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Testing the internal and external frames of reference for academic self-concept among Chinese […]
Yang, Lang; Arens, A. Katrin; Xu, Man Kate; Sin, Kuen Fung
Sammelbandbeitrag
| Aus: King, Ronnel B.;Bernardo, Allan B. I. (Hrsg.): The psychology of Asian learners: A Festschrift in honor of David Watkins | Singapore: Springer | 2016
35812 Endnote
Autor*innen:
Yang, Lang; Arens, A. Katrin; Xu, Man Kate; Sin, Kuen Fung
Titel:
Testing the internal and external frames of reference for academic self-concept among Chinese vocational students
Aus:
King, Ronnel B.;Bernardo, Allan B. I. (Hrsg.): The psychology of Asian learners: A Festschrift in honor of David Watkins, Singapore: Springer, 2016 , S. 101-123
DOI:
10.1007/978-981-287-576-1_7
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Berufsbildende Höhere Schule; China; Chinese; Chinesisch; Empirische Untersuchung; Fragebogenerhebung; Gültigkeit; Kulturtechnik; Leistungsfähigkeit; Lernen; Likert-Fragebogen; Mathematik; Modell; Schülerleistung; Sekundarbereich; Selbsteinschätzung; Selbstkonzept; Überzeugung; Unterrichtsfach
Abstract:
Based on a sample of Year 1 vocational students (N = 962) in China, the study presented in this chapter aimed to (1) test the generalizability of the classic internal/external (I/E) frame of reference model of academic self-concept (Marsh, 1986) to vocational students and (2) extend the classic I/E model by incorporating recent developments of the twofold multidimensional structure of academic self-concept (i.e., its domain-specific structure and a further separation between competence-affect components within each domain). Structural equation modeling analyses for testing the I/E model show that paths from math and Chinese achievements to corresponding domains of self-concept were positive and significant, whereas cross-paths to nonmatching self-concept domains were negatively significant. A further analysis by separating competence and affect components within math and Chinese self-concepts reveals that paths from math and Chinese achievements to matching affect components were stronger than those to competence components. This interesting finding is discussed in light of the Chinese cultural model of learning. Implications of our findings for the I/E model, self-concept research, and practice are also discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Differentiation of competence and affect self-perceptions in elementary school students. Extending […]
Arens, A. Katrin; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: European Journal of Psychology of Education | 2015
35738 Endnote
Autor*innen:
Arens, A. Katrin; Hasselhorn, Marcus
Titel:
Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
In:
European Journal of Psychology of Education, 30 (2015) 4, S. 405-419
DOI:
10.1007/s10212-015-0247-8
URN:
urn:nbn:de:0111-pedocs-179967
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179967
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Befragung; Deutschland; Differenzierung; Faktorenanalyse; Fleiß; Forschungsstand; Grundschüler; Kompetenz; Likert-Fragebogen; Mathematische Kompetenz; Messung; Pädagogische Psychologie; Psychometrie; Regressionsanalyse; Schülerleistung; Schuljahr 03; Selbsteinschätzung; Selbsterkenntnis; Sprachkompetenz
Abstract (english):
This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect self-perceptions and effort than between competence self-perceptions and effort can also be found for elementary school students. Second, this study examines the generalizability of such differential outcome relations to the verbal domain. Students' competence and affect self-perceptions in math and verbal domains and self-reported effort at school were measured in a sample of 156 German 3rd-grade elementary school students. Confirmatory factor analyses demonstrated separate factors for competence and affect self-perceptions in both math and verbal domains. Latent regression analyses showed that affect self-perceptions were more highly related to effort than competence self-perceptions. With these findings, the present study adds further support to the commonly accepted separation between competence and affect self-perceptions by demonstrating their differential relations to effort and extending this finding to elementary school students and the verbal domain. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Relations between classroom disciplinary problems and student motivation. Achievement as a […]
Arens, A. Katrin; Morin, Alexandre J. S.; Watermann, Rainer
Zeitschriftenbeitrag
| In: Learning and Instruction | 2015
35615 Endnote
Autor*innen:
Arens, A. Katrin; Morin, Alexandre J. S.; Watermann, Rainer
Titel:
Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator?
In:
Learning and Instruction, 39 (2015) , S. 184-193
DOI:
10.1016/j.learninstruc.2015.07.001
URN:
urn:nbn:de:0111-pedocs-174793
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174793
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Deutschland; Deutschunterricht; Disziplin <Ordnung>; Einflussfaktor; Geschlechtsspezifischer Unterschied; Grundschüler; Hypothese; IGLU <Internationale Grundschul-Lese-Untersuchung>; Klassenführung; Kompetenz; Motivation; Mündliche Leistung; Prüfungsangst; Schüler; Schülerleistung; Schulklasse; Schwierigkeit; Selbsteinschätzung
Abstract:
This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
How an early transition to high-ability secondary schools affects students' academic self-concept. […]
Arens, A. Katrin; Watermann, Rainer
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2015
35034 Endnote
Autor*innen:
Arens, A. Katrin; Watermann, Rainer
Titel:
How an early transition to high-ability secondary schools affects students' academic self-concept. Contrast effects, assimilation effects, and differential stability
In:
Learning and Individual Differences, 37 (2015) , S. 64-71
DOI:
10.1016/j.lindif.2014.11.007
URN:
urn:nbn:de:0111-pedocs-174800
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174800
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Akzeleration; Assimilation; Begabtenauslese; Begabtenförderung; Berlin; Deutschland; Grundschule; Grundschüler; Schülerleistung; Selbstkonzept; Übergang; Vergleichsuntersuchung; Weiterführende Schule
Abstract:
This study examined the operation of contrast and assimilation effects, and the development of academic selfconcept of students in the education system of the German federal state Berlin. One group of students experienced an early transition to high-ability secondary schools while the other group experienced the regular transition after sixth grade. The early transition was found to bear an assimilation effect on academic self-concept which was stronger than the contrast effect immediately after early transition but weaker at the end of the first school year after early transition. The early transition did not affect the normative stability of academic self-concept between two measurement points. Students with an early transition displayed higher levels of academic self-concept at both measurement points but a more substantial decline in academic self-concept than students experiencing regular transition. The findings are discussed in the context of the debate on tracking and acceleration practices in education systems. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Self-concept of indigenous and non-indigenous Australian students. Competence and affect components […]
Arens, A. Katrin; Bodkin-Andrews, Gawaian; Craven, Rhonda G.; Yeung, Alexander Seeshing
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2014
34483 Endnote
Autor*innen:
Arens, A. Katrin; Bodkin-Andrews, Gawaian; Craven, Rhonda G.; Yeung, Alexander Seeshing
Titel:
Self-concept of indigenous and non-indigenous Australian students. Competence and affect components and relations to achievement
In:
Learning and Individual Differences, 32 (2014) 4, S. 93-103
DOI:
10.1016/j.lindif.2014.03.019
URN:
urn:nbn:de:0111-pedocs-181267
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181267
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aborigines; Affekt; Australien; Empirische Untersuchung; Faktorenanalyse; Fragebogen; Indigenes Volk; Kompetenz; Leistungstest; Messung; Schüler; Schülerleistung; Sekundarbereich; Selbstkonzept
Abstract:
Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students' self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students' self-concepts in academic and non-academic domains when taking the competence-affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students' self-concepts.
DIPF-Abteilung:
Bildung und Entwicklung
Age and gender differences in the relation between self-concept facets and self-esteem
Arens, A. Katrin; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Journal of Early Adolescence | 2014
34689 Endnote
Autor*innen:
Arens, A. Katrin; Hasselhorn, Marcus
Titel:
Age and gender differences in the relation between self-concept facets and self-esteem
In:
Journal of Early Adolescence, 34 (2014) 6, S. 760-791
URN:
urn:nbn:de:0111-pedocs-123079
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-123079
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Altersgruppe; Befragung; Deutschland; Empirische Untersuchung; Faktorenanalyse; Fragebogen; Geschlechtsspezifischer Unterschied; Grundschule; Junge; Mädchen; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Selbstbewusstsein; Selbstkonzept; Selbstwertgefühl
Abstract:
This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept-self-esteem relations might provide valuable knowledge for designing effective self-esteem enhancement interventions. We investigated grade and gender differences in the relations between domain-specific self-concept facets and self-esteem within a sample of 1958 German students in Grades 3 to 6. Results indicated no difference in the self-concept - self-esteem relations between the subsamples of third and fourth graders and fifth and sixth graders or between boys and girls. These relations also did not differ between boys and girls in the subsamples of third and fourth graders and fifth and sixth graders. These results suggest self-concept-self-esteem relations to be invariant across grade levels and gender and thus did not support the gender intensification hypothesis.
DIPF-Abteilung:
Bildung und Entwicklung
Native language self-concept and reading self-concept. Same or different?
Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Journal of Experimental Education | 2014
34272 Endnote
Autor*innen:
Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus
Titel:
Native language self-concept and reading self-concept. Same or different?
In:
Journal of Experimental Education, 82 (2014) 2, S. 229-252
DOI:
10.1080/00220973.2013.813362
URN:
urn:nbn:de:0111-pedocs-179917
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179917
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutsch; Deutschland; Korrelationsanalyse; Lesekompetenz; Lesen; Lesetest; Leseverstehen; Mathematische Kompetenz; Messung; Mündliche Leistung; Muttersprache; Schüler; Schulerfolg; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Selbstkonzept; Sprachkompetenz; Sprechfertigkeit; Vergleichsuntersuchung
Abstract:
In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constructs. Compared with other facets of academic self-concept, reading self-concept was more highly related to reading test scores (Study 1) and German self-concept to German grades (Study 2). In Study 3, reading and general school self-concepts demonstrated similar relations to German grades. The findings of the 3 studies, albeit indirect, supported the specificity matching principle and caution researchers against applying reading and native language self-concept scales uncritically to infer verbal self-concept.
DIPF-Abteilung:
Bildung und Entwicklung
Young second language learners' competence and affective self-concept
Tracey, Danielle; Yeung, Alexander S.; Arens, A. Katrin; Ng, Christina
Zeitschriftenbeitrag
| In: Asian EFL Journal | 2014
35230 Endnote
Autor*innen:
Tracey, Danielle; Yeung, Alexander S.; Arens, A. Katrin; Ng, Christina
Titel:
Young second language learners' competence and affective self-concept
In:
Asian EFL Journal, 15 (2014) 4, S. 1-22
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Empirische Untersuchung; Englisch als Zweitsprache; Englischunterricht; Grundschule; Grundschüler; Hongkong; Kompetenz; Lesen; Schreiben; Schuljahr 01; Selbstkonzept; Sprechen
Abstract:
Recent research has distinguished between the competence and affective components of self-concept. Young learners of English as a second language (L2) in Hong Kong (N = 110) completed survey items on both the competence and affective components and their L2 skills. In support of the domain specificity of self-concept, both components were associated with L2-related variables but not with other academic areas. Analyses of variance found significant effects of both components on classwork and homework. The main effect of competence was significant for reading, writing and speaking whereas the main effect of affective was significant for writing, speaking, and listening. Results support the importance of both components of self-concept but also imply some subtly differential effects on young L2 learners. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
The early transition to secondary school in Germany. Effects on the level and relations of […]
Arens, A. Katrin
Sammelbandbeitrag
| Aus: Borders, J. H. (Hrsg.): Handbook on the psychology of self-esteem | New York; NY: Nova Science | 2014
34440 Endnote
Autor*innen:
Arens, A. Katrin
Titel:
The early transition to secondary school in Germany. Effects on the level and relations of self-esteem
Aus:
Borders, J. H. (Hrsg.): Handbook on the psychology of self-esteem, New York; NY: Nova Science, 2014 , S. 71-90
Dokumenttyp:
4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Sprache:
Englisch
Schlagwörter:
Deutschland; Empirische Untersuchung; Entwicklung; Fragebogen; Messung; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Selbstkonzept; Selbstwertgefühl; Übergang; Vergleich
Abstract:
This chapter focuses on students' self-esteem in the context of the transition to secondary school in Germany which already takes place after grade 4 and might thus be detached from puberty. The transition to secondary school could affect the mean level of self-esteem as well as its relations to domain-specific facets of self-concept. These issues were examined by comparing German 4th grade and 5th grade students. To gain insights into possible rebound effects, students attending grades 5 and 6 were also compared. Two self-esteem measures were applied in order to test the generalizability of the findings. For both measures, 4th grade students were found to display higher self-esteem mean levels than 5th grade students implying a negative impact of an early transition. As 5th grade students revealed higher self-esteem mean levels than 6th grade students, self-esteem seems also to suffer from an ongoing decline during adolescence. With regard to the relations of self-esteem to domain-specific self-concept facets, the self-esteem of students after transition tended to be more loosely related to academic self-concept than the self-esteem of students before transition. The chapter concludes with a discussion of the findings and suggestions for further research. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
A short German version of the Self Description Questionnaire I. Theoretical and empirical […]
Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: International Journal of Research & Method in Education | 2013
33691 Endnote
Autor*innen:
Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus
Titel:
A short German version of the Self Description Questionnaire I. Theoretical and empirical comparability
In:
International Journal of Research & Method in Education, 36 (2013) 4, S. 415-438
DOI:
10.1080/1743727X.2012.710503
URL:
http://www.tandfonline.com/doi/abs/10.1080/1743727X.2012.710503#.UneM71OFfdI
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Deutschunterricht; Erhebungsinstrument; Evaluation; Fragebogen; Grundschule; Mathematikunterricht; Messung; Modell; Psychometrie; Reliabilität; Schüler; Sekundarstufe I; Selbstkonzept; Validität
Abstract:
This study aims to develop a short German version of the Self Description Questionnaire (SDQ I-GS) in order to present a robust economical instrument for measuring German preadolescents' multidimensional self-concept. A full German version of the SDQ I (SDQ I-G) that maintained the original structure and thus length of the English original SDQ I instrument (Marsh, Herbert W. 1990b. Self Description Questionnaire - I (SDQ I). Manual. Macarthur, NSW, Australia: University of Western Sydney.) served as a basis for empirically deriving the SDQ I-GS. Using a sample of German students in grades 3-6 (N = 1958), the construct validity of the SDQ I-GS was tested by both a within-network approach using confirmatory factor analyses and a between-network approach examining the relations of self-concept to external validity criteria (academic achievement and self-concept factors of another instrument). Construct validity for both the full (SDQ I-G) and the short version (SDQ I-GS) was consistent. Hence, the SDQ I-GS was demonstrated as a shorter and yet psychometrically sound instrument for measuring the multiple facets of self-concept of German preadolescents. The production of an economical instrument may stimulate wider use of self-concept instruments to further advances in self-concept research and theory.
DIPF-Abteilung:
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