The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies
Journal article
Marsh, Herbert W., Pekrun, Reinhard, Parker, Philip D., Murayama, Kou, Guo, Jiesi, Dicke, Theresa and Arens, A. Katrin. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology. 111(2), pp. 331 - 353. https://doi.org/10.1037/edu0000281
Authors | Marsh, Herbert W., Pekrun, Reinhard, Parker, Philip D., Murayama, Kou, Guo, Jiesi, Dicke, Theresa and Arens, A. Katrin |
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Abstract | This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy. (PsycINFO Database Record (c) 2019 APA, all rights reserved) |
Keywords | self-concept; self-efficacy; social comparison; dimensional comparison; jingle-jangle fallacy |
Year | 2019 |
Journal | Journal of Educational Psychology |
Journal citation | 111 (2), pp. 331 - 353 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000281 |
Scopus EID | 2-s2.0-85049236964 |
Open access | Published as green open access |
Page range | 331 - 353 |
Research Group | Institute for Positive Psychology and Education |
Author's accepted manuscript | License All rights reserved File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/852zx/the-murky-distinction-between-self-concept-and-self-efficacy-beware-of-lurking-jingle-jangle-fallacies
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