Profile formation of academic self-concept in elementary school students in grades 1 to 4

  • Academic self-concept (ASC) is comprised of individual perceptions of one- own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one- own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.

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Metadaten
Author:Isabelle; Brunner, Martin; Keller, Lena; Scherrer, Vsevolod; Wollschläger, Rachel; u. a. Schmidt
URN:urn:nbn:de:hbz:385-10658
Document Type:Article
Language:English
Date of completion:2017/06/08
Contributing corporation:The publication was funded by the Open Access Fund of Universität Trier and the German Research Foundation (DFG)
Release Date:2017/06/08
Tag:school; school performance; school subject; self-perception; teachers
GND Keyword:Schule; Schulleistung; Schulzeugnis; Selbstbild; Selbsteinschätzung; Unterrichtsfach
Comment:
DOI: https://doi.org/10.1371/journal.pone.0177854 
Source:PLOS ONE
Institutes:Fachbereich 1 / Psychologie
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie

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