Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept-Reference-Cited by-同舟云学术

Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept

Published:2018-03-07 Issue:4 Volume:33 Page:649-663
ISSN:0256-2928
Container-title:European Journal of Psychology of Education
language:en
Short-container-title:Eur J Psychol Educ

Author:

Burns Richard A.^ORCID,Crisp Dimity A.,Burns Robert B.

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/article/10.1007/s10212-018-0369-x/fulltext.html

Reference45 articles.

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2. Arens, A. K., & Hasselhorn, M. (2015). Differentiation of competence and affect self-perceptions in elementary school students: Extending empirical evidence. European Journal of Psychology of Education, 30(4), 405–419.

3. Arens, A., Yeung, A., Craven, R., & Hasselhorn, M. (2011). The twofold multidimensionality of academic self-concept: domain specificity and separation between competence and affect components. Journal of Educational Psychology, 103(4), 970–981.

4. Arens, A. K., Marsh, H. W., Craven, R. G., Yeung, A. S., Randhawa, E., & Hasselhorn, M. (2016). Math self-concept in preschool children: structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly, 36(Supplement C), 391–403.

5. Burns, R. B. (1979). The self-concept: theory, measurement, development and behaviour. London: Longman.

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