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Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Arens, A. Katrin:

The murky distinction between self-concept and self-efficacy
Beware of lurking jingle-jangle fallacies

In: Journal of Educational Psychology, 111 (2019) 2 , 331-353

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3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Selbstkonzept, Selbstwirksamkeit, Unterschied, Theorie, Forschung, Überzeugung, Messung, Vergleich, Mathematikunterricht, Schülerleistung, Schüler, Schuljahr 04, Schuljahr 05, Schuljahr 06, Schuljahr 07, Schuljahr 08, Test, Befragung, Korrelation, Hypothese, Sekundäranalyse, Strukturgleichungsmodell, Empirische Untersuchung, Bayern, Deutschland

This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy. (DIPF/Orig.)

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