Academic Self-Concept in Elementary School: Integrating the Nested Marsh/Shavelson Model and the I/E Model

• In Event: Poster Session 3
  In Poster Session: Research Methods and Approaches to Examining Academic and Behavioral Outcomes

Abstract

Academic self-concept (ASC) comprises individual perceptions of one’s own academic ability. In a representative sample of 3040 elementary school children in grade 1-4, we investigated the structure of ASC, its differentiation with increasing grade level, and the impact of internal comparisons of one’s own ability in different school subjects within this differentiation process. Results supported the suitability of a nested model of ASC (i.e., general ASC at the apex and math, reading and writing ASC as specific nested-factors) to describe ASC of elementary school children of all grades. Further, ASC-differentiation seems to occur in the first two school years. Finally, internal comparisons contribute to ASC differentiation and school marks – especially when differing over subjects – enforce internal comparisons.

Authors

• Isabelle Schmidt, University of Trier

• Rachel Wollschlaeger, University of Trier

• Lena Keller

• Tanja Gabriele Baudson, University of Trier

• Franzis Preckel, University of Trier