The structure of academic self-concepts revisited: The nested Marsh/Shavelson model

• Autores: Martin Brunner, Ulrich Keller, Christophe Dierendonck, Monique Reichert, Sonja Ugen, Antonie Fischbach, Romain Martin
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 4, 2010, págs. 964-981
• Idioma: inglés
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• Dialnet Métricas: 9 Citas
• Resumen

  • The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies. Specifically, it conceives of academic self-concepts to be subject specific, strongly separated across domains, and hierarchically organized, with general academic self-concept at the top of the hierarchy. In Part 1 of the present study, data from a representative sample of eighth graders (N = 4,847) from Luxembourg showed that the NMS model captures the structure of self-concepts in six core subjects. In Part 2, the NMS model was integrated into a longitudinal extended internal/external frame-of-reference model. The developmental dynamics between general and subject-specific achievement, as measured in Grade 6, and the corresponding academic self-concepts in Grade 8 were examined, with data from a subsample of students (N = 3,045). Given its theoretical and empirical bases, the NMS model has clear potential to guide future research on academic self-concepts.