Domain-Specific and Perspective-Specific Models of Academic Self-Concept

• In Event: Poster Session 13
  In Poster Session: Division C Section 2a Poster Session 1: Motivational Processes

Abstract

Academic self-concept is the perception of abilities in academic settings and can be divided into subcategories according to theoretical frameworks. For example, Perspective-specific academic self-concept distinguishes between learner and student self-concept. Alternatively, Domain-specific academic self-concept distinguishes between Science, Mathematics, Humanities, and general self-concept. The purpose of this study is to examine these models of academic self-concept among undergraduate students. The best-fitting model was the model that included both domain-specific and perspective-specific models. There were positive correlations between Mathematics and Science student and learner self-concept. There were negative correlations between Humanities and Mathematics and Science student and learner self-concepts. There were no significant differences between genders in this sample. Future research in academic self-concept should incorporate both domain-specific and perspective-specific models.

Author

• Hope Elisabeth Wilson, University of North Florida