Academic self-concept

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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

  1. ^ 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.
  2. ↑ 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.
  3. ↑ 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.
  4. ^ 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.
  5. ^ 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.
  6. ^ 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
  7. ^ 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
  8. ↑ 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
  9. ↑ 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.
  10. ↑ 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