Subject-specific interests and subject-specific self-concepts

IF 1.8 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Xiaoli Feng, Jin-Liang Wang, D. H. Rost
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Abstract

Abstract. Academic interest and academic self-concept are important correlated motivational variables. Their common factorial structure and their shared (confounded) and non-shared (unique) power for predicting subject-tied academic achievement has not yet been satisfactorily investigated. This study investigated 588 Chinese adolescents. Two subject-tied interests and the corresponding subject-tied self-concepts were measured. The associated school marks were collected. The major subject German (first foreign language) was chosen to represent the verbal oriented school subjects, the major subject Maths was chosen to represent the numerical oriented ones. Confirmatory factor analyses (CFAs) evidenced two motivational factors (academic interest and academic self-concept) within each school subject and two subject factors (German and Maths) within each motivational construct. Joined CFAs (which included all interest as well as all self-concept items) revealed four factors (interest German, interest Maths, self-concept German, self-concept Maths). Accordingly, four motivational scales were formed. Each scale consisted of five items. The scales had high reliabilities and displayed good convergent-divergent validities. Both motivational scales together accounted for 41.0% (German) and 22.3% (Maths) of the total achievement variance. Of these, the common (fused) shares were 19.8% (German) and 12.4% (Maths). The proportions of the total achievement variance that could be explained exclusively by only one of the two motivational variables amounted to 0.3% (interest) and 20.9% (self-concept) for German. Theses figures were 0.1% (interest) and 9.8% (self-concept) for Maths. The discussion underscores that subject-specific academic interest and subject-specific academic selfconcept, while highly correlated, should still be considered distinct constructs. A subject-tied self-concept remains an important predictor of academic achievement even after controlling for the assigned interest. The situation is different in the case of subject-tied interest. Its predictive power for academic achievement collapses after controlling for the associated selfconcept.
特定学科的兴趣和特定学科的自我概念
摘要学业兴趣和学业自我概念是重要的相关动机变量。他们的共同因子结构以及他们在预测与学科相关的学术成就方面的共同(混杂)和非共同(独特)能力尚未得到令人满意的研究。本研究调查了588名中国青少年。测量了两个受试者捆绑的兴趣和相应的受试者绑定的自我概念。收集了相关的学校分数。主要科目德语(第一外语)被选为语言导向学校科目,主要科目数学被选为数字导向学校科目。验证性因素分析(CFA)证明了每个学校科目中的两个动机因素(学术兴趣和学术自我概念)和每个动机结构中的两种科目因素(德语和数学)。加入CFA(包括所有兴趣和所有自我概念项目)揭示了四个因素(兴趣德语、兴趣数学、自我概念德语、自我概念数学)。因此,形成了四个动机量表。每个量表由五个项目组成。该量表具有较高的信度和良好的收敛-发散有效性。两种动机量表合计占总成绩方差的41.0%(德语)和22.3%(数学)。其中,普通股(混合股)分别为19.8%(德语)和12.4%(数学)。对于德国人来说,只能由两个动机变量中的一个来解释的总成就方差的比例分别为0.3%(兴趣)和20.9%(自我概念)。数学的兴趣和自我概念分别为0.1%和9.8%。讨论强调,特定学科的学术兴趣和特定学科的自我概念虽然高度相关,但仍应被视为不同的结构。即使在控制了指定的兴趣之后,受试者的自我概念仍然是学业成绩的重要预测因素。在主体利益相关的情况下,情况有所不同。它对学术成就的预测能力在控制了相关的自我概念后崩溃了。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Zeitschrift Fur Padagogische Psychologie
Zeitschrift Fur Padagogische Psychologie PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.70
自引率
4.80%
发文量
30
期刊介绍: Die Zeitschrift publiziert Beiträge aus dem Gesamtgebiet der Pädagogischen Psychologie. Alle eingereichten Beiträge werden einem anonymen Begutachtungsverfahren unterzogen ("blind peer-review").
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