Student profiles of self-concept and interest in four domains: A latent transition analysis

Abstract

Dimensional comparisons lead to contrast effects between academic self-concepts, implying that students view themselves as a math-type or a verbal-type. This study examined the short-term stability of these types and their generalizability to academic interest. N = 382 students completed questionnaires on self-concept and interest in math, physics, German, and English at two measurement waves over five weeks. Latent transition analyses were conducted with self-concepts and interests as indicators, revealing four profiles for both constructs. For self-concept a math+highprofile, verbal+highprofile, verbal+lowprofile and generally-moderateprofile were found. For interest a mathprofile, verbal profile, generally-highprofile, and generally-lowprofile were found. These profiles indicated that the formation of domain-specific self-concept and interest differs between groups of students. The profiles were stable across measurement waves. Relations to school grades and gender matched theoretical assumptions.