Competence-Affect Separation on the Math and Verbal Scales of the Self-Description Questionnaire II in Chinese Sample

Leung, Kim Chau Charles 梁劍秋

doi:10.1177/0734282917723481

Cited by 2 publications

(3 citation statements)

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“…Similar to the findings reported in previous cross-sectional studies (Arens et al, 2011;Abu-Hilal et al, 2013;Leung, 2019), we also observed that the competence scales were positively related to the affect scales within the Chinese, math, and general school domains, and such patterns were stable across the fourtime points. Also aligned with previous cross-sectional studies (Arens et al, 2011;Yang et al, 2016;Schneider and Sparfeldt, 2020), we observed that the correlations between competence and affect in Chinese (rs ranging from 0.56 to 0.62) and math (rs ranging from 0.56 to 0.64) were consistently higher than those in general school (rs ranging from 0.37 to 0.42).…”

Section: Discussionsupporting

confidence: 90%

“…The general findings of these studies provided empirical evidence that the twofold multidimensional structure of ASC is generalizable to students at different stages of schooling, including students in preschools , primary schools (Marsh et al, 1999b;Arens and Hasselhorn, 2015;Arens and Morin, 2016;Arens and Preckel, 2018;Lohbeck, 2019;Schneider and Sparfeldt, 2020), secondary schools (Marsh et al, 1999b(Marsh et al, , 2013Arens et al, 2014a;Kadir et al, 2017), vocational schools (Yang et al, 2016), and universities (Burns et al, 2018). Research has also been carried out to examine if the twofold multidimensional structure of ASCs is also applicable to students from diverse cultures and has found support among students from Western cultures (e.g., German: Arens et al, 2011;Lohbeck and Möller, 2017;Lohbeck, 2019;Schneider and Sparfeldt, 2020;Dutch: Pinxten et al, 2013;French-Canadian: Marsh and Ayotte, 2003;Anglo-Saxon: Marsh et al, 1999b); from Arabic cultures (e.g., Abu-Hilal et al, 2013;Marsh et al, 2013); from Indigenous cultures (e.g., Indigenous Australian: Arens et al, 2014a); and from Eastern countries (e.g., China: Yang et al, 2016;Leung, 2019).…”

Section: The Within-network Approach To Testing the Twofold Multidime...mentioning

confidence: 99%

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The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

et al. 2023

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IntroductionThe present investigation examined the stability of the twofold multidimensional structure of academic self-concepts (ASCs) in three domains, namely Chinese, math, and general school using four-wave data collected over 2 years among 552 Chinese secondary school students.MethodAdopting both a within-network and a between-network approach, confirmatory factor analyses (CFAs) and factor correlations were performed in Mplus 8.2.ResultsThe within-network results showed that CFA models wherein competence and affect dimensions were conflated generated unacceptable fit. In contrast, the CFAs in which competence and affect were modeled as separate latent factors consistently produced superior fit to the data. The between-network results demonstrated that in the Chinese and math domains and across the four-time waves, the competence components were more strongly related to the achievements in matching domains than the affect components were. Furthermore, both the competence and affect components of ASCs and achievements were positively correlated in the non-matching domains, which were somewhat contradictory to the internal/external frame of reference model predicting zero or negative relations.DiscussionSuch results seem to suggest more involvement in social comparison than in dimensional comparison of Chinese students, which might be attributed to the collectivistic Chinese culture and the common phenomenon of academic social comparisons among Chinese adolescents in schools.

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Section: Discussionsupporting

confidence: 90%

Section: The Within-network Approach To Testing the Twofold Multidime...mentioning

confidence: 99%

The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

et al. 2023

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“…In line with the previous studies, 68 three items focused on cognitive as opposed to affective components of students’ academic self-concept were drawn in order to avoid redundancy between academic self-concept scale and academic enjoyment scale (the discussion of the distinction between cognitive-evaluative and affective components of academic self-concepts could be found in Leung’s research). 69 It included items such as, “Mathematics is one of my favorite subjects”. Each item was answered using a 5-point Likert scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ).…”

Section: Methodsmentioning

confidence: 99%

How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement

Liu¹,

Wang²,

Liu³

et al. 2022

PRBM

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Purpose Substantial literature has documented the influence of classroom environment on academic enjoyment. However, little is known about the mediating and moderating mechanisms underlying this relationship. Based on the control-value theory and the individual-context interaction model, a moderated mediation model was constructed in this study to further examine whether academic self-concept mediated the relation between classroom environment and enjoyment in mathematics and whether this mediating effect was moderated by academic achievement. Methods We recruited 750 Chinese middle school students and they completed the classroom environment, academic self-concept, and academic enjoyment questionnaires. Results After controlling for gender and grade, the results of structural equation modeling showed that academic self-concept partially mediated the association between classroom environment and enjoyment in mathematics. The mediating path from classroom environment to academic self-concept was moderated by academic achievement. Classroom environment positively predicted academic self-concept for the higher achieving students. However, the effect of classroom environment on academic self-concept was not significant for the lower achieving students. Conclusion These findings highlight that classroom environment has a more salient impact on academic self-concept and enjoyment for higher achieving students than for lower achieving students. The study results provide guidelines for educators regarding effective interventions for fostering positive academic emotions.

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Competence-Affect Separation on the Math and Verbal Scales of the Self-Description Questionnaire II in Chinese Sample

Cited by 2 publications

References 9 publications

The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement

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