Domain-specific Self-concepts Research Articles

Internal structure validity of the Self Description Questionnaire II and latent academic self-concept profiles of 9th grade students

The study was designed in two parts. First, we assessed the internal structure validity, measurement invariance across gender, and reliability of scores on the Slovenian version of the Self Description Questionnaire II (SDQ-II) in a sample of 9th grade students from Slovenian primary schools (N = 370). The modified nested Marsh/Shavelson model fit the data best, while measurement invariance across gender was not supported. In the second part, we used latent profile analysis to investigate different profiles of students' academic self-concept. We identified five distinct and interpretable profiles that differed by profile level (high, medium, and low academic self-concept) and profile shape (high academic self-concept in one domain vs. low academic self-concept in another). Subsequent covariate analysis revealed meaningful differences between latent profiles by gender and in overall and three subject-specific school grades (math, Slovenian, geography). The psychometric properties of the SDQ-II and individual differences in academic self-concept are discussed. Educational relevance and implications statementThis study has important educational implications for researchers, teachers and school counsellors. The Slovenian version of the SDQ-II questionnaire was validated, providing a reliable tool for understanding the adolescents' academic self-concept (ASC). The identification of ASC profiles supports personalized teaching strategies and emphasizes the link between ASC and academic achievement, highlighting the importance of fostering students' self-concept. It also expands the understanding of ASC profiles in students by uncovering qualitative, i.e. different patterns of profiles for domain-specific self-concepts, and quantitative differences, i.e. different profile levels from low to high self-concepts.

Does Rude or Kind Behavior Predict Later Academic Achievement? Evidence From Two Samples of Adolescents

This study examined whether adolescent students’ externalizing behavior and prosocial behavior affects their academic achievement (i.e., school grades and standardized test scores) in two major academic domains (i.e., mathematics and German) over and above well-established determinants of school achievement (i.e., prior achievement, intelligence, and domain-specific self-concepts). The study draws on longitudinal data from two independent samples of students (A/B) who were each followed from Grade 7 to Grade 9 ( N A/B = 1143/1345). In each academic domain, structural equation models showed that externalizing behavior negatively predicted and prosocial behavior positively predicted academic achievement. When both behaviors were included simultaneously, prosocial behavior particularly predicted school grades in both domains, whereas externalizing behavior particularly predicted test scores in mathematics. Further analyses did not suggest differences between boys and girls in the effects of social behavior on academic achievement. Implications for future research and educational practice are discussed.

Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts?

AbstractDimensional comparisons—i.e., comparisons between achievements in different domains—have to date been examined particularly between students’ achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students’ mathematical and verbal self-concepts. However, dimensional comparisons also take place and affect self-evaluations in other contexts. The present study is the first to examine indications of dimensional comparisons between faculty members’ research and teaching achievements. For this purpose, we extended the reciprocal I/E model, which describes the relations between mathematical and verbal achievements and self-concepts over time, to the domains of research and teaching. We examined our generalized reciprocal I/E model in a sample of 681 faculty members from German universities by considering their research and teaching achievements and self-concepts at four measurement points over two years. Results of cross-lagged analyses indicated positive dimensional comparison effects: The participating faculty members reported higher (lower) research and teaching self-concepts after high (low) achievement not only in the same domain, but also in the other domain. This core finding has important implications for our knowledge of the impact of dimensional comparisons in the formation of domain-specific self-concepts, as well as for the debate about the research–teaching nexus, as it suggests a strong link between research and teaching in terms of self-assessments.

Longitudinal self-concept development in adolescence.

This longitudinal behavioral neuroimaging study tested two hypotheses concerning self-concept development in adolescence: domain-specific self-concept and similarity between own (direct) and perceived peers' (reflected) opinions of the self. Participants (N = 189; 10-24 years) evaluated their traits in academic, physical appearance and prosocial domains from direct and reflected perspectives in an functional magnetic resonance imaging session across three time points (TP1: n = 160; TP2: n = 151; TP3: n = 144). Behaviorally, we observed a mid-adolescent dip in self-concept positivity, which was strongest for the academic domain, showing domain differentiation in mid-adolescence. Self-evaluations were associated with activity in, e.g.medial prefrontal cortex (mPFC) and temporal-parietal junction (TPJ). mPFC showed an adolescent-emerging peak in activation, pronounced more for direct than reflected self-evaluations. TPJ activation was generally stronger for reflected self-evaluations, and activation linearly increased with age for both reflected and direct self-evaluations. Longitudinal prediction analyses showed that positivity of self-evaluations predicted increases in self-concept clarity and less fear of negative evaluation 1 and 2 years later, highlighting the developmental benefits of acquiring a positive self-concept. Together, we show that adolescent self-development is characterized by dissociable neural patterns underlying self-evaluations in different domains, and from reflected and direct perspectives, confirming adolescence as a formative phase for developing a coherent and positive self-concept.

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

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.

Very preterm birth and trajectories of domain-specific self-concept from childhood into adulthood.

Self-concept refers to individuals' perceptions of themselves in specific domains and is closely related with their overall self-esteem. Lower self-esteem has been reported in those born preterm (<37 weeks gestation), but the development of self-concept has not been studied in this population. This study investigates whether differences in trajectories of domain-specific self-concepts are explained by premature birth or other risk factors, using the Bavarian Longitudinal Study (N = 460), a population-based study of very preterm (VP; <32 weeks gestation)/very low birth weight (VLBW; <1500 g) cohort and term-born controls. Trajectories of body and social self-concept from 6 to 26 years of age were estimated using latent class growth analysis. Regression models examined the effects of VP/VLBW and other individual, social, and family factors. Two trajectories - one stable and one decreasing - were identified for both self-concepts. VP/VLBW birth was associated with decreasing self-concept in both domains, although the effect of VP/VLBW on social self-concept was weakened in the adjusted analysis. Furthermore, mediated pathways were found from VP/VLBW to decreasing social self-concept via chronic bullying (β = 0.05, 95% CI [0.002, 0.12]) and motor impairments (β = 0.04, 95% CI [0.01, 0.07]), suggesting that negative self-concept in the VP/VLBW population is partially modifiable through improving peer relationships and motor impairments in childhood.

Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5-6 Years: A Cross-Sectional Study.

Although childhood is a critical period of development during which all children begin a lifelong process of self-discovery that shapes their identities, few studies have focused on the self-concept and self-esteem of young, gifted children. This study recruited 108 gifted children aged 5–6 years from Greece and their preschool teachers to explore the relationships among cognitive ability, domain-specific self-concepts, and global self-esteem. The Pictorial Scale for Perceived Competence and Social Acceptance was used to assess the domain-specific self-concepts of the participants, whereas behavioral manifestations of self-esteem were rated by the children’s teachers using the Behavioral Academic Self-Esteem Scale. There were positive correlations among IQ, perceived scholastic competence, and global self-esteem. Hierarchical regression analysis indicated that significant predictors of global self-esteem were male gender, higher IQ, perceived scholastic competence, and perceived maternal acceptance. Additionally, there were gender differences in global self-esteem and perceived physical competence in favor of boys, whereas perceived maternal acceptance favored girls. This article discusses the need for practitioners working with gifted children to enact a comprehensive social–emotional learning curriculum in schools that promotes academic as well as personal and character strengths. Finally, the limitations of the study and suggestions for future research are also presented.

The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian

This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire and Cényelvi mérés for assessment of reading self-concepts and achievements in two foreign languages. The results of structural equation modeling demonstrated that cognitive and affective self-concepts were independent, but strongly interrelated constructs. The separated components of the reading self-concept construct showed a more explicit structure than a conflated model. The relationships among cognitive and affective self-concepts with achievements in the reading domain were invariant across gender. The results of this study can encourage future research on the examination of more domain-specific self-concepts that conceptualizes twofold multidimensional structure.

The internal and external validity of the latent vocational interest circumplex: Structure, relationships with self-concepts, and robustness against item-order effects

The vocational interest circumplex implies a pattern of correlations that can be represented by the interest domains' locations on the circumference of a circle. In addition, the circumplex can be extended by placing external covariates into the two-dimensional interest structure. Results that simultaneously support the circumplex as a model for the interest scales' internal structure and for their external relationships with covariates provide a more comprehensive account of the circumplex's validity than isolated analyses of just one kind of validity evidence. In this article, we outline a latent variable framework that makes it possible to simultaneously examine both validity aspects and that enables researchers to study the robustness of such validity evidence across groups. We applied this framework to the eight basic interest scales of the Personal Globe Inventory (PGI; Tracey, 2002) and their relationships with nine measures of domain-specific self-concepts. Participants were randomly assigned to groups in which the interest items were presented in different orders with the goal of eliciting either cross-domain or within-domain comparisons. Our results suggest that the circumplex structure was remarkably similar (although not fully invariant) across conditions and that the relationships between the PGI scales and the self-concept domains were in good agreement with the circumplex regardless of item order. Interestingly, most self-concept scales occupied positions along the People-Things axis of the circumplex, thereby replicating previous results on the relationships of vocational interests and ability-related constructs. Taken together, our results provide strong support for the internal and external validity of the interest circumplex as an integrative map for representing complex construct relationships.

What Influences Parenting Behaviour? The Role of Parent Self-Concept

AbstractParenting has a strong influence on child development. However, there is minimal empirical evidence on why some parents use beneficial techniques, while others use harmful behaviours. Thus, there is a significant gap in the knowledge needed to address problematic parenting. Theories suggest that parental self-concept has a large influence on parenting behaviours. The aim of this study was to examine the relation between parent self-cognitions and parenting behaviours. One-hundred and four mothers of Grade 7 students completed questionnaires measuring their self-esteem, self-criticism, domain-specific self-concept, and parenting behaviours (support, behavioural control, and psychological control). Regression analyses demonstrated that self-cognitions largely predicted psychological control but support or behavioural control did not. These findings suggest that psychologically controlling behaviour in parents may be due to poor self-worth. With psychological control known to deeply damage children, these findings have major implications for interventions targeting harmful parenting.

The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts

The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.

How I See and Feel About Myself: Domain-Specific Self-Concept and Self-Esteem in Autistic Adults.

Few studies have examined the self-perceptions of autistic adults. This study aimed firstly to investigate domain-specific self-concepts and global self-esteem in autistic adults. The second aim was to examine associations between autism self-appraisals, perceived social support and global self-concept and self-esteem. The third was to determine which domains of self-concept were most closely associated with self-esteem. Participants included 71 autistic adults aged 18–70 years and 65 age, sex and education matched typically developing individuals. Participants completed an online survey of autism characteristics, global self-esteem and domain-specific self-concepts (i.e. likeability, task accomplishment, power, giftedness, invulnerability, and morality), self-appraisals about autism, and perceived social support. Autistic participants reported significantly lower power and global self-esteem than typically developing individuals after controlling for autism characteristics. More positive self-appraisals about autism (i.e. greater perceived benefits and lower helplessness) were significantly related to better global self-concept and self-esteem. Global self-esteem was significantly and positively associated with perceptions of giftedness, emotional resilience and power. These findings suggest that autistic adults may perceive themselves as having a low sense of power in their relationships and have negative global perceptions of their self-worth. However, those able to find positive meaning or benefits associated with autism are likely to have more positive global self-perceptions. This study provides new insights into how autistic adults perceive themselves which may guide the focus of psychosocial interventions that seek to recognize and promote unique talents and emotional resilience.

Unpacking domain-specific achievement motivation: the role of contextualising items for test-criterion correlations

Achievement motivation scores on the domain-specific level are better predictors of domain-matching scholastic performance than scores of general achievement motivation measures. Although there is research on domain-specific motivational measures, it is still unknown where this higher predictive power originates from. To address this, 715 students in secondary school answered questionnaires on general and domain-specific achievement motivation, domain-specific self-concept, and domain-specific self-esteem in two different studies. The first study was designed to disentangle the variance components in general and domain-specific achievement motivation in order to delineate hypotheses regarding potential drivers for the predictive power of domain-specific achievement motivation. The findings implied a strong role for a shared method factor. To explore the nature of this method factor, domain-specific self-concept/-esteem were focussed to establish discriminant validity evidence in a second study. The results indicate that the additional domain-specific variance can, in large parts, be explained by self-concept and self-esteem on domain-specific level.

Individual differences in local and global metacognitive judgments

Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of students’ metacognitive judgments are of interest. While previous results are quite consistent regarding the importance of performance for the accuracy of metacognitive judgments, results regarding motivational and personality variables are rather heterogeneous. This paper reports on two studies that simultaneously examined the predictive power of several performance, motivational, and personality variables on metacognitive judgments. The studies investigated a set of judgments (local and global postdictions in Study 1 and global pre- and postdictions in Study 2) and accuracy scores (bias, sensitivity, and specificity) in two different settings. Individual differences in judgments and judgment accuracy were studied via hierarchical regression analyses. Study 1 with N = 245 undergraduate students identified performance and domain-specific self-concept as relevant predictors for judgments after test taking. This was consistently found for local and global judgments. Study 2 with N = 138 undergraduate students hence focused on domain-specific self-concept and extended results to predictions. Study 2 replicated results for global postdictions but not predictions. Specifically, before task processing, students’ judgments relied mostly on domain-specific self-concept but not on test performance itself. The studies indicate that different judgments and measures of judgment accuracy are needed to obtain comprehensive insights into individual differences in metacognitive monitoring.

Adolescents with and without Physical Disabilities: Which Processes Protect Their Self-Esteem?

ABSTRACT The objective of the study was to analyse whether young people with physical disabilities have lower global self-esteem and less positive domain-specific self-concepts than peers without physical disabilities, as well as which processes protect their self-esteem. Data were collected from 179 German adolescents with physical disabilities and 296 adolescents without physical disabilities. Both groups did not differ in global self-esteem. However, adolescents with physical disabilities had lower self-concepts of athletic competence and social acceptance. Perceived athletic competence tended to show weaker associations with self-esteem in adolescents with physical disabilities than in the control group. Regarding processes of protecting self-esteem, adolescents with physical disabilities reported higher levels of emotional support when dealing with problems, a stronger tendency to present oneself in a favourable light, and stronger selection of goals that are easily attainable. A regression analysis indicated that a lower self-esteem of young people with physical disabilities compared to the control group emerged after statistically controlling for the elevated levels of self-protective processes in the former group. We conclude that social support, goal adjustments, and positive self-presentation protect the reports on self-esteem in young people with physical disabilities. Practitioners should be sensitive to the risk for biased self-reports when assessing self-esteem.

Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage.

Cognitive representations and beliefs are what comprise an individual’s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children’s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes.

Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach

This study analyzed the latent structure of academic ability self-concepts of primary school students with mild learning difficulties (MLD) cross-sectionally at three time points. We sought to explore (a) whether MLD students at the end of primary school already show a differentiated, domain-specific self-concept, (b) whether there are subgroups of students with different degrees of self-concept differentiation, and (c) whether belonging to any of these subgroups depends on attending inclusive vs. exclusive school settings. Factor analyses with a sample of >400 students from mainstream (inclusive) and special (exclusive) primary schools revealed clearly differentiated academic self-concepts for reading, writing, and math. There was no further differentiation at later time points. In factor mixture analyses, two latent classes emerged which showed equal factorial structures of their academic self-concepts but differed in the level of mean self-concept factor scores. Students from inclusive schools were more likely to belong into the class with lower mean academic self-concept scores. Overall, our findings provide useful insights into the structure and level of academic self-concepts of primary school students with MLD which, in turn, may contribute to the debate on more inclusive schooling of these students.

Do Social Networking Sites Behaviour and Self-esteem Predict Young People’s Delinquent Behaviour in Their Actual Lives?

This study attempted to investigate the predictive effects of self-concept, social networking site (SNS) intensity on delinquency. A total of 216 secondary school students from Hong Kong completed the Chinese Adolescent Self-Esteem Scales (CASES), the Facebook Intensity Scale and a daily behaviour checklist. Findings revealed that usage of Social Network Sites (SNS) and some facets of self-esteem had direct and moderating effects on predicting delinquency and minor deviant behaviour, but global self-esteem did not have significant predictive effects on delinquency. Different effects were found between domain-specific self-concepts and delinquency, such that intellectual, moral and family self-concepts had linear negative relationship with delinquent behavior, whereas engaging in delinquent behaviour were associated with higher appearance self. Use of SNS contributed to higher rates of both delinquent behaviour and minor deviant behaviour. In particular, time spent in SNS was a very strong predictor of delinquent behaviour, and moderated the effect of appearance self-concept. Discussion of findings were enlightened by the notion of “threatened ego” and the “self-derogation theory”.

Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study

Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study

Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from adaptive reactions to errors in an affective-motivational sense (including the maintenance of motivation and activating emotions), and in terms of learning behaviour and metacognitive activities specifically adjusted in response to a specific error. The second aim was to validate the proposed distinction across different domains. The third aim was to investigate the added value of beliefs about errors besides domain-specific self-concept and mastery goal orientation for understanding the preconditions for adaptive reactions to errors at school. We assessed all variables in three different school subjects (N = 614 students, Grades 5–7). Confirmatory factor analyses indicated distinctness and a moderate domain specificity of error-related reactions. Positive error-related beliefs predicted students’ affective-motivational and action adaptivity of error reactions, above and beyond self-concepts and goal orientations. Taken together, the current findings provide a more complete understanding of the intra-personal mechanisms of adaptive responses to errors in different school subjects.