Relationship between self-esteem and academic self-concept for German elementary and secondary school students

Journal article

Arens, A. Katrin, Yeung, Alexander Seeshing, Nagengast, Benjamin and Hasselhorn, Marcus. (2013). Relationship between self-esteem and academic self-concept for German elementary and secondary school students. Educational Psychology. 33(4), pp. 443 - 464. https://doi.org/10.1080/01443410.2013.772772
AuthorsArens, A. Katrin, Yeung, Alexander Seeshing, Nagengast, Benjamin and Hasselhorn, Marcus
Abstract

This study aims to investigate the construct of global self-esteem and its relationship with academic self-concept within a sample of German students attending grades 3–6 (N = 1958), considering the domain specificity and competence–affect separation of academic self-concept. Confirmatory factor analyses found global self-esteem to be similarly related to domain-specific (math and verbal) and general measures of academic self-concept. Self-perceived competence and affect were similarly related to global self-esteem. There was some evidence that the mean level of global self-esteem was higher for fourth grade students (before transition) than for 5th graders (after transition), and the lowest for 6th grade students. The relationship between global self-esteem and academic self-concept was found to be invariant across grade levels although descriptive results indicated a weaker relationship after transition.

Keywordsself-esteem; academic self-concept; secondary school transition; preadolescence
Year2013
JournalEducational Psychology
Journal citation33 (4), pp. 443 - 464
PublisherRoutledge
ISSN0144-3410
Digital Object Identifier (DOI)https://doi.org/10.1080/01443410.2013.772772
Scopus EID2-s2.0-84881663623
Page range443 - 464
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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A New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation
Hornery, Samantha, Craven, Rhonda G. and Yeung, Alexander S.. (2008). A New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 14
Domain-specific school motivation
Magson, Natasha R., Craven, Rhonda G., Nelson, Genevieve F. and Yeung, Alexander S.. (2008). Domain-specific school motivation Australia: Australian Association for Research in Education.
The development of a multi-dimensional measure of cyber bullying
Griezel, Lucy, Craven, Rhonda G. and Yeung, Alexander S.. (2008). The development of a multi-dimensional measure of cyber bullying. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 13
An elucidation and comparison of Indigenous and non-Indigenous Australian upper primary students' self-concepts
Craven, Rhonda G., Yeung, Alexander S. and Ali, Jinnat. (2008). An elucidation and comparison of Indigenous and non-Indigenous Australian upper primary students' self-concepts. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 15
identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress
Jin, Putai, Yeung, Alexander Seeshing, Tang, Tak-On and Low, Renae. (2008). identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress. Journal of Psychosomatic Research. 65(4), pp. 357 - 362. https://doi.org/10.1016/j.jpsychores.2008.03.003
Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students
Finger, Linda, Yeung, Alexander S., Craven, Rhonda, Parada, Roberto and Newey, Katrina. (2008). Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 9
Opening the blind eye: Causal modelling of perceived discrimination and academic disengagement for Indigenous students
Bodkin-Andrews, Gawaian, Covic, Tanya, Yeung, Alexander Seeshing, Craven, Rhonda G. and O'Rourke, Virginia. (2008). Opening the blind eye: Causal modelling of perceived discrimination and academic disengagement for Indigenous students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 16
Motivation of high and low achievers in China over time
Yeung, Alexander Seeshing, Liu, Winnie Puiling, Lai-Mui-Lee, Frances, Wu, Jun, Dai, Jing and Wu, Huixian. (2008). Motivation of high and low achievers in China over time. In In P.A. Towndrow, C. Koh and T.H. Soon (Ed.). Motivation and practice for the classroom pp. 103 - 125 Sense Publishers.
Examining the validity of motivational profiles across indigenous and non-indigenous students
Magson, Natasha R., Craven, Rhonda G., Nelson, Genevieve F. and Yeung, Alexander S.. (2008). Examining the validity of motivational profiles across indigenous and non-indigenous students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 9
Facilitating conditions for school motivation: Construct validity and applicability
McInerney, Dennis, Dowson, Martin and Yeung, Alexander Seeshing. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement. 65(6), pp. 1046 - 1066. https://doi.org/10.1177/0013164405278561
Toward a Hierarchical Goal Theory Model of School Motivation
McInerney, Dennis, Marsh, Herb and Yeung, Alex. (2003). Toward a Hierarchical Goal Theory Model of School Motivation. Journal of Applied Measurement. 4(4), pp. 335 - 357.
An extension of the internal/external frame of reference model: A response to Bong (1998)
Marsh, Herb and Yeung, Alex. (2001). An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research. 36(3), pp. 389 - 420. https://doi.org/10.1207/S15327906389-420
Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept
Marsh, Herb, Parada, Roberto H., Yeung, Alex and Healey, Jean. (2001). Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept. Journal of Educational Psychology. 93(2), pp. 411 - 419. https://doi.org/10.1037//0022-0663.93.2.411
Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language
Yeung, Alex, Marsh, Herb and Suliman, Rosemary. (2000). Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language. American Educational Research Journal. 37(4), pp. 1001 - 1026. https://doi.org/10.3102/000283120370041001
Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations
Marsh, Herb, Byrne, Barbara M. and Yeung, Alex. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist. 34(3), pp. 155 - 167. https://doi.org/10.1207/s15326985ep3403_2
The lability of psychological ratings: The chameleon effect in global self-esteem
Marsh, Herb and Yeung, Alex. (1999). The lability of psychological ratings: The chameleon effect in global self-esteem. Personality and Social Psychology Bulletin. 25(1), pp. 49 - 64. https://doi.org/10.1177/0146167299025001005
Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs
Marsh, Herb and Yeung, Alex. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal. 35(4), pp. 705 - 738. https://doi.org/10.3102/00028312035004705
Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models
Marsh, Herb and Yeung, Alex. (1998). Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models. Journal of Personality and Social Psychology. 75(2), pp. 509 - 527. https://doi.org/10.1037/0022-3514.75.2.509
Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results
Marsh, Herb and Yeung, Alex. (1997). Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results. Journal of Educational Psychology. 89(4), pp. 752 - 759. https://doi.org/10.1037/0022-0663.89.4.752
Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data
Marsh, Herb and Yeung, Alex. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology. 89(1), pp. 41 - 54. https://doi.org/10.1037/0022-0663.89.1.41
Coursework selection: Relations to academic self-concept and achievement
Marsh, Herb and Yeung, Alex. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal. 34(4), pp. 691 - 720. https://doi.org/10.3102/00028312034004691
The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988
Marsh, Herb and Yeung, Alex. (1996). The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. American Educational Research Journal. 33(3), pp. 665 - 689. https://doi.org/10.3102/00028312033003665