[en] Using data from 37 OECD countries, this study investigated the factorial structure of the reading self-concept and self-efficacy scales newly introduced in the Programme for International Student Assessment (PISA 2018) and their relationships with reading achievement. A three-factorial structure – self-efficacy, perception of competence and perception of difficulty – fitted the data best. The two-factorial structure of the self-concept was confirmed overall and in the vast majority of countries. All three scales showed moderate to strong within-country correlations with reading achievement. The direction of the correlations of the three scales was the same at the within-country and at the country level ; the attitudes-achievement paradox was not observed for anay of the scales. Comparatively, self-efficacy showed better psychometric properties than the self-concept scales and had more stable across countries and stronger correlations with reading achievement.
Disciplines :
Education & instruction
Author, co-author :
Lafontaine, Dominique ; Université de Liège - ULiège > Département des Sciences de l'éducation > Département des Sciences de l'éducation
Jude, Nina
Leck, Johanna
Language :
English
Title :
Self-concept and self-efficacy scales structure in PISA 2018 and their relationships with reading achievement
BAKER, L. & WIGFIELD, A., 1999. Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. In: Reading Research Quarterly, 34, 452-477.
BANDURA, A., 1997. Self-efficacy: The exercise of control. W.H. Freeman.
BANDURA, A., 2006. Guide for constructing self-efficacy scales. In F. PAJARES & T. URDAN (Eds.), Self-efficacy beliefs of adolescents, 5, 307-337. Greenwich, CT: Information Age Publishing.
BONG, M., 1998. Tests of the Internal/External Frames of Reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts. In: Journal of Educational Psychology, 90,1, 102-110.
BONG, M. & SKAALVIK, E. M., 2003. Academic Self-Concept and Self-Efficacy: How Different are they really? In: Educational Psychology Review, 15, 1, 1-40. https://doi.org/10.1023/A:1021302408382.
BUCKLEY, J., 2009. Cross-National Response Styles in International Educational Assessments: Evidence from PISA 2006. https://edsurveys.rti.org/PISA/documents/Buckley_PISAresponsestyle.pdf
BYRNE, B. M. & SHAVELSON, R. J., 1986. On the structure of adolescent self-concept. In: Journal of Educational Psychology, 78, 474-481. https://doi.org/10.1037//0022-0663.78.6.474
CARTWRIGHT, K. B., MARSHALL, T. R. & WRAY, E., 2015. A longitudinal study of the role of reading motivation in primary students’ reading comprehension: Implications for a less simple view of reading, In: Reading Psychology, 37, 55-91. https://doi.org/10.1080/02702711.2014.991.481
CHAPMAN, J. W. & TUNMER, W. E., 1995. Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. In: Journal of Educational Psychology, 87, 154–167.
CHAPMAN, J. W., TUNMER, W. E. & PROCHNOW, J. E., 2000. Early reading related skills and performance, reading self-concept, and academic self-concept. In: Journal of Educational Psychology, 92, 703-708.
CHEN, C., LEE, S. & STEVENSON, H. W., 1995. Response style and cross-cultural comparisons of rating scales among East Asian and North American students. In: Psychological Sciences, 6, 170–175. https://doi.org/10.1177/0146621697211001
CONRADI, K., JANG, B. G. & MCKENNA, M. C., 2014. Motivation terminology in reading research: A conceptual review. In: Educational Psychology Review, 26, 127-164. https://doi.org/10.1007/s10648-013-9245-z
FERLA, J., VALCKE, M. & CAI, Y., 2009. Academic self-efficacy and academic self-concept: reconsidering structural relationships. In: Learning and Individual Differences, 19, 4, 499–505.
HARZING, A. W., 2006. Response styles in cross-national survey research: A 26-country study. In: International Journal of Cross Cultural Management, 6, 243–266. https://doi.org/10.1177/1470595806066332
HE, J. & VAN DE VIJVER, F. J. R., 2012. Bias and equivalence in cross-cultural research. In: Online readings in Psychology and Culture, 2. https://doi.org/10.9707/2307-0919.1111
HE, J. & VAN DE VIJVER, F. J. R., 2015. The value of keeping an open eye for methodological issues in research on resilience and culture. In: L. THERON, M. UNGAR & L. LIEBENBERG (Eds.), Youth resilience and culture. Commonalities and complexities, 189-201. Springer.
HE, J. & VAN DE VIJVER, F. J. R., 2016. The motivation-achievement paradox in international educational achievement tests: Toward a better understanding. In: R. B. KING & A. B. I. BERNARDO (Eds.), The psychology of Asian Learners. A Festschrift in honor of David Watkins, 253-268. Springer. https://doi.org/10.1007/978-981-287-576-1
HEINE, S. J., KITAYAMA, S., LEHMAN, D. R., TAKATA, T., IDE, E., LEUNG, C. & MATSUMOTO, H., 2001. Divergent consequences of success and failure in Japan and North America: An investigation of self-improving motivations and malleable selves. In: Journal of Personality and Social Psychology, 81, 599-615. https://doi.org/10.1037/0022-3514.81.4.599
KLINE, R. B., 2005. Principles and practice of structural equation modeling (2nd ed.). Guilford Press.
KOBAYASHI, C. & GREENWALD, A. J., 2003. Implicit-explicit differences in self-enhancement for Americans and Japanese. In: Journal of Cross-Cultural Psychology, 34, 522–541. https://doi.org/10.1177/0022022103257855
KURMAN, J., 2003. Why is self-enhancement low in certain collectivist cultures? An investigation of two competing explanations. In: Journal of Cross-Cultural Psychology, 34, 496-510. https://doi.org/10.1177/0022022103256474
KYLLONEN, P. & BERTLING, J., 2013. Innovative questionnaire assessment methods to increase cross-cultural comparability. In: L. RUTKOWSKI, M. VON DAVIER, D. RUTKWOSHI (Eds.), Handbook of International Large-Scale Assessment: Background, Technical Issues and Methods of Data Analysis. Chapman & Hall/CRC. 277–285
LAFONTAINE, D., DUPONT, V., JAEGERS, D. & SCHILLINGS, P. 2019. Self-concept in reading: factor structure, cross-cultural invariance and relationships with reading achievement in an international context (PIRLS 2011). In: Studies in educational evaluation, 60, 78-89.
LEE, C. & GREEN, R. T., 1991. Cross-cultural examination of the Fishbein Behavioral Intentions Model. In: Journal of International Business Studies, 22, 289–305. https://doi.org/10.1057/palgrave.jibs.8490304
LENT, R. W., BROWN, S. D. & GORE, P. A., Jr., 1997. Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. In: Journal of Counseling Psychology, 44, 3, 307–315. https://doi.org/10.1037/0022-0167.44.3.307
LIE, S. & TURMO, A., 2005. Cross-country comparability of students’ self-reports Evidence from PISA 2003. Internal Working OECD/PISA document, TAG(0505)11.
LU, Y. & BOLT, D., 2015. Examining the attitude-achievement paradox in PISA using a multilevel multidimensional IRT model for extreme response style. In: Large-scale Assessments in Education, 3. https://doi.org/10.1186/s40536-015-0012-0
MARSH, H.W., BYRNE, B.M. & SHAVELSON, R.J., 1988. A multifaceted academic self-concept: Its hierarchical structure and its relations to academic achievement. In: Journal of Educational Psychology, 80, 3, 366-380. https://doi.org/10.1037/0022-0663.80.3.366
MARSH, H. W., HAU, K.-T. & GRAYSON, D., 2005. Goodness of fit evaluation in structural equation modelling. In: A. MAYDEU-OLIVARES & J. MCARDLE (Eds.), Contemporary psychometrics: A festschrift for Roderick P. McDonald, 275-340. Erlbaum.
MARSH, H. W., SCALAS, L. F. & NAGENGAST, B., 2010. Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: traits, ephemeral artifacts, and stable response styles. In: Psychological Assessment, 22, 2, 366-381. https://doi.org/10.1037/a0019225
MARSH, H. W. & CRAVEN, R. G., 2006. Reciprocal effects of self-concept and performance from a multidimentional perspective. Beyond seductive pleasure and unidimensional perspectives. In: Perspectives on Psychological Science, 1, 133-163.
MARSH, H. W., PEKRUN, R., PARKER, P. D., MURAYAMA, K., GUO, J., DICKE, T. & ARENS, A. K., 2019. The murky distinction between self-concept and self-efficacy. Beware of jingle-jangle fallacies. In: Journal of Educational Psychology, 111, 2, 331-353. https://doi.org/10.1037/edu0000281
MORGAN, P. L. & FUCHS, D., 2007. Is there a bidirectional relationship between children’s reading skills and reading motivation? In: Exceptional Children, 73, 2, 165-183.
OECD, 2019b. PISA 2018 Assessment and Analytical Framework. OECD.
OECD, 2020. PISA 2018 Technical Report. OECD.
PAJARES, F., 1997. Current directions in self-efficacy research. In: MAEHR, M. & PINTRICH, P. R. (Eds.). Advances in motivation and achievement, 10. 1-49. JAI Press.
PARK, Y., 2011. How motivational constructs interact to predict elementary’s students’ reading performance: Examples from attitudes and self-concept in reading. In: Learning and individual differences, 21, 347-358.
PAULHUS, D. L., 1991. Measurement and control of response bias. In: J. P. ROBINSON, P. R. SHAVER & L. S. WRIGHTSMAN (Eds), Measures of personality and social psychological attitudes, 17–59. Academic Press, Inc.
PODSAKOFF, P. M., MACKENZIE, S. B., Lee, J. Y. & PODSAKOFF, N. P., 2003. Common method biases in behavioural research: a critical review of the literature and recommended remedies. In: Journal of Applied Psychology, 88, 879–903. https://doi.org/10.1037/0021-9010.88.5.879
RETELSDORF, J., KÖLLER, O. & MÖLLER, J., 2011. On the effects of motivation on reading performance growth in secondary school. In: Learning and Instruction, 21, 550-559.
ROSS, C.E. & MIROWSKY, J., 1984. Socially-Desirable Response and Acquiescence in a Cross-Cultural Survey of Mental Health. In: Journal of Health and Social Behavior 25, 189–97. https://doi.org/10.2307/2136668
SCHIEFELE, U., SCHAFFNER, E., MÖLLER, J. & WIGFIELD, A., 2012. Dimensions of reading motivation and their relation to reading behavior and competence. In: Reading Research Quarterly, 47, 4, 427-463. https://doi.org/10.1002/RRQ.030
SHEN, C. & TAM, H. P., 2008. The paradoxical relationship between student achievement and self-perception: a cross-national analysis based on three waves of TIMSS data. In: Educational Research and Evaluation, 14, 87–100. https://doi.org/10.1080/13803610801896653
SKAALVIK, E.M. & RANKIN, R. J., 1996. Self-concept and self-efficacy: Conceptual analysis. Paper presented at the annual meeting of the American Education Research Association. New York.
TAKAHASHI, K., OHARA, N., ANTONUCCI, T. C. & AKIYAMA, H., 2002. Commonalities and differences in close relationships among the Americans and Japanese: A comparison by the individualism/collectivism concept. In: International Journal of Behavioral Development, 26, 453–465. https://doi.org/10.1080/01650250143000418
VAN DE GAER, E., GRISAY, A., SCHLUTZ, W. & GEBHARDT, E., 2012. The reference group effect: An explanation of the paradoxical relationship between academic achievement and self-confidence across countries. In: Journal of Cross-Cultural Psychology, 43, 1205–1228. https://doi.org/10.1177/0022022111428083
VAN DE VIJVER, F. J. R. & HE, J., 2014. Report on social desirability, midpoint and extreme responding in TALIS 2013. OECD Education Working Papers, 107. OECD Publishing.
VAN DE VIJVER, F.J.R. & POORTINGA, Y., 1982. Cross-Cultural generalization and universality. In: Journal of Cross-Cultural Psychology, 13, 387–408. https://doi.org/10.1177/0022002182013004001
VAN DE VIJVER, F. J. R. & TANZER, N. K., 2004. Bias and equivalence in cross-cultural assessment: An overview. In: Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 54, 119–135. https://doi.org/10.1016/j.erap.2003.12.004
VAN HERK, H., POORTINGA, Y. H. & VERHALLEN, T. M. M., 2004. Response styles in rating scales: Evidence of method bias in data from 6 EU countries. In: Journal of Cross-Cultural Psychology, 35, 346–360. https://doi.org/10.1177/0022022104264126
YANG, Y., HARKNESS, J. A., CHIN, T.-Y. & VILLAR A., 2010. Response styles and culture. In J. A. HARKNESS, M. BRAUN, B. EDWARDS, T. P. JOHNSON, L. LYBERG, P. Ph. MOHLER, B-E. PENNELL & T. W. SMITH (Eds.), Survey methods in multinational, multiregional, and multicultural contexts, 203–223. John Wiley & sons.
Similar publications
Sorry the service is unavailable at the moment. Please try again later.
This website uses cookies to improve user experience. Read more
Save & Close
Accept all
Decline all
Show detailsHide details
Cookie declaration
About cookies
Strictly necessary
Performance
Strictly necessary cookies allow core website functionality such as user login and account management. The website cannot be used properly without strictly necessary cookies.
This cookie is used by Cookie-Script.com service to remember visitor cookie consent preferences. It is necessary for Cookie-Script.com cookie banner to work properly.
Performance cookies are used to see how visitors use the website, eg. analytics cookies. Those cookies cannot be used to directly identify a certain visitor.
Used to store the attribution information, the referrer initially used to visit the website
Cookies are small text files that are placed on your computer by websites that you visit. Websites use cookies to help users navigate efficiently and perform certain functions. Cookies that are required for the website to operate properly are allowed to be set without your permission. All other cookies need to be approved before they can be set in the browser.
You can change your consent to cookie usage at any time on our Privacy Policy page.
