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This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares & Miller, 1997) regarding the distinctions between these two constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical and statistical models, and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math selfefficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pre-test-variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first four years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the four years of testing. After controlling for pre-test variables, each of the three self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the four years of secondary school was more strongly related to post-test outcomes (school grades, test scores, future aspirations) than were the corresponding two self-efficacy-like factors. Extending discussion by Marsh et al. (1997) we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of selfefficacy. Educational Impact and Implications Statement Positive self-beliefs are a central construct in educational psychology, and self-concept and self-efficacy are the most widely-used and theoretically important representations of positive self-beliefs. In Educational Psychology, much effort has been expended in trying to distinguish between self-concept and self-efficacy. Nevertheless, in practice and theory the distinction remains murky. We critique previous conceptual attempts to distinguish the two constructs-arguing against some distinctions that have been offered in the past, and offering some new theoretical distinctions and new empirical approaches to testing support for these distinctions.

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record

Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and competence-affect distinction) and extends previous research by applying both within-network and between-network approaches to constmct validation. The academic self-concept scales of a German version of the Self Description Questionnaire I (SDQ I) were administered to students from 3rd to 6th grades (N = 1,958). Confirmatory factor analysis models positing separate factors for competence and affect components of math, German, and general school self-concepts fitted better than models assuming domain specificity only. This was demonstrated for the total sample as well as for different subsamples based on age and gender. Although the competence and affect components within each academic self-concept domain were substantially correlated, they were found to be separable constmcts. In between-network studies, the competence component was found to be more highly correlated with achievement than the affect component within and across matching academic domains, providing a new argument for the separation of competence and affect components of academic self-concept. Implications of the distinctiveness of competence and affect components of academic self-concept for self-concept theory, research, and practice are discussed.

This paper illustrates a psychometric approach of broad relevance to psychiatric research instruments. Many instruments include indicators related to more than one source of true-score variance due to the: (1) assessment of conceptually adjacent constructs; (2) the presence of a global construct underlying answers to items designed to assess multiple dimensions. Exploratory structural equation modelling (ESEM) is naturally suited to the investigation of the first source, whereas bifactor models are particularly suited to the investigation of the second source. When both sources are present, bifactor-ESEM becomes the model of choice. To illustrate this framework, we use the responses of 1159 adults [655 female, 504 male, mean age (M ) = 41.84] who completed the French Version of the Composite Scale of Morningness (CSM). We investigate the factor structure of the CSM, test the relations between CSM factors and body mass index, and verify the measurement invariance of the model across gender and age groups. Copyright © 2015 John Wiley & Sons, Ltd.

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2016)'Breaking the double-edged sword of e ort/trying hard : developmental equilibrium and longitudinal relations among e ort, achievement, and academic self-concept.', Developmental psychology., 52 (8). pp. 1273-1290. Further information on publisher's website:https://doi.org/10.1037/dev0000146Publisher's copyright statement:c 2016 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had non-significant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC-by-effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword.Keywords: academic effort, academic self-concept, double-edged sword, reciprocal effects models, developmental equilibrium; multigroup longitudinal invariance BREAKING THE DOUBLE-EDGED SWORD 3 Breaking the Double-Edged Sword of Effort/Trying Hard: Developmental Equilibrium andLongitudinal Relations Among Effort, Achievement, and Academic Self-ConceptOur focus is on a longitudinal reciprocal effects model (REM) of the temporal ordering of academic effort, achievement, and academic self-concept (ASC) over the potentially volatile early-to-middle adolescent period. In pursuit of this aim, we introduce a developmental equilibrium hypothesis that posits the consistency of related effects over early-to-middle adolescence, and test it on the basis of longitudinal data.More specifically, in relation to a priori predictions, we formally test developmental equilibrium as the invariance of effects across four waves of data, providing a formal test of the hypothesis that the self-system attains a developmental balance. For the present purposes we focus specifically on the school subject domain of mathematics, which was the basis of the secondary database that we used, noting that the math domain is relevant as an important school subject, and also because of the related psychological processes we are studying, in that effort is likely to be needed to master the skills to be learned.Sel...