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Hierarchical and Multidimensional Academic Self-Concept of Commercial Students
Contemporary Educational Psychology
|October 6, 1999
Summary
This study shows that commercial students in Hong Kong have a multidimensional and hierarchical academic self-concept. Their specific subject self-concepts, like in Economics, influence course selection and relate to overall academic self-concept.
Area of Science:
- Educational Psychology
- Academic Self-Concept Research
Background:
- Understanding academic self-concept is crucial for educational interventions.
- The Marsh (1990) Academic Self-Description Questionnaire (ASDQ) is a validated instrument for measuring academic self-concept.
Purpose of the Study:
- To examine the academic self-concept of students in a Hong Kong school of commerce.
- To investigate the multidimensionality and hierarchical structure of academic self-concept in this specific student population.
Main Methods:
- Adapted the Marsh (1990) Academic Self-Description Questionnaire (ASDQ).
- Conducted confirmatory factor analysis on data from 212 commerce students.
- Analyzed the relationship between domain-specific self-concepts and course selection intentions.
Main Results:
- Students demonstrated distinct self-concept constructs across English, Chinese, Math/Statistics, Economics, and Accounting.
- Each domain-specific self-concept was highly correlated with a global academic self-concept.
- Domain-specific self-concepts predicted course selection intentions in matching areas more strongly than in non-matching areas.
Conclusions:
- Academic self-concept in commerce students is both multidimensional and hierarchical.
- The findings support the validity of domain-specific measures and the hierarchical model of academic self-concept.
- Results have implications for understanding student motivation and educational guidance in specialized institutions.