Much research shows academic self-concept and achievement are reciprocally related over time, based on traditional longitudinal data cross-lag-panel models (CLPM) supporting a reciprocal effects model (REM). However, recent research has challenged CLPM's appropriateness, arguing that CLPMs with random intercepts (RI-CLPMs) provide a more robust…

Paradoxically, school leaders as a group report high levels of burnout but also high job satisfaction and passion for their work. School principals are passionate about their job, but this passion can be a double-edged sword leading to good (job satisfaction) and bad (burnout) outcomes. We extend the dualistic model of passion (DMP) in a study of…

In modern expectancy-value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy x Value in regression-type models typically plays no major role in educational psychology. The present study…

Students--516 male and 475 female 11th and 12th graders in Ottawa (Canada)--completed academic self-concept scales from three different instruments to test the Marsh-Shavelson model that accounts for the separation of math and verbal self-concepts. The two self-concepts are separable and should be considered so in future research. (TJH)

The Self Description Questionnaire II (SDQ II) was administered to 901 students (11 to 18 years old) in grades 7 through 12 who attended one public coeducational high school. The 11 factors the SDQ II was designed to measure were clearly identified in a conventional/exploratory factor analysis and in a confirmatory factor analysis using LISREL.…

The three primary purposes of this investigation were: (1) to apply confirmatory factor analysis (CFA) to responses from three instruments--Bem Sex Role Inventory (BSRI), Comrey Personality Scales (CPS), and Australian Sex-Role Scale (ASRS)--designed to measure masculinity (M) and femininity (F); (2) to determine the correlation between M and F on…

The Self Description Questionnaire II (SDQII) results from 901 Australian secondary school students were factor analyzed and the factors correlated to identify the relationship of self-concept factors to age, sex, and academic achievement. Findings supported the multidimensionality of self-concept and support the construct validity of the SDQII.…

This investigation examines empirical support for the internal/external frame of reference model that describes the relation between Verbal and Math self-concepts, and between these academic self-concepts and verbal and math achievement. (Author/LMO)

This investigation examines empirical support for the internal/external (I/E) frame of reference model which describes the relationships between verbal and math self-concepts, and between these academic self-concepts and verbal and math achievement. The empirical tests are based on all studies (n=6,010; ages 7 to 35 years) that have employed any…

New academic self-concept measures were used to assess self-concepts for 234 boys in grades 5 and 6 (13 subjects) and 524 boys in grades 7 through 10 (16 subjects) at a Catholic boys school in Sydney (Australia) and to test the Marsh/Shavelson model. Academic self-concept is remarkably subject specific. (SLD)