The structure of academic self-concepts revisited: The nested Marsh/Shavelson model.

Brunner, Martin; Keller, Ulrich; Dierendonck, Christophe; Reichert, Monique; Ugen, Sonja; Fischbach, Antoine; Martin, Romain

doi:10.1037/a0019644

Cited by 181Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsEducational Strategies and Epistemologies

The structure of academic self-concepts revisited: The nested Marsh/Shavelson model.

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Brunner, Martin, Keller, Ulrich, Dierendonck, Christophe, Reichert, Monique, Ugen, Sonja, Fischbach, Antoine, Martin, Romain·2010·Journal of Educational Psychology

DOI 10.1037/a0019644

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Abstract

The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies. Specifically, it conceives of academic self-concepts to be subject specific, strongly separated across domains, and hierarchically organized, with general academic self-concept at the top of the hierarchy. In Part 1 of the present study, data from a representative sample of eighth graders (N = 4,847) from Luxembourg showed that the NMS model captures the structure of self-concepts in six core subjects. In Part 2, the NMS model was integrated into a longitudinal extended internal/external frame-of-reference model. The developmental dynamics between general and subject-specific achievement, as measured in Grade 6, and the corresponding academic self-concepts in Grade 8 were examined, with data from a subsample of students (N = 3,045). Given its theoretical and empirical bases, the NMS model has clear potential to guide future research on academic self-concepts.

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To date, a large amount of empirical research on reciprocal motivation-achievement interactions has mainly studied academic self-concept.
“However, to date, a large amount of empirical research on reciprocal motivation-achievement interactions has mainly studied ASC (Arens et al., 2019;Brunner et al., 2010;Chen et al., 2013;Dicke et al., 2018;Gottfried et al., 2013;Grygiel et al., 2017;Guay et al., 2003;Guo et al., 2015;Möller et al., 2011;Niepel et al., 2014aNiepel et al., , 2014b;;Retelsdorf et al., 2014;Viljaranta et al., 2014;W”
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Authors: Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Martin, R.
Affiliations: University of Luxembourg (LU)
ORCID: Brunner, Martin
Keller, Ulrich
Dierendonck, Christophe
Ugen, Sonja
Fischbach, Antoine
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2010-11
Volume: 102
Issue: 4
Pages: 964-981
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0019644
OpenAlex: W1988248578
Cited by: 181
References: 65
Citations by year: 2026: 4 · 2025: 9 · 2024: 12 · 2023: 19 · 2022: 13 · 2021: 19 · 2020: 15 · 2019: 10 · 2018: 16 · 2017: 11 · 2016: 16 · 2015: 10 · 2014: 11 · 2013: 8 · 2012: 3
FWCI: 6.28
Type: journal article
Language: en
Open access: green
orbilu.uni.lu
Licence: cc-by-nc-sa
Locations: Journal of Educational Psychology (publishedVersion)
Open Repository and Bibliography (University of Luxembourg) (submittedVersion, cc-by-nc-sa)
Open Repository and Bibliography (University of Luxembourg) (submittedVersion)
Funders: Luxembourg Ministry for Education
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: academic self-concept, nested models, self-concept structure, academic performance, self-concept dimensions

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The structure of academic self-concepts revisited: The nested Marsh/Shavelson model.

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