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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
Ist Teil von
European journal of psychology of education, 2018-10, Vol.33 (4), p.649-663
Ort / Verlag
Dordrecht: Springer
Erscheinungsjahr
2018
Link zum Volltext
Quelle
SpringerLink
Beschreibungen/Notizen
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.