. 相似文献
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Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the predictive and incremental validity of SAT over high school grades, (3) the effect of socioeconomic status on SAT validity, (4) differential prediction in the use of SAT scores, and (5) potential omitted variables that could explain differential prediction for American Indian students. Results provided evidence of predictive and incremental validity of SAT scores, and the validity of SAT scores was largely independent of socioeconomic status. Overprediction was found when using SAT scores to predict college performance and it was reduced when including high school grades as an additional predictor. This study provides substantial evidence of the validity and fairness of SAT scores for American Indians. 相似文献
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The internal/external (I/E) frame of reference model posits that academic self-concept in a particular subject is based in part on how achievement in that subject is perceived to compare with achievements in other school subjects. Support for the model comes from Australian, Canadian, and U.S. studies, but not from a recent Norwegian study. The Norwegian study, however, used a self-efficacy measure instead of a self-concept measure. In the present investigation the I/E model was evaluated with both self-concept and self-efficacy responses, but support for the model was found only for self-concept responses. The results were interpreted in relation to the role of frames of reference used in forming self-concept and self-efflcacy responses. 相似文献