Domain specificity of trilingual teachers' verbal self-concepts

Journal of Educational Psychology

Volumn 96, Issue 2, 2004, Pages 360-368

  Yeung, Alexander Seeshing ^a   Wong, Edwin King Por ^a  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2942532189     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.96.2.360     Document Type: Article

References (50)

1. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
2. Bong, M. (1998). Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts. Journal of Educational Psychology, 90, 102-110.
3. Byrne, B. M. (1996a). Academic self-concept: Its structure, measurement, and relation to academic achievement. In B. A. Bracken (Ed.), Handbook of self-concept (pp. 287-316). New York: Wiley.
4. Byrne, B. M. (1996b). Measuring self-concept across the lifespan: Issues and instrumentation. Washington, DC: American Psychological Association.
5. Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming [Computer software manual]. Mahwah, NJ: Erlbaum.
6. Byrne, B. M., & Gavin, D. A. W. (1996). The Shavelson model revisited: Testing for the structure of academic self-concept across pre-, early, and late adolescents. Journal of Educational Psychology, 88, 215-228.
7. Chapman, J. W., & Tunmer, W. E. (1995). Development of young children's reading self-concept: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154-167.
8. Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279-291.
9. Cross, S. E., & Markus, H. R. (1994). Self-schema, possible selves, and competent performance. Journal of Personality and Social Psychology, 86, 423-438.
10. Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
11. Education Commission, Hong Kong. (2000). Education blueprint for the 21st century: Learning for life, learning through life - Reform proposals for the education system in Hong Kong. Hong Kong, China: Author.
12. Education Commission, Hong Kong. (2002). Progress report on the education reform (1): Learning for life, learning through life. Hong Kong, China: Author.
13. Harter, S. (1996). Historical roots of contemporary issues involving self concept. In B. A. Bracken (Ed.), Handbook of self-concept (pp. 1-37). New York: Wiley.
14. Hattie, J. (1992). Self-concept. Hillsdale, NJ: Erlbaum.
15. Hay, I. (1997). Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and SDQ-I self-concept tests. British Journal of Educational Psychology, 87, 624-637.
16. Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87, 624-637.
17. Hong Kong Special Administrative Region Government. (1997). Policy objectives: The 1997 policy address. Hong Kong, China: Author.
18. Hong Kong Special Administrative Region Government. (1998). Policy objectives: The 1998 policy address. Hong Kong, China: Author.
19. Jöreskog, K. G., & Sörbom, D. (1988). LISREL 7: A guide to the program and applications [Computer program and software]. Chicago: SPSS.
20. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with SIMPLIS command language [Computer software]. Chicago: Scientific Software International.
21. Lau, I. C. Y., Yeung, A. S., & Jin, P. (1998, July). Academic self-concept structure of higher education students. Paper presented at the annual conference of the Higher Education Research and Development Society of Australasia, Auckland, New Zealand. (ERIC Document Reproduction Service No. ED423771)
22. Lau, I. C. Y., Yeung, A. S., Jin, P., & Low R. (1999). Toward a hierarchical, multidimensional English self-concept. Journal of Educational Psychology, 91, 747-755.
23. Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. Educational Research Journal, 23, 129-149.
24. Marsh, H. W. (1987). The hierarchical structure of self-concept and the application of hierarchical confirmatory factor analysis. Journal of Educational Measurement, 24, 17-39.
25. Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623-636.
26. Marsh, H. W. (1992). Self-Description Questionnaire II: Manual. New South Wales, Australia: University of Western Sydney, Macarthur, Faculty of Education, Publication Unit.
27. Marsh, H. W. (1993). Academic self-concept: Theory measurement and research. In J. Suls (Ed.), Psychological perspectives on the self (Vol. 4, pp. 59-98). Hillsdale, NJ: Erlbaum.
28. Marsh, H. W., Balla, J. R., & Hau, K. T. (1996). An evaluation of incremental fit indices: A clarification of mathematical and empirical process: In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling techniques (pp. 315-353). Hillsdale, NJ: Erlbaum.
29. Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indices in confirmatory factor analyses: The effect of sample size. Psychological Bulletin, 103, 391-410.
30. Marsh, H. W., Byrne, B., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relations to academic achievement. Journal of Educational Psychology, 80, 366-380.
31. Marsh, H. W., & Hocevar, D. (1985). The application of confirmatory factor analysis to the study of self-concept: First and higher order factor structures and their invariance across age groups. Psychological Bulletin, 97, 562-582.
32. Marsh, H. W., Kong, C. K., & Hau, K. T. (2001). Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students. Journal of Educational Psychology, 93, 543-553.
33. Marsh, H. W., & O'Neill, R. (1984). Self-Description Questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153-174.
34. Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-125.
35. Marsh, H. W., & Yeung, A. S. (1996). The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. American Educational Research Journal, 33, 665-689.
36. Marsh, H. W., & Yeung, A. S. (1997a). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
37. Marsh, H. W., & Yeung, A. S. (1997b). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34, 691-720.
38. Marsh, H. W., & Yeung, A. S. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal, 35, 705-738.
39. Marsh, H. W., & Yeung, A. S. (2001). An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research, 36, 389-420.
40. Muijs, R. D. (1997). Predictors of academic achievement and academic self-concept: A longitudinal perspective. British Journal of Educational Psychology, 67, 263-277.
41. Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Erlbaum.
42. Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept validation of construct interpretations. Review of Educational Research, 46, 407-441.
43. Skaalvik, E. M., & Rankin, R. J. (1995). A test of the internal/external frame of reference model at different levels of math and verbal self-perception. American Educational Research Journal, 32, 161-184.
44. Suliman, R., McInerney, D. M., & Yeung, A. S. (1998, April). Relations between students' motivational goals, linguistic proficiency and academic achievement. Paper presented at the Annual Conference of the American Education Research Association, San Diego, CA.
45. Tay, M. P., Licht, B. G., & Tate, R. L. (1995). The internal/external frame of reference in adolescents' math and verbal self-concepts: A generalization study. Contemporary Educational Psychology, 20, 392-402.
46. Vispoel, W. P. (1995). Self-concept in the arts. An extension of the Shavelson model. Journal of Educational Psychology, 87, 134-145.
47. Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 1-41.
48. Yeung, A. S., Chui, H.-S., & Lau I. C.-Y. (1999). Hierarchical and multidimensional academic self-concept of commercial students. Contemporary Educational Psychology, 24, 376-389.
49. Yeung, A. S., Chui, H.-S., Lau, I. C.-Y., McInerney, D. M., Russell-Bowie, D., & Suliman, R. (2000). Where is the hierarchy of academic self-concept? Journal of Educational Psychology, 92, 556-567.
50. Yeung, A. S., & Lee, F. L. (1999). Self-concept of high school students in China: Confirmatory factor analysis of longitudinal data. Educational and Psychological Measurement, 59, 431-450.