2
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Introduction

          The present investigation examined the stability of the twofold multidimensional structure of academic self-concepts (ASCs) in three domains, namely Chinese, math, and general school using four-wave data collected over 2 years among 552 Chinese secondary school students.

          Method

          Adopting both a within-network and a between-network approach, confirmatory factor analyses (CFAs) and factor correlations were performed in Mplus 8.2.

          Results

          The within-network results showed that CFA models wherein competence and affect dimensions were conflated generated unacceptable fit. In contrast, the CFAs in which competence and affect were modeled as separate latent factors consistently produced superior fit to the data. The between-network results demonstrated that in the Chinese and math domains and across the four-time waves, the competence components were more strongly related to the achievements in matching domains than the affect components were. Furthermore, both the competence and affect components of ASCs and achievements were positively correlated in the non-matching domains, which were somewhat contradictory to the internal/external frame of reference model predicting zero or negative relations.

          Discussion

          Such results seem to suggest more involvement in social comparison than in dimensional comparison of Chinese students, which might be attributed to the collectivistic Chinese culture and the common phenomenon of academic social comparisons among Chinese adolescents in schools.

          Related collections

          Most cited references87

          • Record: found
          • Abstract: not found
          • Article: not found

          Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Comparative fit indexes in structural models.

            Normed and nonnormed fit indexes are frequently used as adjuncts to chi-square statistics for evaluating the fit of a structural model. A drawback of existing indexes is that they estimate no known population parameters. A new coefficient is proposed to summarize the relative reduction in the noncentrality parameters of two nested models. Two estimators of the coefficient yield new normed (CFI) and nonnormed (FI) fit indexes. CFI avoids the underestimation of fit often noted in small samples for Bentler and Bonett's (1980) normed fit index (NFI). FI is a linear function of Bentler and Bonett's non-normed fit index (NNFI) that avoids the extreme underestimation and overestimation often found in NNFI. Asymptotically, CFI, FI, NFI, and a new index developed by Bollen are equivalent measures of comparative fit, whereas NNFI measures relative fit by comparing noncentrality per degree of freedom. All of the indexes are generalized to permit use of Wald and Lagrange multiplier statistics. An example illustrates the behavior of these indexes under conditions of correct specification and misspecification. The new fit indexes perform very well at all sample sizes.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance

                Bookmark

                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                06 January 2023
                2022
                : 13
                : 1001187
                Affiliations
                [1] 1Institute for Learning Sciences and Teacher Education, Australian Catholic University , Brisbane, QLD, Australia
                [2] 2Department of Pedagogy and Psychology, Faculty of Education, University of Hradec Králové , Hradec Králové, Czechia
                [3] 3Olomouc University Social Health Institute, Palacký University in Olomouc , Olomouc, Czechia
                Author notes

                Edited by: Douglas F Kauffman, Medical University of the Americas – Nevis, United States

                Reviewed by: David Aparisi, University of Alicante, Spain; Andrew Sheldon Franklin, Norfolk State University, United States

                *Correspondence: Feifei Han, ✉ feifei.han@ 123456acu.edu.au

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.1001187
                9853285
                36687933
                cc53f831-992f-4144-be22-e21c6ab6c169
                Copyright © 2023 Han, Juklová, Mikoška and Novák.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 23 July 2022
                : 08 December 2022
                Page count
                Figures: 0, Tables: 7, Equations: 0, References: 91, Pages: 15, Words: 12102
                Funding
                Funded by: Ministry of Education, Youth and Sports of the Czech Republic
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                academic self-concept,twofold multidimensionality,stability,chinese secondary school students,internal/external frame of reference model

                Comments

                Comment on this article