dc.contributor.author
Gogol, Katarzyna
dc.contributor.author
Brunner, Martin
dc.contributor.author
Preckel, Franzis
dc.contributor.author
Götz, Thomas
dc.contributor.author
Martin, Romain
dc.date.accessioned
2018-06-08T03:10:19Z
dc.date.available
2016-05-03T13:16:22.387Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/14618
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-18810
dc.description.abstract
The present study investigated the developmental dynamics of general and
subject-specific (i.e., mathematics, French, and German) components of
students' academic self-concept, anxiety, and interest. To this end, the
authors integrated three lines of research: (a) hierarchical and
multidimensional approaches to the conceptualization of each construct, (b)
longitudinal analyses of bottom-up and top-down developmental processes across
hierarchical levels, and (c) developmental processes across subjects. The data
stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of
students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor
models were applied to represent each construct at each grade level. The
analyses demonstrated that several characteristics were shared across
constructs. All constructs were multidimensional in nature with respect to the
different subjects, showed a hierarchical organization with a general
component at the apex of the hierarchy, and had a strong separation between
the subject-specific components at both grade levels. Further, all constructs
showed moderate differential stabilities at both the general (0.42 < r < 0.55)
and subject-specific levels (0.45 < r < 0.73). Further, little evidence was
found for top-down or bottom-up developmental processes. Rather, general and
subject-specific components in Grade 9 proved to be primarily a function of
the corresponding components in Grade 7. Finally, change in several subject-
specific components could be explained by negative effects across subjects.
en
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
dc.subject
academic self-concept
dc.subject
academic interest
dc.subject
academic anxiety
dc.subject
nested-factor model
dc.subject.ddc
100 Philosophie und Psychologie::150 Psychologie
dc.title
Developmental Dynamics of General and School-Subject-Specific Components of
Academic Self-Concept, Academic Interest, and Academic Anxiety
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation
Frontiers in Psychology. - 7 (2016), Artikel Nr. 356
dcterms.bibliographicCitation.doi
10.3389/fpsyg.2016.00356
dcterms.bibliographicCitation.url
http://dx.doi.org/10.3389/fpsyg.2016.00356
refubium.affiliation
Erziehungswissenschaft und Psychologie
de
refubium.funding
Deutsche Forschungsgemeinschaft (DFG)
refubium.mycore.fudocsId
FUDOCS_document_000000024294
refubium.note.author
Gefördert durch die DFG und den Open-Access-Publikationsfonds der Freien
Universität Berlin.
refubium.resourceType.isindependentpub
no
refubium.mycore.derivateId
FUDOCS_derivate_000000006213
dcterms.accessRights.openaire
open access