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| Autor/in | Marsh, Herbert W. |
|---|---|
| Titel | The Content Specificity of Relations between Academic Self-Concept and Achievement: An Extension of the Marsh/Shavelson Model. |
| Quelle | (1992), (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Content Analysis; Correlation; Factor Analysis; Foreign Countries; High School Students; High Schools; Models; Multitrait Multimethod Techniques; Path Analysis; Rating Scales; Student Attitudes |
| Abstract | Extending research on the Marsh/Shavelson model of self-concept, a set of 14 academic self-concept scales was related to school performance in 8 school subjects for a sample of 507 high school students. Correlations between matching areas of self-concept and achievement (0.45 to 0.70; mean r=.57) were substantial and larger than correlations between non-matching areas. Path models and multitrait-multimethod analyses further demonstrated that self-concept/academic achievement relations were very specific to particular school subjects. Different components of academic self-concept were better differentiated (less correlated) than were the corresponding academic achievement scores. The findings indicate that components of academic self-concepts are more differentiated and relations between academic self-concepts and academic achievements are more content specific than previously assumed. (Four figures illustrate the study, and a nine-item list of references is included.) (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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