Testing the twofold multidimensionality of academic self-concept: a study with Chinese vocational students

References

• Arens, A. K., Bodkin-Andrews, G., Craven, R. G., & Yeung, A. S. (2014). Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement. Learning and Individual Differences, 32, 93–103. doi: 10.1016/j.lindif.2014.03.019
   Web of Science ®Google Scholar
• Arens, A. K., Yeung, A. S., Craven, R. G., & Hasselhorn, M. (2011). The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components. Journal of Educational Psychology, 103, 970–981.10.1037/a0025047
   Web of Science ®Google Scholar
• Arens, A. K., Yeung, A. S., & Hasselhorn, M. (2014). Native language self-concept and reading self-concept: Same or different? The Journal of Experimental Education, 82, 229–252.10.1080/00220973.2013.813362
   Web of Science ®Google Scholar
• Bagozzi, R. P., & Kimmel, S. K. (1995). A comparison of leading theories for the prediction of goal-directed behaviours. British Journal of Social Psychology, 34, 437–461.10.1111/bjso.1995.34.issue-4
   Web of Science ®Google Scholar
• Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual Differences, 42, 815–824.10.1016/j.paid.2006.09.018
   Web of Science ®Google Scholar
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
   Google Scholar
• Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Martin, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102, 964–981.10.1037/a0019644
   Web of Science ®Google Scholar
• Byrne, B. M. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research, 54, 427–456.
   Web of Science ®Google Scholar
• Byrne, B. M. (2002). Validating the measurement and structure of self-concept: Snapshots of past, present, and future research. American Psychologist, 57, 897–909.10.1037/0003-066X.57.11.897
   PubMed Web of Science ®Google Scholar
• Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105, 456–466.10.1037/0033-2909.105.3.456
   Web of Science ®Google Scholar
• Byrne, B. M., & Stewart, S. M. (2006). Teacher’s corner: The MACS approach to testing for multigroup invariance of a second-order structure: A walk through the process. Structural Equation Modeling: A Multidisciplinary Journal, 13, 287–321.10.1207/s15328007sem1302_7
   Web of Science ®Google Scholar
• Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14, 464–504.10.1080/10705510701301834
   Web of Science ®Google Scholar
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9, 233–255.10.1207/S15328007SEM0902_5
   Web of Science ®Google Scholar
• 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. 91–126). Greenwich, CT: Information Age.
   Google Scholar
• Craven, R. G., Marsh, H. W., & Debus, R. L. (1991). Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83, 17–27.10.1037/0022-0663.83.1.17
   Web of Science ®Google Scholar
• Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.
   Google Scholar
• Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549–576. doi:10.1146/annurev.psych.58.110405.08553010.1146/annurev.psych.58.110405.085530
   PubMed Web of Science ®Google Scholar
• Hau, K. T., & Salili, F. (1991). Structure and semantic differential placement of specific causes: Academic causal attributions by Chinese students in Hong Kong. International Journal of Psychology, 26, 175–193.10.1080/00207599108247885
   Web of Science ®Google Scholar
• Hau, K. T., & Salili, F. (1996a). Achievement goals and causal attributions of Chinese students. In S. Lau (Ed.), Growing up the Chinese way: Child and adolescent development (pp. 121–146). Hong Kong: The Chinese University Press.
   Google Scholar
• Hau, K. T., & Salili, F. (1996b). Prediction of academic performance among Chinese students: Effort can compensate for lack of ability. Organizational Behavior and Human Decision Processes, 65, 83–94.10.1006/obhd.1996.0008
   Web of Science ®Google Scholar
• Hong, Y. Y. (2001). Chinese students’ and teachers’ inferences of effort and ability. In F. Salili, C. Y. Chiu& Y. Y. Hong (Eds.), Student motivation (pp. 105–120). New York, NY: Springer.
   Google Scholar
• Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424–453.10.1037/1082-989X.3.4.424
   Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.10.1080/10705519909540118
   Web of Science ®Google Scholar
• Kline, R. B. (2005). Principles and practice of structural equation modeling. New York, NY: Guilford.
   Google Scholar
• Li, J. (2001). Chinese conceptualization of learning. Ethos, 29, 111–137.10.1525/eth.2001.29.issue-2
   Web of Science ®Google Scholar
• Li, J. (2003). The core of Confucian learning. American Psychologist, 58, 146–147.10.1037/0003-066X.58.2.146
   PubMed Web of Science ®Google Scholar
• Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129–149.10.3102/00028312023001129
   Web of Science ®Google Scholar
• Marsh, H. W. (1990a). Self Description Questionnaire (SDQ) I: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: A test manual and a research monograph. Sydney: University of Western Sydney.
   Google Scholar
• Marsh, H. W. (1990b). Self Description Questionnaire (SDQ) II: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: An interim test manual and a research monograph. San Antonio, TX: The Psychological Corporation.
   Google Scholar
• Marsh, H. W. (1990c). Influences of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational Psychology, 82, 107–116.10.1037/0022-0663.82.1.107
   Web of Science ®Google Scholar
• Marsh, H. W. (1990d). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623–636.10.1037/0022-0663.82.4.623
   Web of Science ®Google Scholar
• Marsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling: A Multidisciplinary Journal, 1, 5–34.10.1080/10705519409539960
   Web of Science ®Google Scholar
• Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M., Morin, A. J. S., Abdelfattah, F., Leung, K. C., … Parker, P. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. Journal of Educational Psychology, 105, 108–128.10.1037/a0029907
   Web of Science ®Google Scholar
• Marsh, H. W., & Ayotte, V. (2003). Do multiple dimensions of self-concept become more differentiated with age? The differential distinctiveness hypothesis. Journal of Educational Psychology, 95, 687–706.10.1037/0022-0663.95.4.687
   Web of Science ®Google Scholar
• Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic-achievement. Journal of Educational Psychology, 80, 366–380.10.1037/0022-0663.80.3.366
   Web of Science ®Google Scholar
• Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective. Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133–163.10.1111/ppsc.2006.1.issue-2
   Web of Science ®Google Scholar
• Marsh, H. W., Craven, R., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective. Merrill-Palmer Quarterly-Journal of Developmental Psychology, 45, 567–601.
   Web of Science ®Google Scholar
• Marsh, H. W., & Hau, K. T. (1996). Assessing goodness of fit. The Journal of Experimental Education, 64, 364–390.10.1080/00220973.1996.10806604
   Web of Science ®Google Scholar
• Marsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56–67.10.1037/0022-0663.96.1.56
   Web of Science ®Google Scholar
• Marsh, H. W., Hau, K. T., & Grayson, D. (2005). Goodness of fit in structural equation models. In A. Maydeu-Olivares & J. J. McArdle (Eds.), Contemporary psychometrics: A festschrift for Roderick P. McDonald (pp. 275–340). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Marsh, H. W., Hau, K.-T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal, 11, 320–341.10.1207/s15328007sem1103_2
   Web of Science ®Google Scholar
• Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor-analysis to the study of self-concept: First- and higher-order factor models and their invariance across groups. Psychological Bulletin, 97, 562–582.10.1037/0033-2909.97.3.562
   Web of Science ®Google Scholar
• Marsh, H. W., Kong, C. K., & Hau, K. T. (2001). Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students. Journal of Educational Psychology, 93, 543–553.10.1037/0022-0663.93.3.543
   Web of Science ®Google Scholar
• Marsh, H. W., & O’Neill, R. (1984). Self description questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153–174.10.1111/jedm.1984.21.issue-2
   Web of Science ®Google Scholar
• Marsh, H. W., Scalas, L. F., & Nagengast, B. (2010). Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: Traits, ephemeral artifacts, and stable response styles. Psychological Assessment, 22, 366–381.10.1037/a0019225
   PubMed Web of Science ®Google Scholar
• Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416.10.1111/cdev.2005.76.issue-2
   PubMed Web of Science ®Google Scholar
• Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34, 691–720.10.3102/00028312034004691
   Web of Science ®Google Scholar
• Marsh, H. W., & Yeung, A. S. (2001). An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research, 36, 389–420.10.1207/S15327906389-420
   PubMed Web of Science ®Google Scholar
• Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58, 525–543.10.1007/BF02294825
   Web of Science ®Google Scholar
• Millsap, R. E. (2012). Statistical approaches to measurement invariance. New York, NY: Routledge.
   Google Scholar
• Möller, J., Pohlmann, B., Köller, O., & Marsh, H. W., (2009). A meta-analytic path analysis of the internal/external frame of reference model of academic achievement and academic self-concept. Review of Educational Research, 79, 1129–1167.10.3102/0034654309337522
   Web of Science ®Google Scholar
• Möller, J., Streblow, L., Pohlmann, B., & Köller, O. (2006). An extension to the internal/external frame of reference model to two verbal and numerical domains. European Journal of Psychology of Education, 21, 467–487.10.1007/BF03173515
   Web of Science ®Google Scholar
• Morin, A. J. S., Marsh, H. W., & Nagengast, B. (2013). Exploratory structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (2nd ed., pp. 395–436). Charlotte, NC: Information Age.
   Google Scholar
• Muthén, L., & Muthén, B. (1998–2012). Mplus user’s guide. Los Angeles, CA: Authors.
   Google Scholar
• Nagengast, B., & Marsh, H. W. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology, 104, 1033–1053.10.1037/a0027697
   Web of Science ®Google Scholar
• O’Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41, 181–206.10.1207/s15326985ep4103_4
   Web of Science ®Google Scholar
• Pinxten, M., Marsh, H. W., De Fraine, B., Van Den Noortgate, W., & Van Damme, J. (2014). Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. British Journal of Educational Psychology, 84, 152–174.10.1111/bjep.12028
   PubMed Web of Science ®Google Scholar
• Raykov, T. (2009). Evaluation of scale reliability for unidimensional measures using latent variable modeling. Measurement and Evaluation in Counseling and Development, 42, 223–232.10.1177/0748175609344096
   Web of Science ®Google Scholar
• Salili, F., Hwang, C. E., & Choi, N. F. (1989). Teachers’ evaluative behavior: The relationship between teachers’ comments and perceived ability in Hong Kong. Journal of Cross-Cultural Psychology, 20, 115–132.10.1177/0022022189202001
   Web of Science ®Google Scholar
• Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407–441.10.3102/00346543046003407
   Web of Science ®Google Scholar
• Sijtsma, K. (2009). Reliability beyond theory and into practice. Psychometrika, 74, 169–173.10.1007/s11336-008-9103-y
   PubMed Web of Science ®Google Scholar
• Skaalvik, E. M., & Rankin, R. J. (1992). Math and verbal achievement and self-concepts: Testing the internal/external frame of reference model. The Journal of Early Adolescence, 12, 267–279.10.1177/0272431692012003003
   Google Scholar
• Tan, O. S., McInerney, D. M., Liem, A. D., & Tan, A. G. (2008). What the West can learn from the East: Asian perspectives on the psychology of learning and motivation (Vol. 7). Charlotte, NC: Information Age.
   Google Scholar
• Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3, 4–70.10.1177/109442810031002
   Web of Science ®Google Scholar
• Watkins, D., & Biggs, J. (1996). The Chinese learner: Cultural, psychological, and contextual influences. Hong Kong: Hong Kong University Press.
   Google Scholar
• Watkins, D., Dong, Q., & Xia, Y. (1995). Towards the validation of a Chinese version of the Self-Description Questionnaire-1. Psychologia, 38, 22–30.
   Web of Science ®Google Scholar
• Watkins, D., Dong, Q., & Xia, Y. (1997). Age and gender differences in the self-esteem of Chinese children. The Journal of Social Psychology, 137, 374–379.10.1080/00224549709595448
   PubMed Web of Science ®Google Scholar
• Widaman, K. F., & Reise, S. P. (1997). Exploring the measurement equivalence of psychological instruments: Applications in the substance use domain. In K. J. Bryant, M. Windle, & S. G. West (Eds.), The science of prevention (pp. 281–324). Washington, DC: American Psychological Association.
   Google Scholar
• Xu, M. K., Marsh, H. W., Hau, K.-T., Ho, I. T., Morin, A. J., & Abduljabbar, A. S. (2013). The internal/external frame of reference of academic self-concept: Extension to a foreign language and the role of language of instruction. Journal of Educational Psychology, 105, 489–503.10.1037/a0031333
   Web of Science ®Google Scholar
• Yeung, A. S., Chui, H.-S., Lau, I. C. Y., McInerney, D. M., Russell-Bowie, D., & Suliman, R. (2000). Where is the hierarchy of academic self-concept? Journal of Educational Psychology, 92, 556–567.10.1037/0022-0663.92.3.556
   Web of Science ®Google Scholar
• Yeung, A. S., & Wong, E. K. P. (2004). Domain specificity of trilingual teachers’ verbal self-concepts. Journal of Educational Psychology, 96, 360–368.10.1037/0022-0663.96.2.360
   Web of Science ®Google Scholar