A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement.

Abstract

Academic self-concept, originally posited by Shavelson as a single higher-order facet, was found by Marsh and Shavelson to comprise at least two 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 three different instruments that were the basis of two studies. In the first study, the two 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 second 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 selfconcept (i.e., 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 three 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.