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Herbert W Marsh - One of the best experts on this subject based on the ideXlab platform.
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math Self Concept in preschool children structure achievement relations and generalizability across gender
Early Childhood Research Quarterly, 2016Co-Authors: Katrin A Arens, Herbert W Marsh, Alexander Seeshing Yeung, Rhonda Craven, Eva Randhawa, Marcus HasselhornAbstract:Abstract This three-wave, longitudinal study explored the math Self-Concept of German preschool children ( N = 420) with respect to its differentiation into competence and affect components, cross-sectional and longitudinal relations to early math achievement, and invariance across gender. Findings demonstrated that preschool children's math Self-Concept can be separated into competence and affect components, with the competence component displaying higher relations to early math achievement than the affect component. The competence component but not the affect component was found to be related to prior math achievement, providing evidence of the skill-development model of Self-Concept–achievement relations in preschool years. Boys and girls demonstrated similar Self-Concept–achievement relations and mean levels in the competence and affect components of math Self-Concept. Given so far little research on Self-Concept in preschool children, this study offers important insights and expands current knowledge.
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academic Self Concept theory measurement and research
2014Co-Authors: Herbert W MarshAbstract:The purpose of this chapter is to summarize research on the role of academic SelfConcept in educational settings and to relate these results to broader issues in SelfConcept research. For purposes of this chapter, consistent with theoretical and empirical research to be considered, Self-Concept is assumed to have an evalua tive character so that the terms Self-Concept and Self-esteem are used inter changeably (but see discussion of global Self-Concept). A positive Self-Concept is valued as a desirable outcome in many disciplines such as social, clinical, and developmental psychology as well as in education. Self-Concept and related processes are also frequently posited as a mediating variable that facilitates the attainment of other desired outcomes. In education, for example, research sug gests that the attainment of a positive academic Self-Concept affects academic behaviors, academic choices, educational aspirations, and subsequent academic achievement. It is also likely that intervention programs that successfully pro duce short-term changes in skills and aptitudes will not have long-term effects unless there are concomitant changes in corresponding areas of Self-Concept.
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domain specificity between peer support and Self Concept
Journal of Early Adolescence, 2013Co-Authors: Kim Chau Charles Leung, Herbert W Marsh, Alexander Seeshing Yeung, Rhonda Craven, Adel S AbduljabbarAbstract:Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of Self-Concept. In Study 1, participants (n = 50) who had received an academically oriented peer support intervention on verbal subject matter improved significantly in verbal Self-Concept—but not other areas of Self-Concept—as compared with a control group that had not participated in the intervention. In Study 2, participants (n = 53) who had received a socially oriented peer support intervention that focused on interpersonal skills and communication improved significantly in same-sex relations Self-Concept—but not in other areas of Self-Concept—as compared with the control group. Hence, there is a compelling need for reConceptualizing peer support into academic and social domains in terms of domain specificity.
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academic Self Concept and academic achievement relations and causal ordering
British Journal of Educational Psychology, 2011Co-Authors: Herbert W Marsh, Andrew J MartinAbstract:Background. A positive Self-Concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. Aims. The present review examines support for the reciprocal effects model (REM) that posits academic Self-Concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other – and its extension to other achievement domains. Method. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of Self-Concept and a methodological focus on a construct validity approach to evaluating the REM. Results. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of Self-esteem and other non-academic components of Self-Concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. Conclusion. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is Self-Concept an important outcome variable in itSelf, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed.
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causal modeling of Self Concept job satisfaction and retention of nurses
International Journal of Nursing Studies, 2008Co-Authors: Leanne S Cowin, Herbert W Marsh, Rhonda Craven, Maree JohnsonAbstract:Abstract Background The critical shortage of nurses experienced throughout the western world has prompted researchers to examine one major component of this complex problem – the impact of nurses' professional identity and job satisfaction on retention. Design A descriptive correlational design with a longitudinal element was used to examine a causal model of nurses' Self-Concept, job satisfaction, and retention plans in 2002. Method A random sample of 2000 registered nurses was selected from the state registering authority listing. A postal survey assessing multiple dimensions of nurses' Self-Concept (measured by the nurse Self-Concept questionnaire), job satisfaction (measured by the index of work satisfaction) was undertaken at Time 1 ( n =528) and 8 months later at Time 2 ( n =332) (including retention plans (measured by the Nurse Retention Index). Using confirmatory factor analysis, correlation matrices and path analysis, measurement and structural models were examined on matching pairs of data from T1 and T2 (total sample N =332). Findings Nurses' Self-Concept was found to have a stronger association with nurses' retention plans ( B =.45) than job satisfaction ( B =.28). Aspects of pay and task were not significantly related to retention plans, however, professional status ( r =.51), and to a lesser extent, organizational policies ( r =.27) were significant factors. Nurses' general Self-Concept was strongly related ( r =.57) to retention plans. Conclusions Strategies or interventions requiring implementation and evaluation include: counseling to improve nurse general Self-Concept, education programs and competencies in health communication between health professionals, reporting of nurse-initiated programs with substantial patient benefit, nurse-friendly organizational policies, common health team learning opportunities, and autonomous practice models.
Jens Moller - One of the best experts on this subject based on the ideXlab platform.
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testing the internal external frame of reference model of academic achievement and academic Self Concept with open Self Concept reports
Learning and Instruction, 2017Co-Authors: Fabian Wolff, Nicole Nagy, Friederike Helm, Jens MollerAbstract:Abstract The internal/external frame of reference model (I/E model) describes the relations between math and verbal achievement and Self-Concept. Whereas math and verbal achievement are positively associated with the corresponding Self-Concept, they are negatively associated with the non-corresponding Self-Concept. As yet, investigations of the I/E model have concentrated on quantitative Self-Concept assessments in closed-ended questionnaires. The present study aims to investigate whether the patterns of the I/E model are replicated when open-ended Self-Concept measures are used. Assessing open as well as closed Self-Concepts of N = 471 German high school students provides evidence for the generalizability of the I/E model to open-ended Self-Concept assessments: We found the typical I/E model patterns with both open and closed Self-Concepts.
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reading achievement and reading Self Concept testing the reciprocal effects model
Learning and Instruction, 2014Co-Authors: Jan Retelsdorf, Olaf Koller, Jens MollerAbstract:Abstract Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading Self-Concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic Self-Concept and achievement in other domains. This paper aimed to rigorously test reciprocal effects between reading Self-Concept and reading achievement within a longitudinal design comprising four waves of data collection. Drawing on a sample of N = 1508 secondary school students, results of structural equation modeling yielded support for reciprocal effects between reading Self-Concept and reading achievement. Strong support was found for the skill-development hypothesis, i.e. achievement predicting Self-Concept. Moreover, the Self-enhancement hypothesis (Self-Concept predicting achievement) was corroborated in early years of secondary school. Thus, to best support poor readers, reading skills should perhaps be fostered by boosting the reading skill itSelf and reading Self-Concept, the latter particularly at the beginning of secondary school.
Alison J Omara - One of the best experts on this subject based on the ideXlab platform.
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reciprocal effects between academic Self Concept Self esteem achievement and attainment over seven adolescent years unidimensional and multidimensional perspectives of Self Concept
Personality and Social Psychology Bulletin, 2008Co-Authors: Herbert W Marsh, Alison J OmaraAbstract:In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that Self-esteem— the global component of Self-Concept—has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic Self-Concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data—including Self-esteem (emphasized by Baumeister et al.), academic Self-Concept (emphasized by Marsh & Craven), and postsecondary educational attainment—using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N = 2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic Self-Concept had co...
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reciprocal effects between academic Self Concept Self esteem achievement and attainment over seven adolescent years unidimensional and multidimensional perspectives of Self Concept
Personality and Social Psychology Bulletin, 2008Co-Authors: Herbert W Marsh, Alison J OmaraAbstract:In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that Self-esteem--the global component of Self-Concept--has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic Self-Concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data-including Self-esteem (emphasized by Baumeister et al.), academic Self-Concept (emphasized by Marsh & Craven), and postsecondary educational attainment-using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N=2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic Self-Concept had consistent reciprocal effects with both achievement and educational attainment, whereas Self-esteem had almost none.
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do Self Concept interventions make a difference a synergistic blend of construct validation and meta analysis
Educational Psychologist, 2006Co-Authors: Alison J Omara, Herbert W Marsh, Rhonda Craven, Raymond L DebusAbstract:Traditional reviews and previous meta-analyses of Self-Concept interventions have underestimated effect sizes by using an implicitly unidimensional perspective that emphasizes global Self-Concept. In contrast, this research employed a synergistic blend of meta-analysis and multidimensional construct validation to evaluate the impact of Self-Concept interventions for children in 145 primary studies (200 interventions). Overall, interventions were significantly effective (d = .51, 460 effect sizes). However, in support of the multidimensional perspective, interventions targeting a specific Self-Concept domain and subsequently measuring that domain were much more effective (d = 1.16), suggesting sole reliance on global Self-Concept is inappropriate for evaluating interventions designed to enhance a specific component of Self-Concept. Other moderators (e.g., feedback, experimental design, target population groups) also influenced effect sizes in ways useful to the design of new interventions. Methodologically...
Olaf Koller - One of the best experts on this subject based on the ideXlab platform.
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reading achievement and reading Self Concept testing the reciprocal effects model
Learning and Instruction, 2014Co-Authors: Jan Retelsdorf, Olaf Koller, Jens MollerAbstract:Abstract Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading Self-Concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic Self-Concept and achievement in other domains. This paper aimed to rigorously test reciprocal effects between reading Self-Concept and reading achievement within a longitudinal design comprising four waves of data collection. Drawing on a sample of N = 1508 secondary school students, results of structural equation modeling yielded support for reciprocal effects between reading Self-Concept and reading achievement. Strong support was found for the skill-development hypothesis, i.e. achievement predicting Self-Concept. Moreover, the Self-enhancement hypothesis (Self-Concept predicting achievement) was corroborated in early years of secondary school. Thus, to best support poor readers, reading skills should perhaps be fostered by boosting the reading skill itSelf and reading Self-Concept, the latter particularly at the beginning of secondary school.
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Self esteem academic Self Concept and achievement how the learning environment moderates the dynamics of Self Concept
Journal of Personality and Social Psychology, 2006Co-Authors: Ulrich Trautwein, Oliver Ludtke, Olaf Koller, Jurgen BaumertAbstract:The authors examine the directionality of effects between global Self-esteem, domain-specific academic Self-Concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., Self-esteem is influenced by academic Self-Concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between Self-esteem, academic Self-Concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.
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academic Self Concept interest grades and standardized test scores reciprocal effects models of causal ordering
Child Development, 2005Co-Authors: Herbert W Marsh, Oliver Ludtke, Olaf Koller, Ulrich Trautwein, Jurgen BaumertAbstract:Reciprocal effects models of longitudinal data show that academic Self-Concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose Self-Concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior Self-Concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math Self-Concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic Self-Concept on a variety of academic outcomes and integrate Self-Concept with the developmental motivation literature.
Jan Retelsdorf - One of the best experts on this subject based on the ideXlab platform.
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michael can t read teachers gender stereotypes and boys reading Self Concept
Journal of Educational Psychology, 2015Co-Authors: Jan Retelsdorf, Katja Schwartz, Frank AsbrockAbstract:According to expectancy-value theory, the gender stereotypes of significant others such as parents, peers, or teachers affect students’ competence beliefs, values, and achievement-related behavior. Stereotypically, gender beliefs about reading favor girls. The aim of this study was to investigate whether teachers’ gender stereotypes in relation to reading—their belief that girls outperform boys—have a negative effect on the reading Self-Concept of boys, but not girls. We drew on a longitudinal study comprising two occasions of data collection: toward the beginning of Grade 5 (T1) and in the second half of Grade 6 (T2). Our sample consisted of 54 teachers and 1,358 students. Using multilevel modeling, controlling for T1 reading Self-Concept, reading achievement, and school track, we found a negative association between teachers’ gender stereotype at T1 and boys’ reading Self-Concept at T2, as expected. For girls, this association did not yield a significant result. Thus, our results provide empirical support for the idea that gender differences in Self-Concept may be due to the stereotypical beliefs of teachers as significant others. In concluding, we discuss what teachers can do to counteract the effects of their own gender stereotypes.
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reading achievement and reading Self Concept testing the reciprocal effects model
Learning and Instruction, 2014Co-Authors: Jan Retelsdorf, Olaf Koller, Jens MollerAbstract:Abstract Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading Self-Concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic Self-Concept and achievement in other domains. This paper aimed to rigorously test reciprocal effects between reading Self-Concept and reading achievement within a longitudinal design comprising four waves of data collection. Drawing on a sample of N = 1508 secondary school students, results of structural equation modeling yielded support for reciprocal effects between reading Self-Concept and reading achievement. Strong support was found for the skill-development hypothesis, i.e. achievement predicting Self-Concept. Moreover, the Self-enhancement hypothesis (Self-Concept predicting achievement) was corroborated in early years of secondary school. Thus, to best support poor readers, reading skills should perhaps be fostered by boosting the reading skill itSelf and reading Self-Concept, the latter particularly at the beginning of secondary school.