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ERIC Number: ED349315
Record Type: RIE
Publication Date: 1992-Apr
Pages: 18
Abstractor: N/A
Reference Count: 0
The Content Specificity of Relations between Academic Self-Concept and Achievement: An Extension of the Marsh/Shavelson Model.
Marsh, Herbert W.
Extending research on the Marsh/Shavelson model of self-concept, a set of 14 academic self-concept scales was related to school performance in 8 school subjects for a sample of 507 high school students. Correlations between matching areas of self-concept and achievement (0.45 to 0.70; mean r=.57) were substantial and larger than correlations between non-matching areas. Path models and multitrait-multimethod analyses further demonstrated that self-concept/academic achievement relations were very specific to particular school subjects. Different components of academic self-concept were better differentiated (less correlated) than were the corresponding academic achievement scores. The findings indicate that components of academic self-concepts are more differentiated and relations between academic self-concepts and academic achievements are more content specific than previously assumed. (Four figures illustrate the study, and a nine-item list of references is included.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Academic Self Concept
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 14-20, 1992).