The Centrality of Academic Self-Concept to Motivation and Learning
Book chapter
Marsh, Herbert Warren, Seaton, Marjorie, Dicke, Theresa, Parker, Philip David and Horwood, Marcus S.. (2019). The Centrality of Academic Self-Concept to Motivation and Learning. In The Cambridge Handbook of Motivation and Learning pp. 36-62 Cambridge University Press. https://doi.org/10.1017/9781316823279.004
Authors | Marsh, Herbert Warren, Seaton, Marjorie, Dicke, Theresa, Parker, Philip David and Horwood, Marcus S. |
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Abstract | The construct of self-concept lies at the core of the positive psychology revolution. Historically, as one of the cornerstone constructs in the social sciences, the approach to self-concept has been adapted to focus on how healthy individuals can thrive in life. In this chapter we differentiate between the historical unidimensional perspective of self-concept (centered on self-esteem) and the evolving multifaceted models discriminating between different aspects of self (such as specific academic, social, physical, and emotional components). We review: 1. the definition of self-concept and the reason it is so important; 2. historical and evolving perspectives of self-concept; 3. general and domain-specific theoretical models with associated empirical research regarding self-concept, motivation, and performance; 4. the way different self-concept domains vary as a function of gender and age; 5. the impact of specific psychological and social traits on self-concept development; 6. the differentiation between multidimensional perspectives of personality and self-concept; 7. theoretical models of academic self-concept formation and its relation to achievement; 8. frame of reference effects in self-concept formation; 9. a construct-validity approach to self-concept enhancement interventions; and directions for further research. |
Keywords | self-concept; aspects of self; academic |
Page range | 36-62 |
Year | 01 Jan 2019 |
Book title | The Cambridge Handbook of Motivation and Learning |
Publisher | Cambridge University Press |
Place of publication | United Kingdom |
ISBN | 978-1-107-17793-2 |
Digital Object Identifier (DOI) | https://doi.org/10.1017/9781316823279.004 |
Research or scholarly | Scholarly |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 15 Feb 2019 |
Publication process dates | |
Completed | 15 Feb 2019 |
Deposited | 07 Sep 2023 |
Additional information | © Cambridge University Press 2019 |
https://acuresearchbank.acu.edu.au/item/8z9q8/the-centrality-of-academic-self-concept-to-motivation-and-learning
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