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The centrality of academic self-concept to motivation and learning
Marsh, Herbert W. Seaton, Marjorie Dicke, Theresa Parker, Philip D. Horwood, Marcus S.
Marsh, Herbert W.
Seaton, Marjorie
Dicke, Theresa
Parker, Philip D.
Horwood, Marcus S.
Abstract
The construct of self-concept lies at the core of the positive psychology revolution. Historically, as one of the cornerstone constructs in the social sciences, the approach to self-concept has been adapted to focus on how healthy individuals can thrive in life. In this chapter we differentiate between the historical unidimensional perspective of self-concept (centered on self-esteem) and the evolving multifaceted models discriminating between different aspects of self (such as specific academic, social, physical, and emotional components).
We review:
the definition of self-concept and the reason it is so important;
historical and evolving perspectives of self-concept;
general and domain-specific theoretical models with associated empirical research regarding self-concept, motivation, and performance;
the way different self-concept domains vary as a function of gender and age;
the impact of specific psychological and social traits on self-concept development;
the differentiation between multidimensional perspectives of personality and self-concept;
theoretical models of academic self-concept formation and its relation to achievement;
frame of reference effects in self-concept formation;
a construct-validity approach to self-concept enhancement interventions; and directions for further research.
Keywords
self-concept, aspects of self, academic
Date
2019
Type
Book chapter
Journal
Book
The Cambridge handbook of motivation and learning
Volume
Issue
Page Range
36-62
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled