Reciprocal Effects Between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent Years: Unidimensional and Multidimensional Perspectives of Self-Concept
Tóm tắt
In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that self-esteem— the global component of self-concept—has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data—including self-esteem (emphasized by Baumeister et al.), academic self-concept (emphasized by Marsh & Craven), and postsecondary educational attainment—using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N = 2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic self-concept had consistent reciprocal effects with both achievement and educational attainment, whereas self-esteem had almost none.
Từ khóa
Tài liệu tham khảo
Bachman, J.G., 2002, Volume I of the documentation manual
Bracken, B.A. (1996). Clinical applications of a context-dependent, multidimensional model of self-concept. In B. A. Bracken (Ed.), Handbook of self-concept (pp. 463-503). New York: John Wiley.
Byrne, B.M. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In B. A. Bracken (Ed.), Handbook of self-concept (pp. 287-316). New York: John Wiley.
Craven, R.G., Marsh, H.W. & Burnett, P.C. (2003). Cracking the self-concept enhancement conundrum: A call and blueprint for the next generation of self-concept enhancement research . In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (Vol. 1, pp. 67-90). Greenwich, CT : Information Age.
Furr, R.M., 2005, Individual Differences Research, 3, 105
Harter, S., 1999, The construction of the self: A developmental perspective
Hattie, J., 1992, Self-concept
Jöreskog, K.G. (1979). Statistical estimation of structural models in longitudinal investigations. In J. R. Nesselroade & B. Baltes (Eds.), Longitudinal research in the study of behavior and development (pp. 303-351). New York: Academic Press.
Marsh, H.W., 1989, American Educational Research Journal, 26, 191
Marsh, H.W. (1993). Academic self-concept: Theory measurement and research. In J. Suls (Ed.), Psychological perspectives on the self (Vol. 4, pp. 59-98). Hillsdale, NJ: Lawrence Erlbaum.
Marsh, H.W. & Craven, R.G. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 131-198). Orlando, FL: Academic Press.
Marsh, H.W., Craven, R.G. & Martin, A. (2006). What is the nature of self-esteem? Unidimensional and multidimensional perspectives. In M. Kernis (Ed.), Self-esteem: Issues and answers (pp. 16-25). New York: Psychology Press.
Marsh, H.W. & Hattie, J. (1996). Theoretical perspectives on the structure on self-concept . In B. A. Bracken (Ed.), Handbook of self-concept (pp. 38-90). New York: John Wiley.
Muthén, L.K., 2006, Mplus user's guide (Version 4)
Rosenberg, M., 1979, American Psychologist, 55, 5
Valentine, J.C. & DuBois, D.L. (2005). Effects of self-beliefs on academic achievement and vice-versa: Separating the chicken from the egg . In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (Vol. 2, pp. 53-78). Greenwich, CT : Information Age.