The structure of academic self-concept: The Marsh/Shavelson model.

New academic self-concept instruments were used to measure self-concepts in 13 (Grades 5–6) or 16 (Grades 7–10) school subjects and to test the structure of academic self-concept posited in the Marsh/Shavelson model. First-order factor analyses identified the scales each instrument was designed to measure, demonstrating that academic self-concept is remarkably subject-specific. As posited, 2 higher order factors were sufficient to explain relations among core academic subjects, but additional higher order factors were needed to explain other school subjects (e.g., physical education, art, and music). The hierarchy, however, was weak, and much of the variance in specific subject self-concepts was unexplained by the higher order factors. Researchers interested in self-concepts in particular subjects are advised to use self-concept scales specific to those subject areas in addition, perhaps, to other measures of academic self-concept. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school.

The relationship among self-concept, self-efficacy, and performance in mathematics was examined among 416 high school students. Participants completed a questionnaire assessing mathematics self-concept and mathematics self-efficacy. Performance was assessed using end-of-term exam results in mathematics. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single factor. Social comparison information was equally influential in the formation of each construct. Self-efficacy beliefs, however, were identified as most highly related with performance in mathematics and percentages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concept of Jewish and Arab adolescents in Israel.

A 38-item Adolescent Self-Concept Scale was administered in 5 Jewish and 5 Arab schools. Scores were intercorrelated and factor analyzed separately for the Jewish (n?=?740) and the Arab (n?=?750) samples. Factor patterns were similar in item composition but differed in the percentage of variance accounted for by the factors. Specifically, Self-Praise, Life Satisfaction, and Work Outlook made up the leading cluster of factors in the Jewish sample; Self-Criticism, Religion, and Peer Relations were the analogous factors in the Arab sample. Also, Jewish item means indicated a somewhat more positive self-concept than those obtained for Arabs. Differences between factor patterns and item means are explained in terms of the marginal status of Arabs in Israeli society, whereas similarities point to the generality of adolescent experience. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role taking and self-image disparity in children.

Related the development of the self-concept to L. Kohlberg's (1969) and G. M. Meade's (1934) theories on the importance of role taking, language, and the generalized other. 68 4th, 5th, and 6th graders were administered a role-taking task, a communication task, a self-image questionnaire, and the Peabody Picture Vocabulary Test. Results indicate that nonegocentric Ss had more positive ideal self-images and a greater disparity between real and ideal self-image than egocentric Ss. Referential communication was not related to any of these self-image measures or to role taking. Findings are interpreted as supporting a cognitive/developmental theory of the self-concept as the elaboration of the ideal self-image and differentiation of the self-concept through the process of taking the role of others toward the self. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Athletic classmates, physical self-concept, and free-time physical activity: A longitudinal study of frame of reference effects.

The systematic analysis of factors that promote or impede physical activity in children is an urgent task for educational researchers. The present study investigated the reciprocal relationship between physical self-concept, teacher-assigned grades in physical education classes, and free-time physical activity, and analyzed positive and negative consequences of being in a class with high class-average physical ability. Data from a large, representative sample of 1,095 preadolescents from 66 classrooms were examined within a longitudinal framework. Multilevel analyses showed that membership in a class with high class-average physical ability was associated with lower physical self-concept and free-time physical activity and highlighted the significant role of teacher-assigned grades in the development of physical self-concept and physical activity. Furthermore, as predicted, there were positive reciprocal effects between physical self-concept and physical activity levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interaction of sex role self-concept with relationship quality and relationship beliefs in married, heterosexual cohabiting, gay, and lesbian couples.

Examined the relationship between sex-role self-concept (masculine, feminine, undifferentiated, and androgynous) and relationship quality and dysfunctional relationship beliefs among 44 married (mean age 29.68 yrs), 35 heterosexual cohabiting (mean age 28.68 yrs), 50 homosexual (mean age 31.28 yrs), and 56 lesbian (mean age 31.18 yrs) couples. Ss completed questionnaires on demographic and background information, the Bem Sex-Role Inventory, a relationship beliefs inventory, and relationship quality assessments. Individual partner analyses revealed that relationship quality and relationship beliefs differed by Ss' sex-role self-concept. Androgynous and feminine Ss reported higher relationship quality than masculine and undifferentiated Ss; androgynous Ss had fewer "disagreement is destructive" beliefs than feminine Ss; and androgynous Ss had fewer "partner cannot change" beliefs than undifferentiated Ss. Couple analyses showed a relation between partners' sex-role self-concept only for the heterosexual cohabiting couples. For these couples, masculine men tended to pair with feminine or undifferentiated women, and androgynous partners tended to pair together. Relative to other couples, those in which one or both partners were androgynous or feminine reported the highest relationship quality; couples in which one or both partners were undifferentiated or masculine reported the lowest. These effects did not vary by type of couple. It is concluded that sex-role self-concept is a robust factor in appraisals of relationship quality. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concept in artistic domains: An extension of the Shavelson, Hubner, and Stanton (1976) model.

Ways of integrating self-perceptions of dance, dramatic art, visual art, and music skills into the R. J. Shavelson, J. J. Hubner, and G. C. Stanton (see record 1978-30429-001) hierarchical model of self-concept were examined among 831 college students who responded to two multidimensional self-concept measures. Dance, dramatic art, visual art, and music self-concepts were best integrated into the hierarchy as components of a higher order artistic self-concept factor distinct from academic (math and verbal) and other nonacademic (physical, social, and moral) higher order factors. Although all domain-specific facets of self-concept were clearly defined, much of the variance in these facets was unaccounted for by higher order factors. These findings support the multifaceted or domain-specific nature of self-concept but only moderately support self-concept hierarchies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept.

Aggressive Troublemaker (getting into physical fights, getting into trouble, being seen as a troublemaker, and being punished for getting into trouble) and Victim (being threatened with harm, not feeling safe) factors were related to 3 components of self-concept (General, Same Sex, and Opposite Sex) based on the large, nationally representative National Education Longitudinal Study of 1988 database. At 8th-, 10th-, and 12th-grade levels, Troublemaker and Victim constructs were reasonably stable over time and moderately positively correlated (many students were both troublemakers and victims). The Victim factor was negatively correlated with self-concept and had negative effects on subsequent self-concept. Whereas the Troublemaker factor was also correlated somewhat negatively with self-concept, it had small positive effects on subsequent self-concept: Low self-concept may trigger troublemaking behavior in a possibly successful attempt to enhance subsequent self-concept. Although boys had higher Troublemaker and Victim scores than did girls, the effects of these constructs on subsequent self-concepts were similar for boys and girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of self-concept in female preadolescent twins: a behavioral genetic approach

Two hundred and forty-three female monozygotic (MZ) and 164 female dizygotic (DZ) twin pairs, aged 11 and 12 years, who participated in the ongoing Minnesota Twin Family Study, completed six specific scales of the Piers-Harris Children's Self-Concept Scale (P-H). Model-fitting analyses yielded three major conclusions. First, approximately 30% of the variance in specific self-concepts in female preadolescents was due to genetic factors, with the remaining variance being accounted for primarily by nonshared environmental factors and measurement error. Second, the underlying common genetic, shared environmental, and nonshared environmental factors influenced specific facets of self-concept directly and independently, rather than through an intervening phenotypic general self-concept. Finally, whereas genetic, shared environmental, and nonshared environmental factors were necessary to explain the commonality among the specific self-concept scales, only genetic and nonshared environmental factors were sufficient to explain the specificity of those scales.     

Psychological characteristics of dieters and bulimics.

Two studies examined the continuum and discontinuity models of the relation between dieting and bulimia nervosa. In Study 1, 21 dieters, 19 bulimics, and 33 nondieting controls were compared on 24 measures. Multivariate analyses revealed that each of the groups differed significantly from the other 2. Univariate analyses found 18 significant differences between bulimics and dieters and 1 significant difference between dieters and controls. In Study 2, 86 Ss completed measures of psychological functioning, dieting, and bulimia nervosa. On the basis of regression analyses using factor scores from the psychological variables as predictors, high scores on a psychopathology factor and low scores on a defensiveness factor predicted both bulimia and dieting. Low self-concept scores also predicted bulimia. These data indicate that both continuity and discontinuity characterize the relation between dieting and bulimia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy.

This study examined whether global academic self-concept and academic self-efficacy beliefs that vary in domain specificity–globality represent distinct or common underlying dimensions. Participants were 205 university students who completed measures of academic self-concept, global academic self-efficacy, and domain-specific mathematics self-efficacy. Confirmatory factor analyses revealed that each of the variables represented separate, though related, latent dimensions of self-perception. Self-efficacy and self-concept were also differentially useful in predicting relatively domain-specific versus global academic and vocational criteria. The implications of these findings for theory and practice related to academic achievement and career development are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)