The Structure and Measurement of Self-Concept for University Students
Document Type
Book Chapter
Publisher
Nova Science Publishers
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Education
RAS ID
1620
Abstract
The current model of the structure of academic self-concept involving separate maths and verbal domains plus separate subject self-concepts linked with a hierarchical general academic self-concept that is related strongly to each of the separate subject self-concepts, as proposed by Marsh and Shavelson (1985), is called into question. Advances in designing questionnaires to measure self-concept are described. Recent evidence involving the proper linear measurement of academic self-concept for university students (using the new questionnaires and a recently developed computer program based on a Rasch measurement model) support a different model of the formation and creation of academic self-concept. It is suggested that self-concept formation is dependent on at least four views of a subject or performance: an idealistic view, a capability view, a realistic view, and a self-view of their corresponding achievement in the subject or performance.
Comments
Waugh, R. F. (2003). The structure and measurement of self-concept for university students. In Serge P. Shohov (Ed.), Topics in Cognitive Psychology (pp. 1-11). Hauppauge, NY: Nova Science Publishers Inc. Available here.