Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective

Herbert W. Marsh · Rhonda G. Craven · Raymond L. Debus

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Education, Achievement, and Giftedness Early Childhood Education and Development Personality Traits and Psychology

Abstract

In two large confirmatory factor analyses (Ns = 11,029 and 1,397) of Self-Description Questionnaire (SDQ-I) responses, we examined how the separation of competency and affect components of reading, math, and school self-concept varies across ages 7-13. The SDQ-I factor structure was well defined with factor loadings invariant over both longitudinal and cross-sectional age comparisons. Correlations among reading, math, and school self-concepts systematically decreased with age, but correlations between competency and affect within each domain remained consistently large. With age and development, students more clearly distinguish between different academic self-concept domains, but the relation between intrinsic liking and competency remains strong. We tentatively recommend that researchers distinguish between competency and affect components of academic self-concept, qualified by the need to evaluate further the construct validity of this separation in relation to additional external validity criteria.

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1976Self-Concept: Validation of Construct Interpretations 1993Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School 1989Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood.1990A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification 1984Sex differences in achievement: A test of alternate theories.1996Measuring self-concept across the life span: Issues and instrumentation.1995Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement.2014Academic Self-Concept: Theory, Measurement, and Research

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