The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
The Multidimensional Structure of Academic Self-Concept: Invariance over Gender and Age
Abstract
The present investigation supports the gender-invariant model of relations between math, verbal, academic, and general self-concepts. No support was found for the gender-stereotypic model that posits that academic and general self-concepts are more highly related to math self-concept for boys and are more highly related to verbal self-concept for girls. Extending the confirmatory factor analysis (CFA) approach to factorial invariance, the structure of academic self-concept (factor loadings, factor correlations, and factor variances) was invariant across eight groups (2 gender × 4 adolescent ages; total N = 4,000). This strong support for the factorial invariance of responses to the Self-Description Questionnaire II provides good support for the comparison of mean scores over gender and age. The methodological approach has important implications for the study of individual differences in the structure of educational measures.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
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
Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989) · Psychological Bulletin · doi:10.1037//0033-2909.105.3.456 · Cited by 4,115
The Perceived Competence Scale for Children
Harter, S. (1982) · Child Development · doi:10.2307/1129640 · Cited by 3,639 · cited 1×
“They have then used factor analysis to support these a priori domains (e.g., Byrne & Shavelson, 1987; Boersma & Chapman, 1979; Dusek & Flaherty, 1981; Fleming & Courtney, 1984; Harter, 1982; Hattie, 1992; Marsh, 1987, 1989a, 1990a; Soares & Soares, 1982).”
MethodThe Intensification of Gender-Related Role Expectations during Early Adolescence
Hill, J. P., & Lynch, M. E. (1983) · Girls at Puberty · doi:10.1007/978-1-4899-0354-9_10 · Cited by 1,097
Cited by
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Cheung, G. W., & Rensvold, R. B. (2002) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1207/s15328007sem0902_5 · Cited by 16,280
Vandenberg, R. J., & Lance, C. E. (2000) · Organizational Research Methods · doi:10.1177/109442810031002 · Cited by 7,997
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-citationMarsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00853.x · Cited by 1,198
Self-citationAcademic buoyancy: Towards an understanding of students' everyday academic resilience
Martin, A. J., & Marsh, H. W. (2008) · Journal of School Psychology · doi:10.1016/j.jsp.2007.01.002 · Cited by 833
Self-citation
Metadata
- Authors
- Marsh, H. W.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1993
- Volume
- 30
- Issue
- 4
- Pages
- 841
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2058753950
- Cited by
- 265
- References
- 5
- FWCI
- 5.86
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The Multidimensional Structure of Academic Self-Concept: Invariance over Gender and Age. https://app.cochat.ai/papers/10.2307/1163206
- The paper
- Marsh, H. W. (1993). The Multidimensional Structure of Academic Self-Concept: Invariance over Gender and Age. American Educational Research Journal. https://doi.org/10.2307/1163206
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
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.
