A MULTIFACETED ACADEMIC SELF-CONCEPT - ITS HIERARCHICAL STRUCTURE AND ITS RELATION TO ACADEMIC-ACHIEVEMENT
A MULTIFACETED ACADEMIC SELF-CONCEPT - ITS HIERARCHICAL STRUCTURE AND ITS RELATION TO ACADEMIC-ACHIEVEMENT
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DOI：
10.1037/0022-0663.80.3.366
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发表时间：
1988-09-01
影响因子：
4.9
通讯作者：
SHAVELSON, RJ
中科院分区：
文献类型：
--
作者：
MARSH, HW;BYRNE, BM;SHAVELSON, RJ
学术自我概念最初由Shavelson提出，作为一个单一的高阶方面，由Marsh和Shavelson发现，至少包括两个高阶学术方面（口头和数学）。Marsh提出了内部/外部（I/E）参考框架模型，以解释数学和语言自我概念的极端分离及其与数学和语言成就的关系。在我们的调查中，学生完成了学业自我概念量表，从3个工具，是2个研究的基础。在第一项研究中，Marsh和Shavelson提出的2个高阶学术因素比单个高阶方面更好地拟合数据。在随后的讨论中，Marsh/Shavelson模型被更清楚地定义，并确定了进一步研究的方向。第二个研究进一步支持了I/E参考框架模型，即（a）语文自我概念和数学自我概念几乎不相关，（B）语文成绩对语文自我概念有正向影响，对数学自我概念有负向影响（即，较高的语言技能导致较低的数学自我概念），（c）数学成绩积极影响数学自我概念，但消极影响语言自我概念，（d）3种自我概念工具的结果一致。这两项研究都表明，在进一步的研究中，至少应该考虑口头和数学自我概念，而不是学术自我概念的单一方面。（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
Academic self-concept, originally posited by Shavelson as a single higher-order facet, was found by Marsh and Shavelson to comprise at least 2 higher-order academic facets (verbal and math). Marsh developed the internal/external (I/E) frame of reference model to account for the extreme separation of math and verbal self-concepts and their relations to math and verbal achievements. In our investigation, students completed the academic self-concept scales from 3 instruments that were the basis of 2 studies. In the 1st study, the 2 higher-order academic factors posited by Marsh and Shavelson fit the data substantially better than did a single higher order facet. In subsequent discussion, the Marsh/Shavelson model is more clearly defined, and directions for further research are identified. The 2nd study provided further support for the I/E frame of reference model in that (a) verbal and math self-concepts were nearly uncorrelated,(b) verbal achievement positively affected verbal self-concept but negatively affected math self-concept (ie, higher verbal skills led to lower math self-concepts),(c) math achievement positively affected math self-concept but negatively affected verbal self-concept, and (d) the results were consistent for each of 3 self-concept instruments. Both studies demonstrate that in further research at least verbal and math self-concepts, rather than a single general facet of academic self-concepts, should be considered.(PsycINFO Database Record (c) 2016 APA, all rights reserved)