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

Lan YANG, A. Katrin ARENS, David A. WATKINS

Research output: Contribution to journalArticlespeer-review

4 Citations (Scopus)

Abstract

In order to extend previous research on the twofold multidimensionality of academic self-concept (i.e. its domain-specific structure and separation into competence and affect components), the present study tests its generalisability among vocational students from mainland China. A Chinese version of self-description questionnaire I was administered to Year 1 secondary vocational students in three academic years (2006, 2007, 2008; N = 1053) measuring the self-concepts in Chinese (native language), English (non-native language), math and general school. Confirmatory factor analyses showed that models separating competence and affect components within each domain fitted better than pure domain-specific models. This pattern was consistent across the subsamples of students studying in the three academic years. Thus, the present findings support the generalisability of the twofold multidimensionality of academic self-concept to Chinese vocational students and to students’ native and non-native languages. Theoretical and practical implications of these findings for self-concept research and practice are discussed. Copyright © 2014 Taylor & Francis.
Original languageEnglish
Pages (from-to)1651-1669
JournalEducational Psychology
Volume36
Issue number9
Early online dateDec 2014
DOIs
Publication statusPublished - 2016

Citation

Yang, L., Arens, A. K., & Watkins, D. A. (2016). Testing the twofold multidimensionality of academic self-concept: A study with Chinese vocational students. Educational Psychology, 36(9), 1651-1669.

Keywords

  • Academic self-concept
  • Chinese vocational students
  • Competence perceptions
  • Affect
  • Construct validity

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