Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept

Richard A Burns; Dimity A Crisp; Robert Burns

doi:10.1007/s10212-018-0369-x

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Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept

Journal article

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Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept

Richard A Burns, Dimity A Crisp and Robert Burns

European Journal of Psychology of Education, Vol.33(4), pp.649-663

2018

DOI: https://doi.org/10.1007/s10212-018-0369-x

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Abstract

self-concept

self-efficacy

exploratory factor analysis

confirmatory factor analysis

measurement invariance

A hierarchical and multi-dimensional model of self-concept is well-validated. Despite increasing evidence that self-concept comprises two latent factors related to perceptions of 'competence' and 'affect', many researchers continue to examine the impact of a unitary self-concept on educational outcomes. This study explores evidence for a 2-factor academic subject-specific self-concept factor structure and examines the association between these factors with self-efficacy in a sample of higher education students. Participants from two studies (N = 314; N = 475) were enrolled in introductory psychology courses. Exploratory (EFA) and confirmatory (CFA) factor analysis examined and confirmed the factor structure of two oblique self-concept factors, reflecting affect and competence, in both studies. Temporal invariance of the 2-factor model was supported. Despite a substantial literature that discriminates between self-concept and self-efficacy, self-efficacy appears to be itself a facet of competency self-concept.

Details

Title: Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept
Authors: Richard A Burns (Author) - Australian National University
Dimity A Crisp (Author) - Canberra University
Robert Burns (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Publication details: European Journal of Psychology of Education, Vol.33(4), pp.649-663
Publisher: Springer Netherlands
Date published: 2018
DOI: 10.1007/s10212-018-0369-x
ISSN: 0256-2928
Organisation Unit: University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99451109202621
Output Type: Journal article

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Collaboration types: Domestic collaboration
Web Of Science research areas: Psychology, Educational

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