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Profile formation of academic self-concept in elementary school students in grades 1 to 4
Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differenti...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5436832/ https://www.ncbi.nlm.nih.gov/pubmed/28542384 http://dx.doi.org/10.1371/journal.pone.0177854 |
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author | Schmidt, Isabelle Brunner, Martin Keller, Lena Scherrer, Vsevolod Wollschläger, Rachel Baudson, Tanja Gabriele Preckel, Franzis |
author_facet | Schmidt, Isabelle Brunner, Martin Keller, Lena Scherrer, Vsevolod Wollschläger, Rachel Baudson, Tanja Gabriele Preckel, Franzis |
author_sort | Schmidt, Isabelle |
collection | PubMed |
description | Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one’s own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons. |
format | Online Article Text |
id | pubmed-5436832 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-54368322017-05-27 Profile formation of academic self-concept in elementary school students in grades 1 to 4 Schmidt, Isabelle Brunner, Martin Keller, Lena Scherrer, Vsevolod Wollschläger, Rachel Baudson, Tanja Gabriele Preckel, Franzis PLoS One Research Article Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one’s own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons. Public Library of Science 2017-05-18 /pmc/articles/PMC5436832/ /pubmed/28542384 http://dx.doi.org/10.1371/journal.pone.0177854 Text en © 2017 Schmidt et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Schmidt, Isabelle Brunner, Martin Keller, Lena Scherrer, Vsevolod Wollschläger, Rachel Baudson, Tanja Gabriele Preckel, Franzis Profile formation of academic self-concept in elementary school students in grades 1 to 4 |
title | Profile formation of academic self-concept in elementary school students in grades 1 to 4 |
title_full | Profile formation of academic self-concept in elementary school students in grades 1 to 4 |
title_fullStr | Profile formation of academic self-concept in elementary school students in grades 1 to 4 |
title_full_unstemmed | Profile formation of academic self-concept in elementary school students in grades 1 to 4 |
title_short | Profile formation of academic self-concept in elementary school students in grades 1 to 4 |
title_sort | profile formation of academic self-concept in elementary school students in grades 1 to 4 |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5436832/ https://www.ncbi.nlm.nih.gov/pubmed/28542384 http://dx.doi.org/10.1371/journal.pone.0177854 |
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