Interdisziplinäre Beschulung und die Struktur des akademischen Selbstkonzepts in den naturwissenschaftlichen Fächern
Interdisciplinary science classes and the dimensional structure of academic self-concept in the sciences
Journal article › Research › Peer reviewed
Publication data
| By | Malte Jansen, Ulrich Schroeders, Oliver Lüdtke, Hans Anand Pant |
| Original language | German |
| Published in | Zeitschrift für Pädagogische Psychologie, 28(1-2) |
| Pages | 43 - 49 |
| Editor (Publisher) | Hogrefe Verlag |
| ISSN | 1010-0652, 1664-2910 |
| DOI/Link | https://doi.org/10.1024/1010-0652/a000120 |
| Publication status | Published – 2014 |
Academic self-concept is considered a multidimensional, subject-specific construct. However, the extent to which the structure of school subjects affects the dimensional structure of students' self-concept is yet unclear. In this study, we compared 326 students who were taught science as an interdisciplinary subject with a group of 4,361 students who were taught biology, chemistry, and physics separately with regard to the dimensional structure of their academic self-concept in the science subjects. Multigroup confirmatory factor analyses showed that whereas the self-concept structure was three-dimensional in both groups, the correlations between the
three self-concept factors were significantly and considerably higher in the interdisciplinary group. We conclude that interdisciplinary
science instruction is related to the dimensional structure of students' self-concept in science. Implications for self-concept theory are
discussed.
