The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
Self-Concept: Its Multifaceted, Hierarchical Structure
Abstract
The construct, self-concept, has been evoked to explain overt behavior across a wide spectrum of situations, and the attainment of a positive self-concept has been posited as a desirable goal in personality and child development, in clinical treatments, and in education. Its importance notwithstanding, research and evaluations using self-concept have suffered from imprecise theoretical formulation of the construct and inadequate measurement instruments. In an attempt to remedy this situation, Shavelson, Hubner, and Stanton (1976) posited a multifaceted, hierarchical self-concept with facets becoming more distinct with age, and set forth criteria for evaluating adequate instrumentation. This paper brings together recent research on this model and instrumentation. Each of these hypotheses is supported, though the structure appears to be more complicated than originally proposed and the facets are so distinct by late adolescence that the hierarchy is necessarily very weak. Further empirical research and theoretical clarification are required on the nature of this hierarchy and how it re1ates to the different uses of the general-self construct.
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Cites
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From dissertation abstracts international
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Self-concept: validation of construct interpretations.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976) · Review of Educational Research · doi:10.3102/00346543046003407 · Cited by 4,164
Self-citationThompson, K. (1985) · The San Francisco Jung Institute Library Journal · doi:10.1525/jung.1.1985.5.4.40 · Cited by 1,623
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Cited by
Self-Efficacy: An Essential Motive to Learn
Zimmerman, B. J. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1016 · Cited by 4,294
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Academic Self-Concept and Self-Efficacy: How Different Are They Really?
Bong, M., & Skaalvik, E. M. (2003) · Educational Psychology Review · doi:10.1023/a:1021302408382 · Cited by 1,994
Global Self-Esteem and Specific Self-Esteem: Different Concepts, Different Outcomes
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995) · American Sociological Review · doi:10.2307/2096350 · Cited by 1,809
Marsh, H. W., & Craven, R. G. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00010.x · Cited by 1,368
Self-citation
Metadata
- Authors
- Marsh, H. W., & Shavelson, R.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1985-06
- Volume
- 20
- Issue
- 3
- Pages
- 107-123
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2146703085
- Cited by
- 1,516
- References
- 23
- FWCI
- 16.73
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
