Reference : Student profiles of self-concept and interest in four domains: A latent transition an...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/50530

Title :	Student profiles of self-concept and interest in four domains: A latent transition analysis
Language :	English
Author, co-author :	Franzen, Patrick [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
	Arens, A. Katrin [DIPF | Leibniz Institute for Research and Information in Education]
	Greiff, Samuel [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
	Niepel, Christoph [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Publication date :	Apr-2022
Journal title :	Learning and Individual Differences
Publisher :	Elsevier
Volume :	95
Issue/season :	5
Pages :	102-139
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	1041-6080
e-ISSN :	1873-3425
Country :	United Kingdom
Keywords :	[en] Academic self-concept ; Interest ; Dimensional comparison theory ; Person-centered analysis
Abstract :	[en] Dimensional comparisons lead to contrast effects between academic self-concepts, implying that students view themselves as a math-type or a verbal-type. This study examined the short-term stability of these types and their generalizability to academic interest. N = 382 students completed questionnaires on self-concept and interest in math, physics, German, and English at two measurement waves over five weeks. Latent transition analyses were conducted with self-concepts and interests as indicators, revealing four profiles for both constructs. For self-concept a math + high profile, verbal + high profile, verbal + low profile and generally-moderate profile were found. For interest a math profile, verbal profile, generally-high profile, and generally-low profile were found. These profiles indicated that the formation of domain-specific self-concept and interest differs between groups of students. The profiles were stable across measurement waves. Relations to school grades and gender matched theoretical assumptions.
Funders :	Fonds National de la Recherche - FnR
Name of the research project :	Dynamics of Academic Self-Concept in Everyday Life (DynASCEL)
Permalink :	http://hdl.handle.net/10993/50530
	also: http://hdl.handle.net/10993/50761
DOI :	10.1016/j.lindif.2022.102139
FnR project :	FnR ; FNR11333571 > Christoph Niepel > DynASCEL > Dynamics Of Academic Self-concept In Everyday Life > 01/12/2016 > 30/04/2019 > 2016

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