Science Self-Concept -- More than the Sum of Its Parts?

Autor/inn/en	Schroeders, Ulrich; Jansen, Malte
Titel	Science Self-Concept -- More than the Sum of Its Parts?
Quelle	In: Journal of Experimental Education, 90 (2022) 2, S.435-451 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schroeders, Ulrich)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1740967
Schlagwörter	Self Concept; Grade 10; Secondary School Students; Foreign Countries; Science Education; Student Attitudes; Intellectual Disciplines; Correlation; Gender Differences; Biology; Chemistry; Physics; Science Achievement; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Selbstkonzept; Sekundarschüler; Ausland; Naturwissenschaftliche Bildung; Schülerverhalten; Geisteswissenschaften; Korrelation; Geschlechterkonflikt; Biologie; Chemie; Physik; Deutschland
Abstract	Academic self-concept is understood as a multidimensional, hierarchical construct. Multidimensionality refers to the subject-specific differentiation of academic self-concepts, whereas hierarchy refers to the aggregation of more specific facets of self-concepts into more general ones. Previous research demonstrated that students distinguish between their self-concepts in biology, chemistry, and physics, if taught as separate school subjects, as is done in Germany. However, large-scale international educational studies, such as PISA, often use a monolithic science self-concept measure. It is yet unclear whether an aggregate of subject-specific self-concepts is equivalent to a directly measured science self-concept. We assessed the subject-specific and a global science self-concept of 1,229 German grade 10 students. A higher-order factor model and a bifactor model demonstrated a very high correlation between the "inferred" and the explicitly assessed global science self-concept. Despite the high empirical overlap, we argue for a more nuanced view of the science self-concept, because statistical unity is not to be confused with causal unity. Moreover, from a methodological perspective, we used multi-group confirmatory factor analysis to examine the mean structure and local structural equation models to study measurement invariance across science ability. Implications for the theoretical status of self-concept as a hierarchical construct are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01