Academic self-concept
Academic self-concept is a common Anglizismus for the term of school self-concept ( academic self-concept ). It is understood to mean that part of a person's self-concept that develops in connection with school ( academic ) areas. It contains all information related to yourself, such as knowledge of your own abilities, preferences, beliefs and intentions in school areas such as mathematics or languages. In addition to this cognitive , i.e. descriptive and evaluative, component, the academic self-concept also includes an emotional component, i.e. the attitude towards oneself in school areas on the emotional, emotional level. However, the two components of the academic self-concept must be separated. In current research, the academic self-concept primarily refers to the cognitive component, i.e. the self-perception of one's own abilities and competencies.
structure
Research assumes that there is an academic / mathematical and an academic / verbal self-concept. These are considered to be independent of one another. The academic / mathematical self-concept is made up of the self-concepts in the scientific areas and in mathematics, while the academic / verbal self-concept consists of the self-concepts in the individual linguistic areas. In the meantime it has been shown that the school self-concept needs to be formulated and diagnosed more specifically in terms of content. Accordingly, pupils develop subject-specific school self-concepts for each school subject.
Influences on the academic self-concept
After initial controversies about the direction of action between performance and self-concept, it is now assumed that both the school self-concept influences performance ( self-enhancement model ) and that performance has a retroactive effect on self-concept ( skill development model ). So there are mutual ( reciprocal ) connections between the two. They can be found when performance is recorded through school grades and standardized performance tests. The connections are subject-specific. For example, the self-concept in mathematics is more closely related to performance in mathematics than to performance in German. At least for the elementary school sector and the specialist area of reading, however, research with newer methods calls into question the mutual relationships.
The so-called frames of reference have a significant influence on a person's academic self-concept (see Streblow, 2004). These are standards against which a person compares their own academic performance. Three types of comparison are of great importance for the academic self-concept : The social comparison (comparison of one's own performance in a school area with the performance of other people in the same area), the dimensional comparison (comparison of one's own performance in a school area with one's own performance in another school area); and the temporal comparison (comparison of one's own performance in a school area with one's own performance in the same school area at an earlier point in time). For the effects of social comparison on academic self-concept, see also: Big-Fish-Little-Pond-Effect .
literature
- Herbert W. Marsh: Verbal and math self-concepts. An internal / external frame of reference model. In: American Educational Research Journal. Volume 23, No. 1, 1986, pp. 129-149.
- Joachim Tiedemann, Elfriede Billmann-Mahecha: On the influence of migration and school class affiliation on the transition recommendation for secondary level I. In: Zeitschrift für Erziehungswissenschaft. Volume 10, 2007, pp. 108-120.
- Books
- HW Marsh: Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. British Psychological Society, Leicester, UK 2007.
- C. Schöne, O. Dickhäuser , B. Spinath, J. Stiensmeier-Pelster: The scales for recording the school self-concept (SESSKO) . Hogrefe, Göttingen 2002.
- Lilian Streblow: Frame of reference and self-concept genesis . Waxmann, Münster 2007, ISBN 978-3-8309-1353-5 (also Univ. Diss. Bielefeld)
Individual evidence
- ^ AK Arens, AS Yeung, RG Craven, M. Hasselhorn: The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components. In: Journal of Educational Psychology. Volume 103, 2011, pp. 970-981.
- ↑ Elke Wild, Manfred Hofer, Reinhard Pekrun: Psychology of learning. In: Andreas Krapp, Bernd Weidenmann (Hrsg.): Pedagogical Psychology. A textbook . Beltz, Weinheim 2006, ISBN 3-621-27564-9 , p. 225.
- ↑ Detlef H. Rost, Jörn Sparfeldt, Susanne R. Schilling: Differential school self-concept grid with a scale for recording the self-concept of school performance and skills . Publishing house Hogrefe, Göttingen 2007.
- ^ HW Marsh, O. Lüdtke, B. Nagengast, U. Trautwein, AS Abduljabbar, F. Abdelfattah, M. Jansen: Dimensional comparison theory: Paradoxical relations between self-beliefs and achievements in multiple domains. In: Learning and Instruction. Volume 35, 2015, pp. 16–32.
- ^ Andreas Helmke, Marcel A. van Aken: The causal ordering of academic achievement and self-concept of ability during elementary school. A longitudinal study. In: Journal of Educational Psychology. Vol. 87, 1995, pp. 624-637.
- ^ HW Marsh, RG Craven: Reciprocal effects of self-concept and performance from a multidimensional perspective. Beyond seductive pleasure and unidimensional perspectives. In: Perspectives on Psychological Science. Volume 1, 2006, pp. 133-163. doi: 10.1111 / j.1745-6916.2006.00010.x
- ^ AK Arens, HW Marsh, R. Pekrun, S. Lichtenfeld, K. Murayama, R. vom Hofe: Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. In: Journal of Educational Psychology. Volume 109, 2017, pp. 621-634. doi: 10.1037 / edu0000163
- ↑ J.-H. Ehm, M. Hasselhorn, F. Schmiedek: Analyzing the Developmental Relation of Academic Self-Concept and Achievement in Elementary School Children: Alternative Models Point to Different Results. In: Developmental Psychology. Advance online publication. 2019. doi: 10.1037 / dev0000796
- ↑ Olaf Köller u. a: On the interplay of school performance, self-concept and interest in upper secondary school. In: Journal for Educational Psychology. Vol. 20, 2006, pp. 27-39.
- ↑ J. Möller, B. Pohlmann, O. Köller, HW Marsh: A meta-analytic path analysis of the internal / external frame of reference model of academic achievement and academic self-concept. In: Review of Educational Research. Volume 79, No. 3, 2009, pp. 1129-1167. doi: 10.3102 / 0034654309337522