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Relationships between self-concept and achievement
Abstract
This study is based on a multifaceted and hierarchical model of self-concept and explores the relationships between the various facets of self-concept and academic achievement. The model of self-concept has general self-concept at the apex, then academic self-concept, presentation of self, and social self-concept. There are 7 third-order factors: achievement, ability, and classroom self-concepts (academic), physical self-concepts (social). Further, there are four specific-subject and peer and family self-concepts (social). Further, there are four specific-subject self-concepts. The argument proposed in this study is that the relations between achievement and the facets of academic self-concept are greater than the relations between achievement and presentation of self and social self-concept. This argument is not rejected. Adolescents consistently evaluate themselves across various academic subjects, but there are no relationships between achievement and other aspects of the self.
... 초점 대상에 따른 자존감(자긍심) 1) 유형: 조 직기반 자긍심과 과업특정적 자긍심 자존감이란 자신의 역량에 대한 지각으로 (Rosenberg, 1965), 전반적인 자기 존중감(global self-esteem)은 개인의 일반적인 자기평가를 의 미한다 (Greenwald & Pratkanis, 1984;Rosenberg, 1965Rosenberg, , 1979Wylie, 1974). 즉, 자존감은 자신이 만들고 유지하는 자신의 모습에 대한 스스로 의 평가로서, 자신의 역량을 얼마나 높게 평 가하는가에 의해 결정된다 (Korman, 1970 (Shavelson, Hubner, & Stanton, 1976;Song & Hattie, 1985;Tharenou, 1979 (Pierce, et al., 1989). 자존감을 연구한 많은 학자들은(예를 들어, 조직기반 자긍심: Pierce, et al., 1989; 과업특정 적 자긍심: Simpson & Boyle, 1975;Tharenou, 1979; 학업기반 자긍심: Song & Hattie, 1985) 한 개인에게 다양한 형태의 자존감이 존재하 고 전반적 자존감 척도를 사용하는 것 보다 특정 연구에서 설명하고자 하는 맥락에 일치 하는 자존감을 측정하는 것이 중요하다고 강 조하였다 (Epstein, 1979;Pierce, et al., 1989;Tharenou, 1979 (Mowday, Porter, & Dubin, 1974;Steers, 1975Steers, , 1977. ...
... 즉, 자존감은 자신이 만들고 유지하는 자신의 모습에 대한 스스로 의 평가로서, 자신의 역량을 얼마나 높게 평 가하는가에 의해 결정된다 (Korman, 1970 (Shavelson, Hubner, & Stanton, 1976;Song & Hattie, 1985;Tharenou, 1979 (Pierce, et al., 1989). 자존감을 연구한 많은 학자들은(예를 들어, 조직기반 자긍심: Pierce, et al., 1989; 과업특정 적 자긍심: Simpson & Boyle, 1975;Tharenou, 1979; 학업기반 자긍심: Song & Hattie, 1985) 한 개인에게 다양한 형태의 자존감이 존재하 고 전반적 자존감 척도를 사용하는 것 보다 특정 연구에서 설명하고자 하는 맥락에 일치 하는 자존감을 측정하는 것이 중요하다고 강 조하였다 (Epstein, 1979;Pierce, et al., 1989;Tharenou, 1979 (Mowday, Porter, & Dubin, 1974;Steers, 1975Steers, , 1977. 조직 심리학 영역에서 종업원의 몰입은 직무몰입과 조직몰입으로 구분되고 (Brooke, Russell, & Price, 1988;Kanungo, 1982;Locke, 1976;Mathieu & Farr, 1991;Mowday, Porter, & Steers, 1982), 주 요 준거변인들을 예측하는데 있어 두 구성개 념 각각의 차별적인 영향력이 검증되어 왔다 (예를 들어, Huselid & Day, 1991;Keller, 1997 등). ...
The purpose of this study was to examine the mediating role of two self-esteem (organization-based self-esteem: OBSE; task-specific self-esteem: TSSE) in predicting two types of employee commitment (job involvement, organizational commitment) based on the framework of Lavelle, McMahan and Harris(2009)’s target similarity model. A sample of 746 south korean employees were participated in this study and data were analyzed by MPLUS 6.12. The main results are as follows. First, the indirect effects reflecting target similarity effect were supported, but another indirect effects which reflect spillover effect between two dimensions was not. Second, the result of comparison between target similarity effect and spillover effect, which has same predictor and criterion but different mediator in each dimensions, was significant in organization domain, but not in job domain. Finally, the implications and limitations were discussed.
... Por exemplo, a par de um autoconceito global no topo da hierarquia, este pode subdividir-se em autoconceito académico e autoconceito não académico (Costa, 2001;Peixoto & Almeida, 1999. Acresce que, na linha de alguns autores (Shavelson, Hubner & Stanton, 1976;Song & Hattie, 1984, 1985, o autoconceito académico pode subdividir-se em novas dimensões por áreas curriculares, como por exemplo o autoconceito matemático e o autoconceito na língua materna. Na mesma linha, o autoconceito não académico pode subdividir-se nos autoconceitos social, emocional e físico (Peixoto & Almeida, 1999. ...
... . (1985;Faria & Fontaine, 1995;Martins, Peixoto, Mata, & Monteiro, 1995). Além disso, foi encontrada uma dimensão que, de alguma forma, conserva a dimensão da ansiedade presente na escala de autoconceito de Piers-Harris (Veiga, 2006 ...
... Paralleling this, the self-concept literature emphases its multidimensional structure and identifies academic and non-academic self-perceptions in childhood and adolescence (Byrne & Shavelson, 1996;Marsh, Barnes, Cairns, & Tidman, 1984;Song & Hattie, 1985). Thus, Harter's Self-Perception Profile measures were based on the distinction between separate domains of competence (academic, social, sports, appearance and behaviour) and the possibility of varying self-assessments across domains (Harter, 1982(Harter, , 1985(Harter, , 1988). ...
... (Harter, 1982). Similarly, in a range of studies, dimensions of self-and teacher-report self-concept were found to be 'substantially' correlated (Marsh et al., 1984), while grade points were found to have a much stronger relationship with academic than other dimensions of self-concept (Song & Hattie, 1985). ...
School pupils strive to meet both school-defined and social goals, and the structure of adolescent self-concept is multidimensional, including both academic and non-academic self-perceptions. However, subjective social status within the school community has been represented as a single dimension. Scottish 15-year olds participating in a school-based survey (N = 3194) rated their own status, compared to their school year-group, via images of seven 10-rung ladders. These generated a very high response rate, and factor analysis distinguished three dimensions: (1) ladders representing "popular", "powerful", "respected", "attractive or stylish" and "trouble-maker"; (2) "doing well at school" and "[not] a trouble-maker"; and (3) "sporty". Unique relationships with variables representing more objective and/or self-report behavioural measures suggest these dimensions are markers of "peer", "scholastic" and "sports" status. These analyses suggest multiple dimensions of adolescent social hierarchy can be very simply measured and contribute towards the development of more robust instruments within this area.
... Calls for the development of measures of self-esteem specific to domains such as work units, organizations, roles, relationships, or profession. (e.g., Boyle, 1997;La Guardia & Ryff, 2003;Pierce et al., 1989) have led to hierarchical approaches (e.g., task-specific, organizationbased, and global) to the study of self-esteem in the organization (Gardner & Pierce 1998), indicating that self-esteem is a hierarchical and multifaceted phenomenon (Pierce et al., 1989;Song & Hattie, 1985). Research suggests that self-esteem is an attitude (Rosenberg, 1979) and that individuals hold attitudes (i) holistically toward an object and (ii) specifically toward facets of that object (Marsh, 1990). ...
Although scholarly interest in salesperson self-esteem has always been high, past research on self-esteem in selling contexts has almost always measured salespersons' self-esteem using items adapted from global self-esteem measures. In this paper, we use mixed methods to develop and validate a new measure for self-esteem in sales settings. Through grounded theory, we build and propose a multidimensional conceptualization encompassing professional, task and relational dimensions of salesperson self-esteem (SpSE). Analyses of data obtained from multiple surveys of salespeople show (i) better fit for a 3-factor structure when compared to competing models; (ii) high reliability and content validity for the new measure; (iii) convergent and discrim-inant validity with related constructs, and (iv) incremental validity while predicting key outcomes over and above prior salesperson self-esteem measures. Cumulatively, we show that the SpSE measure is reliable and valid, advancing a nuanced approach to research relating to self-esteem in selling organizations.
... Korman (1976), öz saygıyı bireylerin kendilerini yetenekli ve değerli olarak algılama derecesi şeklinde tanımlamaktadır. Literatürdeki birçok çalışma, öz saygının çok boyutlu bir kavram olduğunu vurgulamaktadır (Shavelson vd., 1976;Song & Hattie, 1985;Tharenou, 1979). Güney vd. ...
Arka plan. Örgütlerde gönüllülük esasına dayalı olarak sergilenen davranışlarda bireysel farklılıklar ve bireyin kendisine ilişkin öz algılarının önemli bir yer tuttuğu düşünülmektedir. Hiç şüphesiz bu farklılıkların ortaya çıkmasına imkân sunan bir örgüt ortamı olumlu tutum ve davranışları artırıcı bir etki yaratmaktadır. Kendisini gerçekleştirebileceği bir ortam sağlandığında çalışan örgüte karşı güçlü bir duygusal bağ geliştirerek kendisinden beklenen rol ve sorumlulukları ekstra bir çaba ile yerine getirme eğiliminde olacaktır. Amaç. Örgüt temelli öz saygı ve duygusal bağlılığın örgütsel vatandaşlık davranışı üzerindeki etkisini incelemektir. Yöntem. Mersin ilinde kamu ve özel sektörde faaliyet gösteren 314 işletme çalışanına kolayda örneklem yoluyla ulaşılmıştır. Elde edilen veriler SPSS ve YEM SmartPLS ile analiz edilmiştir. Bulgular. Örgüt temelli öz saygı ve duygusal bağlılığın örgütsel vatandaşlık davranışı üzerinde anlamlı ve pozitif bir etkiye sahip olduğu tespit edilmiştir. Duygusal bağlılığın ise örgütsel vatandaşlık davranışı alt boyutlarından yalnızca yardımseverlik boyutu üzerinde anlamlı ve pozitif bir etkiye sahip olduğu görülmüştür. Sonuç. Örgüt temelli öz saygı ve duygusal bağlılığın örgütlerde başarı ve performansı artırıcı etkisi olduğu bilinen gönüllü çalışan davranışları üzerinde önemli bir etkisi olduğunu söylemek mümkündür. Özellikle bu etkide örgüt temelli öz saygının bireysel beklentilerin örgüt içi dinamiklerdeki önemine dikkat çekmesi açısından önemli bir katkı sağladığı düşünülmektedir.
... Previous research (for example, Baharudin & Zulkefly, 2009;Mandara & Murray, 2000;Brody & Flor, 1997) has found that the way a family functions and the quality of its members' growing interpersonal interactions has a significant influence on the individual's self-concept. Other researchers, like Kiritsis and Papadopoulou (2011) and Song and Hattie (1985), found that when parents are involved in their children's learning and education, many of their functional traits are supported by their practices, attitudes, and expectations. They claim that this situation has an influence on the individual's self-concept. ...
In general, family has a significant influence on how individuals form their self-evaluations because they form their primary self-concepts in their familial context, which serves as a foundation for secondary self-concepts formed through relationships outside the family. Therefore, this paper aims to focus on the influence of family climate in nurturing individuals’ self-concept. This study obtained the data from qualitative research for the doctoral degree of one of the authors and involved 46 millennial respondents who lived in Malaysia. The Google Forms (Docs) have been utilised in conducting a web-based written interview from May to July 2021. By referring to the feedback of the respondents, this study found the family climate influenced the self-concept of the individuals in five aspects, which are in terms of their ideology, education, character building, religious belief, and political belief. This study believes that the identification of the influence of family climate toward the self-concept of their family members allows more opportunities for them to improve their families’ significant responsibilities in helping their children build and refine their positive self-concept. As a result, key qualities and characteristics of good citizenship are promoted at the individual, interpersonal and societal levels.
... Many studies have emphasized that self-esteem is a multi-functional concept (Shavelson, Hubner and Stanson, 1976;Song and Hattie, 1985;Tharenou, 1979). Simpson and Boyle (1975) argued that self-esteem comprises universal self-esteem, which expresses a total assessment of personal adequacy and worthiness of an individual, role-based self-esteem, which expresses the competence at roles such as being parent or spouse, and task-based self-esteem, which expresses the competence at fulfilling a task. ...
Bu araştırmanın amacı örgüt temelli öz saygı (ÖTÖS) ile duygusal
örgütsel bağlılık (DÖB) arasındaki ilişkiyi görme engelli ve engeli olmayan
öğretmen görüşlerine göre belirlemektir. Ayrıca, öğretmenlerin görme engel
durumunun ve demografik değişkenlerin ÖTÖS ve DÖB düzeyleri üzerindeki etkisi
incelenmiştir. Çalışma ilişkisel tarama modelinde olup 119 görme engeli bulunan
ve 156 engeli bulunmayan toplam 275 öğretmenle yürütülmüştür. Araştırmada
“Örgüt Temelli Öz Saygı Ölçeği” (ÖTÖSÖ) ve “Duygusal Örgütsel Bağlılık Ölçeği”
(DÖBÖ) kullanılmıştır. Veriler, betimsel istatistikler, doğrulayıcı faktör
analizi (DFA) ve regresyon teknikleri ile analiz edilmiştir. Araştırma
sonucunda ÖTÖS ve DÖB düzeyinde cinsiyet değişkeninin erkek öğretmenler lehine
anlamlı fark oluşturduğu, medeni durum, görme engeli durumu, kıdem ve
öğretmenlik uzmanlık alanı ise anlamlı fark oluşturmadığı gözlemlenmiştir.
Ayrıca, ÖTÖS ile DÖB arasında pozitif yönlü ve anlamlı ilişki bulunduğu ve
örgüt temelli öz saygının, duygusal örgütsel bağlılığın anlamlı bir yordayıcısı
olduğu saptamıştır.
... Trautwein, Köller, and Baumert (2004) studied German students in grade 7 and grade 10 and found that especially students with low self-concept of acceptance and assertion in grade 7 profited from engagement in acts of physical aggression with respect to self-concept of acceptance and assertion in grade 10. Regarding the relation between social self-concept of acceptance and scholastic achievement, most previous research indicated that it is unrelated (e.g., Song & Hattie, 1985), weakly positive (e.g., Preckel, Zeidner, Goetz, & Schleyer, 2008), or weakly negative correlated (Marsh, Trautwein, Lüdtke, Köller, & Baumert, 2006). To conclude, all described self-concept facets have long-lasting effects in different areas of life. ...
Fostering positive and realistic self-concepts of individuals is a major goal in education worldwide (Trautwein & Möller, 2016). Individuals spend most of their childhood and adolescence in school. Thus, schools are important contexts for individuals to develop positive self-perceptions such as self-concepts. In order to enhance positive self-concepts in educational settings and in general, it is indispensable to have a comprehensive knowledge about the development and structure of self-concepts and their determinants. To date, extensive empirical and theoretical work on antecedents and change processes of self-concept has been conducted. However, several research gaps still exist, and several of these are the focus of the present dissertation. Specifically, these research gaps encompass (a) the development of multiple self-concepts from multiple perspectives regarding stability and change, (b) the direction of longitudinal interplay between self-concept facets over the entire time period from childhood to late adolescence, and (c) the evidence that a recently developed structural model of academic self-concept (nested Marsh/Shavelson model [Brunner et al., 2010]) fits the data in elementary school students, (d) the investigation of structural changes in academic self-concept profile formation within this model, (e) the investigation of dimensional comparison processes as determinants of academic self-concept profile formation in elementary school students within the internal/external frame of reference model (I/E model; Marsh, 1986), (f) the test of moderating variables for dimensional comparison processes in elementary school, (g) the test of the key assumptions of the I/E model that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, and (h) the generalizability of the findings regarding the I/E model over different statistical analytic methods. Thus, the aim of the present dissertation is to contribute to close these gaps with three studies. Thereby, data from German students enrolled in elementary school to secondary school education were gathered in three projects comprising the developmental time span from childhood to adolescence (ages 6 to 20). Three vital self-concept areas in childhood and adolescence were in-vestigated: general self-concept (i.e., self-esteem), academic self-concepts (general, math, reading, writing, native language), and social self-concepts (of acceptance and assertion). In all studies, data were analyzed within a latent variable framework. Findings are discussed with respect to the research aims of acquiring more comprehensive knowledge on the structure and development of significant self-concept in childhood and adolescence and their determinants. In addition, theoretical and practical implications derived from the findings of the present studies are outlined. Strengths and limitations of the present dissertation are discussed. Finally, an outlook for future research on self-concepts is given.
... patterns of positive or negative experiences in school result in feelings of accomplishment or difficulty—and this is in accordance with the skill development theory (Kohn, 1994; Chapman & Tunmer, 1997). On the other hand, there is research, consistent with the self-enhancement theory (Song & Hattie, 1985; Marsh, 1987), which supports that self-concept strongly influences achievement and implying that a positive self-concept is a prerequisite for managing difficulties in learning. This hypothesis has led to the development of self-esteem programmes with the aim of boosting self-esteem, regarding it as key to increased academic achievement (Lawrence, 1996). ...
This research aimed at exploring the motivation for reading of pupils with dyslexia, and to investigate whether they differ from their peers. A total of 32 pupils formed the LD group (22 boys and 10 girls, 5th‐ and 6th‐graders) who were diagnosed with dyslexia. A comparison group was formed of pupils who attended the same classes (N = 210), and these were divided into two groups (average/low performance, N = 115; high performance, N = 95), according to teachers’ ratings of pupils’ performance on reading. Self‐report measures were used to assess perceptions of academic ability, reading attitudes and approaches to learning. The results revealed that dyslexic pupils displayed lower academic self‐concept than the low/average and high performance groups on all domains, except Practical ability. Moreover, dyslexic pupils perceived reading less as a function of personal development, both enjoyment and utilitarian, as compared to their peers. Finally, the dyslexic group adopted the surface approach to learning, indicating an external motive, similarly to the average/low group, and adopted the deep approach to learning less as compared to their high achieving peers. The implications of these findings are discussed at pupil, teacher and classroom level.
... school and work settings) have argued that situation-specific measures of self-esteem may provide more consistent results (e.g. Rosenberg, Schooler, Schoenbach, & Rosenberg, 1995;Song & Hattie, 1985). Using this approach, cross-sectional relationships have been demonstrated between organization-based self-esteem and in-role performance (e.g. ...
Most compensation managers implicitly assume (or perhaps hope) that high pay levels will maintain and enhance future performance. To date, this assumption has been largely untested. Given the importance of pay level and the large expense that pay represents to most organizations, understanding how and why pay level influences the behaviour of employees in organizations is an important question. The purpose of this study is to examine the motivational effects of pay level on employee perform- ance. To examine these issues, we collected field study data from a variety of sources, at three different times, and assessed the effects of employee pay level on subsequent self-esteem and performance. Specifically, we hypothesized that the effects of pay level on performance would be mediated by pay level effects on organization-based self-esteem. We base this hypothesis on the premise that level of pay within an organization communicates a sense of how much the organization values an employee and thus affects employee organization-based self-esteem which, in turn, enhances job performance. After controlling for organization tenure, and previous pay change, results supported a mediated model that suggests that pay level affects employee self-esteem, which in turn, affects employee performance.
... Investigations of the relation between academic self-concept and achievement have consistently reported strong positive correlations (Lyon & MacDonald, 1990;Strein, 1993). In contrast, measures of global self-concept and of nonacademic attributes (e.g., peer acceptance) are weakly correlated with achievement in ele-mentary school (Song & Hattie, 1985). Although concerns have been raised about the psychosocial effects of year-round education schedules (e.g., it may have deleterious effects on students' personal and social adjustment; Merino, 1983;Pearman, 1987;Yatvin, 1984), there have been no empirical investigations of the relations between extended-year schooling and feelings about the self. ...
The influence of additional school days on academic and psychosocial skills was examined through comparison of an extended-year program (210 days) with a traditional program (180 days). Kindergartners matched on background characteristics and magnet school attendance received tests of mathematics, reading, general knowledge, vocabulary, and perceived competence at the beginning (Fall K) and end (Spring K) of the traditional kindergarten year and at the beginning of the next traditional year (Fall 1). Although groups performed equivalently at Fall K, extended-year students outperformed traditional students at Fall 1 in mathematics, reading, and general knowledge and had higher levels of cognitive competence. Mathematics and reading achievement differences at Fall 1 were not associated with differences in the quality or intensity of educational efforts made during the traditional school year (i.e., Fall K to Spring K) or to differences between teachers in the traditional and extended-year programs. Results indicated that providing students with additional instruction time by lengthening the school year could be a promising educational reform.
... Most approaches towards academic self-concept implicitly or explicitly assume that, given the multidimensional nature of academic self-concept, the assessment of a general academic self-concept leads to less accurate predictions of individuals' beliefs and behavior in a specific situation than subjector task-specific measures of academic self-concept. Marsh and Yeung (1997), for example, argue that the predictive power of self-concepts is due to the subject-or task-specific components of academic self-concept rather than a general component of self-concept (see also Song and Hattie 1985). ...
Individual differences in need for cognition (NFC) have been found to correspond with differences in information processing. Individuals with lower NFC process information using a peripheral route compared to individuals higher in NFC. These differences may effect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance expectancies can be understood as an information-processing event and that inferring expectancies from the specific self-concept requires cognitive motivation, we tested whether students with higher NFC had performance expectancies in a specific subject that more strongly depended on their specific self-concept. Three hundred seventy-five students from grade 8 and 9 reported their NFC, their performance expectancies for the final report card in Mathematics and German, the general self-concept, and specific self-concepts in Mathematics and German. Multiple linear regressions supported the interaction hypothesis concerning performance expectancies in Mathematics and German. The higher the students' NFC, the stronger performance expectancies were related to the corresponding specific self-concept. Individual differences in NFC influence motivational processes and should be included in models describing the relation between self-concepts and students' beliefs like expectancies. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2010.
This chapter presents an intervention with children aiming to promote wellbeing through reflection on self-concept and purpose in life. A total of 100 participants aged 10–14 years old from two public schools in the state of Rio Grande do Sul (Brazil) participated in this study. The intervention was carried out based on different activities that had specific objectives, such as promoting self-concept in the physical, social, family and academic dimensions and stimulating reflection on purpose in life. In order to evaluate the intervention, qualitative and quantitative strategies were used, such as field diary, notes taken during the activities and an assessment questionnaire, answered at three time points: before the intervention (pre-test), immediately after the intervention (post-test) and 30 days after the intervention (follow-up). The qualitative results show that the participants had difficulty recognizing and reflecting on their physical characteristics. Nevertheless, the objectives of promoting self-concept in their social, family and academic dimensions, and stimulating reflection on purpose in life were achieved. From a quantitative point of view, the difference in the averages of the items that assessed self-concept at the three time points was not significant. Difference in differences regression pointed out that the average of self-concept of the School 1 participants is statistically higher than those of School 2. The impact of the intervention, although not significant, indicated increased average of self-concept after the intervention. This suggests that intervening on specific dimensions of self-concept may be good action strategy on the topic.
The aim of the study is twofold. On the one hand it concerns the measurement and the examination of the subjects’ self-concept and on the other the detection and justification of the role of family in its configuration. The study analyzed the data collected from the answers to a research questionnaire of 1344 15-and 16-year-old school students in the Prefecture of Thessaloniki, Greece) with the use of a stratified random sampling technique. The first important finding concerned the high degree of the general self-concept of the adolescents. Among the seven specific sectors of the general self-concept a major variation was noted, with the higher average to be traced in the relationship that the students have configured with their peers and the lower one in the valuation of their academic competence. The second important finding was the ascertainment of the essential contribution of the family.
The main goal of this research is to analyze the hierarchical structure of self-concept in adolescents and, additionally, to compare this structure in students who have failed in their academic career and in those who have not. Nine hundred and forty-three Portuguese students from the 7(th), 9(th) and 11(th) grades participated in the research. They completed self-concept and self-esteem scales. Results support the assertion that self-concept is hierarchically structured, and also support a model that subdivides self-concept into four higher order factors. Results also suggest an association between the behavioral dimension and various different higher order dimensions, namely, the two academic self-concept dimensions and the social self-concept one. However, they show divergences when the structure of self-concept between achievers and underachievers is compared. This aspect needs to be examined with greater attention on future researches and interventions.
The purpose of this study was to identify the difference both English learning stress and academic self-concept of students from two schools, one located in a small town and the other in a metropolitan city, and the subjects of this study were a total of 313 elementary school students from both schools. The research was conducted through five-point Likert score surveys, and the data were analyzed via Multivariate Analysis of Variance (MANOVA). The students from the small town were found to exhibit higher levels of stress from learning English and a lower academic self-concept than the students in the metropolitan city. The results imply that elementary school teachers need to reduce stress that students experience when learning English as well as strengthen the level of academic self-concept by providing a context-appropriate learning environment.
The article introduces the construct "organization-based self-esteem" and its measurement. We developed a partial nomological network resulting in a set of hypotheses that guided efforts lo validate the construct and its measurement. Homogeneity of scale items, test-retest and internal consistency reliability, and convergent, discriminant, incremental, concurrent, and predictive validity estimates were all in inspected through conducting field studies and a laboratory experiment. We present results from a validation effort involving seven studies that draw on data from over 2,000 individuals, representing diverse organizations and occupations. Results support the construct validity of the measurement and most of the hypotheses.
The organization-based self-esteem scale has been used in 100s of published studies since its validation, and a well-developed organization-based self-esteem theory now exists.
Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals.
This research examines several determinants considered to influence the spiritual leadership (SL) effectiveness, including one motivational mediating factor of follower's self-concepts, and two conditional factors, i.e., culture (as a macro-level factor) and managerial position (as a micro-level factor). The construct of SL was validated using a sample comprising 591 employees from various profitable organizations in two major Chinese societies: China and Taiwan (n = 372; 219). A second sample of 122 military police in the army was also recruited for validation purpose. We integrated the follower's transcendental self-concepts into the existing SL framework, and validated their substantiality to leadership effectiveness. In addition, the results showed that culture differs on the SL effectiveness, while position hierarchy (managerial vs. non-managerial positions) does not moderate between the intrinsic motivations of SL and in-role/extra-role performance.
In the study of self-concept, as in many other areas of psychological research, poor measurement is often a weak link connecting theory, empirical research, and practice. The multidimensionality of self-concept typically is emphasized in most theoretical accounts, but until recently this multidimensionality has not been well represented in the most widely used instruments. The purpose of our investigation is to test the construct validity of preadolescent children's responses to three instruments that are claimed to measure multiple dimensions of self-concept (e.g., physical, social, and academic):Marsh's (1988)Self-Description Questionnaire I (SDQI),Harter's (1979)Perceived Competence Scale (PCS), and the Piers-Harris Children's Self-Concept Scales (PH) (Piers, 1984). Tests of this multidimensionality included factor analyses, multitrait-multimethod analyses, and patterns of correlations with academic achievement. Also included was an examination of the use of negatively scored items. The findings strongly supported the SDQI, reasonably supported the PCS, and weakly supported the PH.
The aim of this study is to demonstrate the theoretical model of the deter minants of school performance at the primary level. A specific accent is placed on the affective characteristics of the students. Eighty-one students who were followed from the kindergarten level to the elementary level participated in the study. The structural equa tion model LISREL-VI was applied to the data and revealed the scope of influence, supporting the theoretical expectations with some slight nuance. The results show the not insignificant role of the kindergarten on students' development, specifically on the self-perception as a student. Resumen — El objeto de este estudio es probar un modelo teôrico de las déterminantes del rendimiento escolar en el curso preparatorio. Se acentûan las caracteristicas afectivas de los alumnos. Ochenta y un ninos desde el jardin infantil hasta la escuela primaria participaron en el estudio. El modelo de adecuaciôn estructural LISREL-VI que se aplicô a los datos obtenidos revelo una série de influencias que corroboran en gran parte las expectativas téoricas y las matiza. Los resultados muestran el rol no despreciable que ejerce el jardin infantil en el desarrollo de los alumnos, especialmente en la perception de si como alum no. Zusammenfassung — Gegenstand dieser Studie ist die Erprobung eines theoretischen Modells fur die wichtigsten Einflùsse des Vorschuljahres auf spàtere Schulleistungen. Der Akzent liegt dabei auf den affektiven Eigenschaften der Schiiler. 81 (einundachtzig) Kinder, die man vom Kindergarten bis in die Volksschule beobachtet hat, nahmen an der Unter- suchung teil. Das Modell der Strukturgleichung LISREL - VI, auf diese Data angewandt, ergab ein Einflussnetz, das den Grossteil der theoretischen Erwartungen bestatigt und zugleich nuanciert. Die Ergebnisse zeigen die wichtige Rolle, die der Kindergarten fiir die Entwicklung der Schiiler spielt, besonders bezùglich des Bildes, das sich die Kinder von sich als Schiiler machen.
The main goal of this research is to analyze the hierarchical structure of self-concept in adolescents and, additionally, to compare this structure in students who have failed in their academic career and in those who have not. Nine hundred and forty-three Portuguese students from the 7th, 9th and 11th grades participated in the research. They completed self-concept and self-esteem scales. Results support the assertion that self-concept is hierarchically structured, and also support a model that subdivides self-concept into four higher order factors. Results also suggest an association between the behavioral dimension and various different higher order dimensions, namely, the two academic self-concept dimensions and the social self-concept one. However, they show divergences when the structure of self-concept between achievers and underachievers is compared. This aspect needs to be examined with greater attention on future researches and interventions.
This study explored 1) triggers for dieting in adolescent girls from grade 7 (n — 140) and grade 10 (n = 152), 2) reasons why potential dieters chose not to diet and 3) the relationship between dieting and multiple dimensions of self-concept. Body dissatisfaction, social comparison, and teasing were the most commonly reported diet triggers. Reasons given for not dieting when considering it included conscious resistance to pressure to diet, a belief that dieting is bad, and acceptance by other people. After controlling for body mass index (BMI), parent relations, and emotional stability, self-concepts were lower for dieters than nondieters.
This analysis of the 12,266 responses to the three Self Description Questionnaires, which measure multiple dimensions of self-concept in preadolescence (H. W. Marsh, 1988), early-to-middle adolescence (H. W. Marsh, in press), and late adolescence and early adulthood (H. W. Marsh, in press), examined (a) age and sex effects during preadolescence to early adulthood and (b) alternative operationalizations of Shavelson, Hubner, and Stanton's (1976) proposal that self-concept becomes more differentiated with age. Responses to all three SDQ instruments were reliable and resulted in well-defined factor structures. Self-concept declined from early preadolescence to middle adolescence, then increased through early adulthood. Sex differences in specific areas of self-concept were generally consistent with sex stereotypes and relatively stable from preadolescence to early adulthood. There was little support for the increased differentiation of dimensions of self-concept beyond early preadolescence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the construct validity of children's responses to two multidimensional self-concept measures (the Self Description Questionnaire I and the Perceived Competence Scale) and a multidimensional measure of perceived control (Multidimensional Measure of Children's Perceptions of Control). The authors of each of these recently developed instruments emphasized the importance of distinguishing self-perceptions in the physical, social, academic, and general content domains. Tests of this content specificity considered here included factor analyses, multitrait-multimethod (MTMM) analyses, and patterns of correlations with additional criterion variables. Contrary to previous research (e.g., Marx & Winne, 1978), MTMM analyses of responses to the two self-concept instruments demonstrated their convergent and discriminant validity, apparently reflecting the improved design of these newer instruments. These findings and factor analyses of responses to the self-concept instruments support claims by Harter (1982) and by Marsh (1986d, in press-b). For the perceived control instrument, however, there was little support for the discriminant validity of responses with respect to content domains other than the physical domain, calling into question claims by Connell (1985). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
To test and extend the emerging Activity Reduces Conflict-Associated Strain (ARCAS) model, we predicted that the relationship between task conflict and employee strain would be weakened to the extent that people experience high organization-based self-esteem (OBSE). A survey among Dutch employees demonstrated that, consistent with the model, the conflict-employee strain relationship was weaker the higher employees' OBSE and the more they engaged in active problem-solving conflict management. Our data also revealed that higher levels of OBSE were related to more problem-solving conflict management. Moreover, consistent with the ARCAS model, we could confirm a conditional mediation model in which organization-based self-esteem through its relationship with problem-solving conflict management weakened the relationship between task conflict and employee strain. Potential applications of the results are discussed.
ABSTRACT The multitrait-multimethod (MTMM) design is frequently used to test construct validity and is particularly appropriate for evaluating multidimensional instruments in personality research Despite its popularity there are important problems with both the traditional and confirmatory factor analysis (CFA) approaches to MTMM data In previous research (1989a, 1989b) I described a new CFA approach that I claimed to be relatively immune to many of these problems This approach is applied here to test the construct validity of preadolescent responses to three multidimensional self-concept instruments The substantive contribution of the present investigation is to demonstrate good support for the construct validity of two of the three instruments The methodological contributions are to further substantiate my claims about the new CFA approaches and to demonstrate this approach in a substantively meaningful context that has broad applicability to other personality research
Some time ago, my son came down from his room where he was preparing for an examination the next day with the simple question:
“Dad, I don’t understand this part of mathematics, can you help me?” My first reaction was to ask him “What mathematics?”
He answered “Differential and integral calculus.” My self-image as a father/parent, which in my own definition is among others
characterized by the function to remove, whenever necessary, obstacles for the children, was instantaneously replaced by the
image of myself as a pupil in high school. Then, I myself had quite some difficulties in understanding this complex type of
calculus. Based on this image from my own past, my self-confidence in being able to help my son dropped far below zero and
I felt rather anxious that I would not be able to live up to the image my son has about me as some kind of “know-all” and
super mathematician. I reacted by saying that “I doubted whether I myself understand differential and integral calculus; it
certainly was not one of my strong points during high school.” But this was not true, I remembered suddenly that I had successfully
passed all exams dealing with differential and integral calculus at the university. Hence, following a quick inspection of
the book and refreshing my memory about differential and integral calculus, I succeeded in explaining various problems. After
my son had left again to do some exercises himself, I still felt troubled. Thinking about the future, my expectations to be
able to assist my son with mathematics and physics in the years to come were low and surrounded with feelings of anxiety.
The purpose of this study was to investigate the predictive relationship between initial student attitudes, admissions test scores, years of high school math taken, and subsequent achievement in introductory college chemistry. Included in this study was a sample of 179 students who began as new freshmen during the same fall semester and took an introductory chemistry course during their first year of college. The results of this study indicated that noncognitive variables were significant predictors of student performance. These findings also indicated that, for some types of academic outcomes, noncognitive variables may be better predictors of achievement than traditional measures such as admissions test scores.
This study examined the relationship of academic self-concept scores of 122 children with their achievement in Grade 6 as compared to general self-concept and locus of control. Academic self-concept correlated significantly higher with teachers' grades and standardized measures of achievement than either general self-concept or locus of control. A multiple regression analysis also confirmed the potential usefulness of academic self-concept for predicting students' achievement. Academic self-concept may be a more useful construct in helping understand students' achievement than frequently administered measures of general self-concept.
Examined the contributions of parent and teacher attachment and self-concept to academic motivation in a sample of 150 high-school students (aged 16.3–19.5 yrs) in the 11th and 12th grades. Ss completed demographic questions and measures on parent attachment, teacher attachment, and self-concept, as well as on intrinsic value and self-regulation. Findings indicate that parent attachment and attachment to a teacher were individually and collectively related to academic motivation, and that academic self-concept was a significant predictor of academic motivation.
The influence of additional school days on academic and psychosocial skills was examined through comparison of an extended-year program (210 days) with a traditional program (180 days). Kindergartners matched on background characteristics and magnet school attendance received tests of mathematics, reading, general knowledge, vocabulary, and perceived competence at the beginning (Fall K) and end (Spring K) of the traditional kindergarten year and at the beginning of the next traditional year (Fall 1). Although groups performed equivalently at Fall K, extended-year students outperformed traditional students at Fall 1 in mathematics, reading, and general knowledge and had higher levels of cognitive competence. Mathematics and reading achievement differences at Fall 1 were not associated with differences in the quality or intensity of educational efforts made during the traditional school year (i.e., Fall K to Spring K) or to differences between teachers in the traditional and extended-year programs. Results indicated that providing students with additional instruction time by lengthening the school year could be a promising educational reform.
In 2 studies, test–retest data (interval approximately 6 mo) were collected comprising measures of preadolescent self-concepts in 7 areas, teachers' ratings of student self-concepts in these same areas, and academic ability. Five 4th-grade, 16 5th-grade, and 14 6th-grade classes were studied. Student self-concept ratings were internally consistent, reasonably stable over time, and measured distinct components of self-concept consistent with the design of the instrument used to collect the ratings. Student self-concepts in each area were significantly correlated with teacher ratings of their self-concepts in the same area, and student–teacher agreement was specific to particular dimensions. Academic ability measures were uncorrelated with self-concept in 4 nonacademic areas and most highly correlated with the particular area of academic self-concept most logically related to the particular ability measure. Thus, multiple dimensions of self-concept showed a logical and consistent pattern of relationships with a variety of criteria. Changes in self-concept over the 6-mo period were also reasonably reliable, multidimensional, and specific to each area of self-concept, but they were not correlated with changes in the criterion variables. (24 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Administered the Self-Description Questionnaire (SDQ) and the Intellectual Achievement Responsibility Questionnaire, along with measures of attributions and academic achievement, to 655 5th and 6th graders from primarily low SES backgrounds in Australia and to 498 6th graders from a cross-section of SES backgrounds in Australia. Separate factor analyses of responses from the 2 groups were similar and demonstrated the 7 factors that the SDQ is designed to measure: Physical Abilities, Physical Appearance, Relations with Peers, Relations with Parents, Reading, Mathematics, and School Subjects. Consistent and predictable correlations were observed between the self-concept dimensions and attributions of responsibility for academic outcomes, academic achievement, and the sex of S. Smaller sex differences were observed for Ss who attended single-sex classes, suggesting that these Ss might be using a different reference group in forming their self-concepts. Results support the theory that self-concept is multidimensional and hierarchically arranged. They demonstrate that academic achievement is uncorrelated with self-concept in nonacademic areas, significantly correlated with self-concept in academic areas, and most highly related in the academic area most directly related to area of achievement being considered. Findings support the construct validity of self-concept and the validity of interpretations based on the SDQ. (44 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-perception scores were obtained for 64 preadolescent boys on 3 different measures: a self-rating inventory, a projective technique, and a multiple-choice picture identification test. Scores were intercorrelated with each other, with teacher ratings of adjustment, and with measures of IQ and academic success. Self-perception scores were positively related among the 3 instruments and to teacher ratings of adjustment. Ideal-self scores on the inventory and projective measures were found related to IQ and academic success.
This investigation of 133 first grade Ss (25 percent Ilispano-75 percent Anglo and 50 percent male-50 percent female), found no significant correlations between objective scores of young children’s self-concept (SC) and their first or second grade reading achievement (RA). Moreover, SC correlations with other predictor variables, ethnic background (E), intelligence (IQ), and reading readiness (RR), were essentially zero. Only IQ, RR, and E were related to RA in a highly significant manner. At this age, RA, and possibly school in general, may not greatly influence the SC. Future investigation might profitably examine the change of SC as a function of age, mood, and stress.
This research examines the validity of self-concept interpretations of scores from a new instrument for use with university-aged respondents. The Self Description Questionnaire III (SDQ III) was designed to measure 13 factors of self-concept, and these dimensions were identified with conventional and confirmatory factor analyses. In two different studies, the reliabilities of the 13 factors were high (median alpha = 0.89) and correlations among the factors were low (median r = 0.09). Correlations among a wide variety of validity criteria and the multiple dimensions of self-concept measured by the SDQ III formed a logical and theoretically consistent pattern of relationships. Academic achievement measures in language and mathematics were substantially correlated with self-concepts in the same areas but not with other self-concept factors. Ratings by significant others for all 13 SDQ HI scales were substantially correlated with the measures of corresponding self-concepts, but were not substantially correlated with the measures of noncorresponding self-concepts. These findings offer strong support for the construct validity of both self-concept and interpretations based upon the SDQ III.
VARIOUS EXPERIMENTAL EVIDENCE HAS SHOWN THAT SELF-CONCEPT OF ABILITY IS RELATED TO SCHOOL ACHIEVEMENT AND IS CAPABLE OF MEASUREMENT. A SELF-CONCEPT OF ABILITY SCALE WAS DEVELOPED IN TWO FORMS--(1) GENERAL SELF-CONCEPT OF ABILITY AND (2) SELF-CONCEPT OF ABILITY IN SPECIFIC SCHOOL SUBJECTS. MAJOR RESULTS OF THE STUDY REVEALED THAT (1) SEVENTH-GRADE GIRLS HAD SIGNIFICANTLY HIGHER MEAN SELF-CONCEPT OF ABILITY SCORES THAN SEVENTH-GRADE BOYS, (2) SELF-CONCEPT OF ABILITY WAS SIGNIFICANTLY RELATED TO SCHOOL ACHIEVEMENT OF SEVENTH-GRADE BOYS AND GIRLS (THE CORRELATION WAS .57 FOR EACH SEX), (3) SELF-CONCEPT OF ABILITY WAS POSITIVELY RELATED TO SCHOOL ACHIEVEMENT IN THE SEVENTH GRADE WHEN MEASURED INTELLIGENCE WAS CONTROLLED, (4) THE CORRELATION BETWEEN SELF-CONCEPT OF ABILITY AND MEASURED INTELLIGENCE WAS .46 FOR BOYS AND .48 FOR GIRLS, AND (5) SELF-CONCEPT OF ABILITY IN FOUR SPECIFIC SCHOOL SUBJECTS WAS RELATED TO SEVENTH-GRADE ACHIEVEMENT IN THOSE SUBJECTS TO APPROXIMATELY THE SAME DEGREE THAT GENERAL SELF-CONCEPT TO ABILITY WAS RELATED TO ACHIEVEMENT IN THE FOUR SUBJECTS COMBINED. THE REPORT CONCLUDED THAT SELF-CONCEPT OF ABILITY FUNCTIONS INDEPENDENTLY OF MEASURED INTELLIGENCE IN PREDICTING SCHOOL ACHIEVEMENT. EXPERIMENTAL TREATMENTS DESIGNED TO ENHANCE A STUDENT'S SELF-CONCEPT OF ABILITY AND THUS IMPROVE HIS SCHOOL ACHIEVEMENT ARE BEING UNDERTAKEN IN COOPERATIVE RESEARCH PROJECT 1636 (ED 003 294) ENTITLED, "IMPROVEMENT OF ACADEMIC ACHIEVEMENT THROUGH STUDENTS' SELF-CONCEPT ENHANCEMENT." (TC)
Three hypotheses concerning self-concept were tested using a sample of 1,050 seventh grade students and a selected subsample of 110 over- and under-achieving students. A significant positive relationship was found between self-concept of ability and grade point average; this relationship persisted even when measured intelligence was controlled. Specific self-concepts of ability related to specific areas of academic achievement were found; in some areas these were better predictors of achievement in the subject than general self-concept of ability. Self-concept was significantly and positively related to the perceived evaluation of significant others. A direction for further research is indicated.
This meta-analysis examines the relationship between the various self-measures and measures of performance and achievement. The statistical results of 128 studies are transformed to a common measure, namely, correlation coefficients. These studies represent a total sample of 202,823 persons and produce a data base of 1,136 correlations between self-ratings and performance measures. A range in the relationship of —.77 to .96 was reported with an “average” correlation of .21. It was found that this average relationship was modified by a number of variables. The more significant modifiers of the average relationship were the grade-level of subjects, socioeconomic status, ethnicity, ability of subjects, self-term used in the study, name of self-test used, type and name of performance/achievement measures, and the reliability of both the self-ratings and performance/achievement measures.
This study examined the correlations between academic achievement and factor specific, as well as global, measures of self-concept for 314 fourth and sixth grade boys and girls divided into grade level groups with and without Spanish surnames. The Primary Self-Concept Inventory was used to measure self-concept on six scales: physical size, emotional state, peer acceptance, helpfulness, success, and student-self. A global self-concept score was derived by totaling the scores on the six scales. Achievement was measured as total score on the Comprehensive Tests of Basic Skills. The two specific measures of self-concept that were most reflective of school performance, success and student-self, tended to show low positive correlations with achievement. The remaining specific measures, as well as the global measure, tended to show no relationship to achievement. These results suggest that an area specific model of self-concept is more useful than a global or undifferentiated model. Further, the low correlations between school related self-concept and achievement suggest that, as a group, students frequently have rather inaccurate academic self-concepts.
The dimensionality and relationships between home environment, self-concept and academic achievement
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