The structure of academic self-concepts revisited: The nested Marsh/Shavelson model

By Martin Brunner, Ulrich Keller, Christophe Dierendonck, M. Reichert, Sonja Ugen, Antoine Fischbach, Romain Martin. 2010

199 citations recorded by the source corpus.

The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies. Specifically, it conceives of academic self-concepts to be subject specific, strongly separated across domains, and hierarchically organized, with general academic self-concept at the top of the hierarchy. In Part 1 of the present study, data from a representative sample of eighth graders (N = 4,847) from Luxembourg showed that the NMS model captures the structure of self-concepts in six core subjects. In Part 2, the NMS model was integrated into a longitudinal extended internal/external frame-of-reference model. The developmental dynamics between general and subject-specific achievement, as measured in Grade 6, and the corresponding academic self-concepts in Grade 8 were examined, with data from a subsample of students (N = 3,045). Given its theoretical and empirical bases, the NMS model has clear potential to guide future research on academic self-concepts.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a223a428eae4e2553e268a75080a22c44d42da70

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Citations in the corpus

“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures (2014, methodology): “Notably, current models of academic self concept such as the Marsh/Shavelson Model (Marsh, 1990a) or the nested Marsh/ Shavelson model (Brunner et al., 2010) conceive of the academic self concept as a multidimensional construct with separate com ponents for specific school subjects and a domain gene”
Self-Efficacy Theory in Education (2016, background): “Self-concept is multidimensional and hierarchically organized, with a general self-concept on top and subarea self-concepts below (Brunner et al., 2010; Pajares & Schunk, 2001, 2002).”
A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “…nonsignificant, both assimilation effects and (somewhat more frequently) contrast effects have been found (Arens et al., 2016; Arens et al., 2020; Brunner et al., 2010; Dickhäuser, 2003; Marsh et al., 2014; Marsh, Lüdtke, et al., 2015; Marsh & Yeung, 2001; Möller, Streblow, Pohlmann, & Köller,…”
Relationship between affect and achievement in science and mathematics in Malaysia and Singapore (2012, background): “In the education field, it can be explained from the aspect of academic motivation and academic self-concept, the beliefs that people have about their own academic progress (Brunner et al. 2010; Phillips 2007a).”
A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality (2016, methodology): “Statistically, the strict proportionality constraints that are at play in hierarchical models limit their flexibility and practical applicability (Brunner et al., 2012; Chen et al., 2006; Jennrich & Bentler, 2011; Reise, 2012).”
The Longitudinal Interplay of Students' Academic Self-Concepts and Achievements within and across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model. (2014, background): “For longitudinal data, Brunner et al. (2010) reported negative longitudinal internal frame of reference effects from Grades 6 to 8 between French and German as verbal subjects in a Luxembourgish sample (of note, both languages are vital in Luxembourg; see Brunner et al.”
Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014, methodology): “Including such measures in future studies would allow for the test and meaningful interpretation of nested factor models which have recently been employed to model the structure of academic self-concept (Brunner et al., 2010).”
Handbook of motivation at school (2009, background): “Self-concept is multidimensional and hierarchically organized, with a general self-concept on top and subarea self-concepts below (Brunner et al., 2010; Pajares & Schunk, 2001, 2002).”