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ERIC Number: EJ910601
Record Type: Journal
Publication Date: 2010-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0022-0663
The Structure of Academic Self-Concepts Revisited: The Nested Marsh/Shavelson Model
Brunner, Martin; Keller, Ulrich; Dierendonck, Christophe; Reichert, Monique; Ugen, Sonja; Fischbach, Antoine; Martin, Romain
Journal of Educational Psychology, v102 n4 p964-981 Nov 2010
The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies. Specifically, it conceives of academic self-concepts to be subject specific, strongly separated across domains, and hierarchically organized, with general academic self-concept at the top of the hierarchy. In Part 1 of the present study, data from a representative sample of eighth graders (N = 4,847) from Luxembourg showed that the NMS model captures the structure of self-concepts in six core subjects. In Part 2, the NMS model was integrated into a longitudinal extended internal/external frame-of-reference model. The developmental dynamics between general and subject-specific achievement, as measured in Grade 6, and the corresponding academic self-concepts in Grade 8 were examined, with data from a subsample of students (N = 3,045). Given its theoretical and empirical bases, the NMS model has clear potential to guide future research on academic self-concepts. (Contains 6 tables, 2 figures and 2 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Luxembourg