Self-concept: A synergy of theory, method, and application.

Marsh, Herbert W.; Xu, Mingzhi; Martin, Andrew J

doi:10.1037/13273-015

Cited by 142 publications

(65 citation statements)

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“…In the relatively few cross-cultural studies published in major personality journals, the focus has typically been on cross-cultural differences rather than cross-cultural generalizability (Chiu et al, 2008;Chiu, 2012). Marsh, Xu, and Martin (2012;Segall, Lonner, & Berry, 1998;Van de Vijver & Leung, 2000) emphasized that in crosscultural research, there are two main contrasting perspectives. Cultural relativist (idiographic, emic, and qualitative) perspectives accentuate the individual's uniqueness that undermines comparison.…”

Section: Cross-cultural Generalizability Of Psychological Comparisonmentioning

confidence: 99%

Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

et al. 2020

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The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self‐concept theory: multidimensionality of self‐concept (focusing instead on self‐esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social‐cognitive processes and contextual effects drive self‐perceptions at different levels (individual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self‐perceptions and their relation to distal outcomes. Our meta‐theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame‐of‐reference and contextual effects in self‐concept formation that occur at different levels. The effects were tested with a sample of 485,490 fifteen‐year‐old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self‐concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self‐concept were negative for school‐average math achievement (big‐fish‐little‐pond effect), country‐average achievement (paradoxical cross‐cultural effect), and being young relative to year in school but positive for school‐average verbal achievement (big‐fish‐little‐pond effect—compensatory effect). We demonstrate cross‐cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology

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Section: Cross-cultural Generalizability Of Psychological Comparisonmentioning

confidence: 99%

Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

et al. 2020

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“…Porém, segundo Marsh, Xu e Martin (2012), ambos os construtos têm provado serem multidimensionais, contendo tanto aspectos globais quanto domínios específicos, sendo essa distinção insustentável. Em concordância com Marsh et al (2012) e Trautwein e Möller (2016), no presente estudo ambos os construtos foram propostos e identificados no nível específico referente às habilidades escolares, exemplificando que tanto o autoconceito quanto a autoeficácia podem ser mensurados no nível mais específico do domínio ligado à tarefa.…”

Section: Discussionunclassified

“…O outro ponto de distinção entre autoconceito e autoeficácia apresentado na literatura diz respeito ao efeito do quadro de referência (Bong & Skaalvik, 2003;Byrne, 1996;Marsh et al, 2012;Neves & Faria, 2009). É defendido que respostas a itens de autoconceito tenderiam a ser mais influenciadas por comparações sociais com os pares (referencial externo), ou por comparações de sua própria habilidade em outras tarefas (referencial interno).…”

Section: Discussionunclassified

“…Em contrapartida, as respostas dos alunos para itens de autoeficácia tenderiam a ser julgamentos focados na capacidade em relação a uma tarefa muito específica e, assim, menos influenciados pelo quadro de referência social. No entanto, conforme apontam Marsh et al (2012), essa questão referese mais a como os construtos são medidos do que a uma distinção dos conceitos em si, merecendo, pois, maior foco de investigação. No presente estudo, ambos os construtos foram mensurados e identificados a partir de um mesmo quadro de referência, no caso, as diferentes habilidades escolares específicas.…”

Section: Discussionunclassified

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Validade da Escala de Cognições Acadêmicas Autorreferentes: autoconceito, autoeficácia, autoestima e valor

2017

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RESUMOEste estudo objetivou construir e investigar evidências de validade estrutural da Escala de Cognições Acadêmicas Autorreferentes, que avalia autoconceito, autoeficácia e autoestima escolar e valor atribuído à habilidade escolar. ABSTRACT -Validity of the Self-Referential Cognitions Scale: Self-concept, self-efficacy, self-esteem and value The aim of this study was to develop and investigate the structural validity of the Academic Self-Referential Cognitions Scale, which assesses academic self-concept, self-efficacy, and self-esteem, as well as the value assigned to school skills. The sample consisted of 812 high school students from public and private schools from the state of Minas Gerais, Brazil. Confirmatory factor analysis, structural equation modeling, and Cronbach's alpha test were used to analyze the data. The structural model proposed presented good fit to data: χ²[145]=475.299; comparative fit index (CFI)=0.98; root mean square error approximation (RMSEA)=0.053. All of the itemfactor relations proposed showed beta values higher than 0.30. The reliability indices were reasonable: school self-concept, α=0.69; value assigned to school, α=0.79; school self-efficacy, α=0.74; school self-esteem, α=0.72. The data provide empirical support to the structural validity of the scale. This instrument represents an advancement in the measures of self, indicating the possibility of a differential definition and measurement of the constructs. Keywords: test validity; statistical validity; psychometrics; self. RESUMEN -Validez de la Escala de Cogniciones Académicas Autoreferenciales: autoconcepto, autoeficácia, autoestima y valorEste estudio tuvo como objetivo la construcción y la investigación de la validez estructural de la Escala de Cogniciones Académicas Autoreferenciales, que evalúa el autoconcepto, la autoeficacia y la autoestima académicas y el valor asignado a la habilidad escolar. Participaron del estudio 812 estudiantes de secundaria de escuelas públicas y privadas de Minas Gerais, Brasil. Los datos fueron analizados mediante análisis factorial confirmatorio, modelos de ecuaciones estructurales y test α de Cronbach. El modelo estructural propuesto mostró un buen ajuste a los datos: χ²[145]=475,299; índice de ajuste comparativo (CFI)=0,98; raíz del resíduo quadrático promedio de aproximación (RMSEA)=0,053. Todas las relaciones ítem-factor propuestas tuvieron betas superiores a 0,30. Fueron encontrados razonable niveles de consistencia interna: autoconcepto, α=0,69; valor, α=0,79; autoeficacia escolar, α=0,74; autoestima escolar, α=0,72. Los datos proporcionan apoyo empírico a la validez estructural de la escala. Este instrumento representa un avance en las medidas de self, indicando la posibilidad de una definición y medición diferenciales de los constructos. Palabras clave: validación de test; validación estadística; psicometría; self.

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“…In meta-analyses, effect sizes ranging from 0.32 to 0.41 are reported (Hattie, 2009(Hattie, , 2012. Research based on longitudinal assessment and structural equation modeling of both self-concept and achievement has demonstrated that self-concept depends on former achievement (skill-development model) but also predicts subsequent achievement (self-enhancement model) (Helmke and van Aken, 1995;Marsh et al, 2012). Correlations are especially high, when self-concept is conceptualized as domain-specific, and when pupils are older (Helmke and Weinert, 1997).…”

Section: Self-conceptmentioning

confidence: 99%

School Achievement: Motivational Determinants and Processes

Schräder

Helmke

2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

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Self-concept: A synergy of theory, method, and application.

Abstract: There is a revolution sweeping psychology, one that emphasizes a positive psychology and focuses on how healthy, normal, and exceptional individuals can get the most from life (e.g.,

Cited by 142 publications

References 94 publications

Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

Validade da Escala de Cognições Acadêmicas Autorreferentes: autoconceito, autoeficácia, autoestima e valor

School Achievement: Motivational Determinants and Processes

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