Do multiple dimensions of self-concept become more differentiated with age? The differential distinctiveness hypothesis

By Herbert W. Marsh, V. Ayotte. 2003

232 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1943b5ce565f7dc0f93b7d304903e2ed5e09758a

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories (2008, background): “It is important to acknowledge that, unlike work in the area of self-concept, (e.g. Marsh 1989, 1993; Marsh and Ayotte 2003; Skaalvik and Hagtvet 1990) there is as yet little evidence of a two-dimensional model of self-esteem being employed in developmental studies.”
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes (2012, background): “However, it is important to note that concerning the direction of self-concept/emotion relations, reciprocal causation, in which emotions predict self-concept, can also be assumed (cf., Marsh & Ayotte, 2003).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “…achievement are typically reciprocal: Students’ emotions can impact their academic achievement which, in turn, can reciprocally influence students’ appraisals of control and value that shape their future emotional experiences (Marsh & Ayotte, 2003; Peixoto et al., 2016; Pekrun et al., 2014, 2017).”
A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “Third, the correlation between self-concepts decreased with increasing age, thereby corroborating the assumption that general self-concept becomes more differentiated with age, as several self-concept dimensions emerge (see Marsh & Ayotte, 2003; Skaalvik & Valas, 1999).”
Paranormal beliefs: their dimensionality and correlates (2006, background): “Whenever lower-order factors are correlated, it may be reasonable to test models positing one or more higher-order factors (Bollen, 1989; Marsh & Ayotte, 2003).”
Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains (2013, background): “…in a learning situation may be more likely to make selfserving external attributions about the teacher’s lack of clarity as compared to their counterparts who experience lower levels of helplessness (for related assumptions in the field of self-concept/ emotion relations see Marsh & Ayotte, 2003).”
A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality (2016, background): “These results follow gender stereotypes and replicate those from previous studies (e.g., Marsh, 1989; Marsh & Ayotte, 2003).”
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006, result): “These results subsequently led to the development of the differentialdistinctiveness hypothesis and a theoretical model that describes how facets of self-concept becomemore distinct with age (Marsh & Ayotte, 2003).”
Antecedents of everyday positive emotions: An experience sampling analysis (2010, background): “A fourth topic for future research concerns the direction of appraisal/emotion relations, due to the possibility of reverse causality in which emotions predict cognitive appraisals (cf., Marsh and Ayotte 2003).”
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, background): “In school years, self-concept might then become more differentiated because of the formation of necessary abilities as well as the experience of separate school subjects (Harter, 1999; Marsh, 1989; Marsh & Ayotte, 2003; Shavelson et al., 1976).”
Engineering Identity Development Among Pre‐Adolescent Learners (2012, background): “…literature and in areas related to social and emotional skills, where children’s abilities to make finer domain-specific distinctions of their competence appear to increase with development (Marsh & Ayotte, 2003) and factors become more distinct with age (e.g., French & Mantzicopoulos, 2007).”
Between- and within-domain relations of students' academic emotions. (2007, background): “This assumption was recently refined by Marsh and Ayotte (2003) with respect to the differential distinctiveness hypothesis.”
Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts (2018, background): “Because of the increasing complexity and differentiation of self-perceptions with age (Marsh & Ayotte, 2003), different trait EI sampling domains have been established for children and adults.”