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Children's biobehavioral reactivity to challenge predicts DNA methylation in adolescence and emerging adulthood.
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In: Developmental science, vol 22, iss 2 (2019)
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Taxonomies of psychological individual differences: biological perspectives on millennia-long challenges.
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Trofimova, I; Robbins, TW; Sulis, WH. - : The Royal Society, 2018. : https://royalsocietypublishing.org/doi/10.1098/rstb.2017.0152, 2018. : Philosophical Transactions of the Royal Society of London: Biological Sciences, 2018
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Self-concepts in reading, writing, listening and speaking. A multidimensional and hierarchical structure and its generalizability across native and foreign languages
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In: The journal of educational psychology 108 (2016) 5, S. 646-664 (2016)
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Abstract:
Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study aims to extend the scarce evidence of the simultaneous operation of multidimensionality and hierarchy within language self-concepts. Skill-specific (i.e., reading, listening, speaking, and writing) and global self-concept measures for German as students' native language and English and French as students' foreign languages were administered to a sample of 4,257 ninth-grade German students. Confirmatory factor analyses demonstrated better levels of fit for multidimensional models with highly correlated but separate factors for each skill-specific self-concept compared to unidimensional models. The skill-specific facets could be aggregated into a higher order factor for each language, demonstrating a hierarchical structure. Differential gender effects on the various skill-specific self-concept facets provided further evidence of the multidimensional nature of language self-concepts, although differential relations to skill-specific achievement measures were not found. The high correlation between the higher order and global self-concept factors as well as similar gender effects and relations to achievement supported the notion of the similarity of both constructs. A comparable pattern of results emerged across the 3 languages, but detailed inspection indicated that multidimensionality seems to be more pronounced in the native language domain (German). The findings of the study are discussed regarding their implications for the assessment of language self-concepts and future research on the structure of language self-concepts. (DIPF/Orig.)
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Keyword:
Befragung; Comprehensive school; Comprehensive secondary school; Datenanalyse; ddc:150; Deutsch; Deutschland; Englisch; English language; Factor analysis; Faktorenanalyse; Foreign language; Fragebogenerhebung; Französisch; Fremdsprache; French language; Gender-specific difference; German academic secondary school; German language; German non-academic secondary school; Germany; Gesamtschule; Geschlechtsspezifischer Unterschied; Grammar School; Gymnasium; Hauptschule; Intermediate school; Language; Mittelschule; Muttersprache; Psychologie; Psychology; Pupil; Pupils; Questionnaire survey; Realschule; School year 09; Schüler; Schülerleistungstest; Schuljahr 09; Secondary school; Sekundarschule; Selbstkonzept; Self concept; Sprache; Strukturgleichungsmodell
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URL: http://nbn-resolving.de/urn:nbn:de:0111-dipfdocs-166093
https://www.pedocs.de/volltexte/2019/16609/pdf/Arens_2016_Self-concepts_in_reading_A.pdf
https://www.pedocs.de/volltexte/2019/16609/
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Exploring animacy as a mnemonic dimension
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In: Open Access Dissertations (2016)
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The psychometric properties of the generalized anxiety disorder-7 scale in Hispanic Americans with English or Spanish language preference.
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In: Cultural diversity & ethnic minority psychology, vol 20, iss 3 (2014)
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A Spanish-Language Version of the Herth Hope Scale: Development and Psychometric Evaluation in a Peruvian Sample
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In: Faculty Publications (2010)
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ESTABLISHING THE VALIDITY OF SHORT-FORM COMPOSITE ITEMS IN THE CONTEXT OF TEACHING EVALUATIONS
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Psychometric Assessment and Refinement of the Family Issues Scale of the Human Dimensions of Operations (HDO) Project
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In: DTIC AND NTIS (2001)
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A Preliminary Inquiry into the Successful and Unsuccessful Listening Strategies of Beginning College Japanese Students.
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In: DTIC AND NTIS (1984)
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Cognitive Processing Determinants of Item Difficulty on the Verbal Subtests of the Armed Services Vocational Aptitude Battery
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In: DTIC AND NTIS (1983)
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Nothing Fails Like Success: The Search for an Intelligent Paradigm for Studying Intelligence.
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In: DTIC AND NTIS (1980)
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The Effects of Linguistic Variables on Short-Term Memory.
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In: DTIC AND NTIS (1973)
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PERCEPTUAL SIMILARITY OF 60 SPEECH-LIKE SOUNDS.
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In: DTIC AND NTIS (1970)
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SATIATION OF DIVERGENT AND CONVERGENT THINKING AND ITS EFFECT ON THE NEED FOR NOVELTY
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In: DTIC AND NTIS (1970)
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MOTIVATIONAL ENGINEERING FOR PILOT TRAINING.
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In: DTIC AND NTIS (1969)
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ROLE DIFFERENTIATION IN THAI SOCIAL STRUCTURE IN TERMS OF A SEMANTIC ANALYSIS OF THAI PRONOUNS AND ROLES
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In: DTIC AND NTIS (1968)
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EFFECTS OF GRAMMATICAL FACTORS AND AMOUNT OF MATERIAL ON MEMORIZING PARAGRAPHS, SENTENCES, AND WORD LISTS.
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In: DTIC AND NTIS (1967)
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EFFECTIVE TECHNICAL COMMUNICATIONS MECHANICAL DESCRIPTION-EXPERIMENT III.
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In: DTIC AND NTIS (1966)
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A DEVELOPMENTAL STUDY OF THE SEMANTIC DIFFERENTIAL.
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In: DTIC AND NTIS (1965)
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