Domain-specificity of self-concept and parent expectation influences on short-term and long-term learning of physics

Background: Students' academic self-concepts are known to be domain specific. Researchers have also identified two related components of self-concept:cognitive (how competent students feel about a subject domain) and affective (their interest in the subject). This paper examines whether both components are domain specific. Research has also shown that parents tend to influence children's academic behaviours and choices, but it is unclear whether parent influences would also be domain specific. Aim: This paper examined whether both the cognitive and affective components of self-concept in learning were domain specific with regard to learning physics and whether students' perceived parent support in learning physics would have short-term and long-term influences. Sample: A sample of secondary 1 students (7th graders) in Singapore responded to 29 items in a survey about their self-concepts in learning physics (competence and interest), self-concepts in English (competence and interest), perceived parent expectations in physics, engagement in learning physics (a short-term outcome), and aspiration to learn physics in future (a long-term outcome). Method: Structural equation modelling was conducted to establish the 7 factors. Path analysis examined the relations of physics self-concepts to engagement (a short-term outcome) and aspiration (a long-term outcome). The paths from parent expectations were also examined. Result: The cognitive and affective components of self-concept were highly correlated, but only within respective domains. Physics self-concepts were uncorrelated with English self-concepts. The path from competence in physics to engagement was statistically significant, but not the path to aspiration. Paths from interest in physics to both outcomes were positive. Competence in English did not have positive relations with outcomes in physics, but interest in English had a positive relation with engagement in physics. Parent expectations had positive influences on both engagement and aspiration. Conclusion: The results provided partial support for the domain specificity of both the cognitive and affective components of self-concept. Parental influences tended to be strong even when the impacts of self-concepts are controlled. (Contains 1 figure and 3 tables.)