Yeung AS, Chui HS, Lau IC
University of Western Sydney, Macarthur, New South Wales, Australia
Contemp Educ Psychol. 1999 Oct;24(4):376-389. doi: 10.1006/ceps.1998.0994.
Adapting the Marsh (1990) Academic Self-Description Questionnaire (ASDQ), this study examined the academic self-concept of students in a school of commerce in Hong Kong (N = 212). Confirmatory factor analysis found that students clearly distinguished among self-concept constructs in English, Chinese, Math and Statistics, Economics, and Principles of Accounting, and each of these constructs was highly associated with a global Academic self-concept construct, reflecting the validity of each construct in measuring an academic component of self-concept. Domain-specific self-concepts were more highly related with students' intention of course selection in corresponding areas than in nonmatching areas, further supporting the multidimensionality of the students' academic self-concept. Students' self-concepts in the five curriculum domains can be represented by the global Academic self-concept, supporting the hierarchical structure of students' academic self-concept in an educational institution with a specific focus, such as commercial studies. The academic self-concepts of the commercial students are both multidimensional and hierarchical. Copyright 1999 Academic Press.
本研究采用了马什（1990）的学术自我描述问卷（ASDQ），对香港一所商学院的学生（N = 212）的学术自我概念进行了考察。验证性因素分析发现，学生能够清晰地区分英语、中文、数学与统计学、经济学以及会计学原理等方面的自我概念结构，并且这些结构中的每一个都与一个整体的学术自我概念结构高度相关，这反映了每个结构在测量自我概念的学术成分方面的有效性。特定领域的自我概念与学生在相应领域而非不匹配领域的课程选择意图的相关性更高，这进一步支持了学生学术自我概念的多维性。学生在五个课程领域的自我概念可以由整体的学术自我概念来代表，这支持了在诸如商业研究等具有特定重点的教育机构中，学生学术自我概念的层次结构。商科学生的学术自我概念既是多维的又是层次分明的。版权所有1999年学术出版社。
