The twofold multidimensionality of academic self-concept : domain specificity and separation between competence and affect components

By A. Arens, Alexander Seeshing Yeung, Rhonda G. Craven, Marcus Hasselhorn. 2011

192 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0a843a6de004c8d1cad4ba0569dbb530ddc29bb9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Eva Randhawa
2. David F. Treagust
3. Shaljan Areepattamannil
4. A. Chandrasegaran
5. Alexander Seeshing Yeung
6. Y. Lay

In Social Psychology

1. Eva Randhawa
2. David F. Treagust
3. Shaljan Areepattamannil
4. Alexander Seeshing Yeung
5. Y. Lay
6. Cengiz Tüysüz

Citations in the corpus

• Relationship between affect and achievement in science and mathematics in Malaysia and Singapore (2012, background): “affect) (Arens et al. 2011; Marsh, Craven, and Debus 1999) of academic self-concept on academic achievement, especially in specific subjects such as science and mathematics in the Asia-Pacific region.”
• Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, background): “However, so far, it has remained unclear whether preschool children also demonstrate a distinction between competence and affect components within domain-specific self-concepts as has been found in elementary and secondary school students (Arens et al., 2011; Marsh, Craven, et al., 1999; Marsh et al”