Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences ¬リニ

a r t i c l e i n f o Students' academic self-concept is a good predictor of academic achievement and a desirable educational outcome per se. In this study, we take a closer look at the nature of the academic self-concept in the natural sciences by examining its dimensional structure, its relation to achievement, and gender differences. We analyzed data from self-concept measures, grades and standardized achievement tests of 6036 German 10th graders across three science subjects – biology, chemistry, and physics – using structural equation modeling. Results indicate that (a) a 3-dimensional, subject-specific measurement model of the self-concept in science is preferable to a 1-dimensional model, (b) the relations between the self-concept and achievement are substantial and subject-specific when grades are used as achievement indicators, and (c) female students possess a lower self-concept in chemistry and physics even after controlling for achievement measures. Therefore, we recommend conceptualizing the self-concept in science as a multidimensional, subject-specific construct both in educational research and in science classes. Science, technology, engineering, and mathematics (STEM) education is regarded as crucial by policy makers as shown in official statements; for example, " leadership tomorrow depends on how we educate our students today, especially in math, science, technology, and engineering " (The White House, 2010, para. 6). Such spirited statements have been backed up by scientific research that shows that achievement in STEM – measured indirectly by the number of patents and Nobel Prize laureates per capita – is a good predictor of wealth on a national level (Rindermann & Thompson, 2011). Therefore, various programs intend to strengthen education in STEM, some focusing on engaging more women to bridge " a gender gap to innovation " (United States Department of Commerce, 2011, p. 1). As mathematics and science cover the largest part of school education in STEM subjects, predicting academic success in these domains has become a goal for educational research. The academic self-concept – the self-perception of one's ability in an academic domain – shows substantial positive relations to academic 2008) have shown that the relation between academic achievement and the self-concept is positive and reciprocal. The finding that students who feel more competent in a specific school subject will also achieve better results than their equally able peers makes the academic self-concept one of the most influential non-ability predictors of school achievement and, in general, a desirable educational outcome (OECD, 2003). Whereas …