[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.
Disciplines :
Education & instruction
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)
External co-authors :
yes
Language :
English
Title :
Student profiles of self-concept and interest in four domains: A latent transition analysis
Publication date :
April 2022
Journal title :
Learning and Individual Differences
ISSN :
1873-3425
Publisher :
Elsevier, United Kingdom
Volume :
95
Issue :
5
Pages :
102-139
Peer reviewed :
Peer Reviewed verified by ORBi
Focus Area :
Educational Sciences
FnR Project :
FNR11333571 - Dynamics Of Academic Self-concept In Everyday Life, 2016 (01/12/2016-30/04/2019) - Christoph Niepel
Name of the research project :
Dynamics of Academic Self-Concept in Everyday Life (DynASCEL)