The cross-cultural generalizability of a new structural model of academic self-concepts |
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| Authors: | Martin Brunner Ulrich Keller Caroline Hornung Monique Reichert Romain Martin |
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| Institution: | 1. College of Mathematics and Information Science, Shaanxi Normal University, Xi’an 710062, China;2. College of Computer Science, Shaanxi Normal University, Xi’an 710062, China;3. College of Computer, Qinghai Normal University, Xining 810008, China;1. Institute for Educational Quality Improvement (IQB), Humboldt University of Berlin, Berlin, Germany;2. Centre for Educational Measurement, University of Oslo (CEMO), Oslo, Norway;3. Department of Educational Science, University of Bamberg, Bamberg, Germany |
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| Abstract: | 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. |
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