Reference : Student profiles of self-concept and interest in four domains: A latent transition an...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/50530
Student profiles of self-concept and interest in four domains: A latent transition analysis
English
Franzen, Patrick mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Arens, A. Katrin mailto [DIPF | Leibniz Institute for Research and Information in Education]
Greiff, Samuel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Niepel, Christoph mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Apr-2022
Learning and Individual Differences
Elsevier
95
Yes (verified by ORBilu)
International
1041-6080
1873-3425
United Kingdom
[en] Academic self-concept ; Interest ; Dimensional comparison theory ; Person-centered analysis
[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.
Fonds National de la Recherche - FnR
Dynamics of Academic Self-Concept in Everyday Life (DynASCEL)
http://hdl.handle.net/10993/50530
10.1016/j.lindif.2022.102139
FnR ; FNR11333571 > Christoph Niepel > DynASCEL > Dynamics Of Academic Self-concept In Everyday Life > 01/12/2016 > 30/04/2019 > 2016

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