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

Richard Burns, Dimity CRISP, Robert Burns

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)649-663
Number of pages15
JournalEuropean Journal of Psychology of Education
Volume33
Issue number4
DOIs
Publication statusPublished - 1 Oct 2018

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Validation Studies
self-concept
Self Concept
Mental Competency
Students
Education
Self Efficacy
education
student
self-efficacy
Statistical Factor Analysis
evidence
factor analysis
psychology
Research Personnel
Psychology

Cite this

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