TY - JOUR
T1 - The Structural Consistency of a Six-Factor Model of Academic Self-Concept Among Culturally Diverse Preadolescents in the United States
AU - Ockey, Gary J.
AU - Abercrombie, Sara
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by the National Science Foundation research grant 0231774, and in collaboration with the late Roxana Moreno, principal investigator.
PY - 2013/7
Y1 - 2013/7
N2 - For decades, research has indicated that preadolescents' self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some preadolescent ethnic groups. This study examines the extent to which a 6-factor model of academic self-concept, in which competence and affect are distinct, is tenable for White, Hispanic, and Native American preadolescents. A total of 313 White, 331 Hispanic, and 224 Native American preadolescents from the southwestern United States were administered a modified version of the SDQI. A confirmatory factor analysis (CFA) indicated that the 6-factor model of academic self-concept was tenable. A multiple-groups CFA suggested that the 6-factor model was largely group invariant between White and Hispanic and White and Native American preadolescents. However, important differences in the structures were identified.
AB - For decades, research has indicated that preadolescents' self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some preadolescent ethnic groups. This study examines the extent to which a 6-factor model of academic self-concept, in which competence and affect are distinct, is tenable for White, Hispanic, and Native American preadolescents. A total of 313 White, 331 Hispanic, and 224 Native American preadolescents from the southwestern United States were administered a modified version of the SDQI. A confirmatory factor analysis (CFA) indicated that the 6-factor model of academic self-concept was tenable. A multiple-groups CFA suggested that the 6-factor model was largely group invariant between White and Hispanic and White and Native American preadolescents. However, important differences in the structures were identified.
KW - academic achievement
KW - academic self-concept
KW - cross-cultural
KW - preadolescents
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U2 - 10.1177/0734282912462080
DO - 10.1177/0734282912462080
M3 - Article
AN - SCOPUS:84878149153
SN - 0734-2829
VL - 31
SP - 271
EP - 283
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
IS - 3
ER -