Assimilation and contrast effects in the formation of problem-solving self-concept

Abstract

Domain-specific self-concepts (e.g., “I am good at mathematics”) and general school self-concepts (“I am good at school”) have been shown to be good predictors of academic performance, persistence, and even well-being; yet research on the predictors of domain-general (i.e., cross-curricular and nonacademic) self-concepts (e.g., “I am good at solving problems”) is scarce. On the basis of the generalized internal/external frame of reference model (GI/E model), this study tested potential predictors of the domain-general problem-solving self-concept. Structural equation models revealed—in line with the GI/E model—that self-reported mathematics achievement and complex problem solving exerted assimilation effects on problem-solving self-concept. As expected, there were no relations with self-reported verbal achievement. We also found a high association between mathematics, verbal, and problem-solving self-concepts. Simultaneous control for school track and general fluid ability, assessed using the four subscales of the CFT-20-R, that is, classification, matrices, and typologies, decreased the association between complex problem solving and problem-solving self-concept. We discuss the possible impact of domain-general self-concepts on students' performance.