Academic Self-Concept: Definition and
Conceptual Background
“Self-concept as a construct has had a long
history within psychology and education because it provides a gauge
to determine the effects of academic and social functioning on the
emotional well-being of the individual” (Vaughn et al., 2001,
p. 54). Self-concept is generally viewed as a valued
educational outcome. Self-concept is typically defined as a
person’s general composite or collective view of themselves
across multidimensional sets of domain specific- perceptions, based
on self-knowledge and evaluation of value or worth of one’s
own capabilities formed through experiences with and
interpretations of the environment (Byrnes, 2003; Eccles, 2005;
Snow et al., 1996).
The construct of self-concept is grounded
primarily in self-worth theory (Covington, 1992; Covington, 1998;
Covington, 2000; Covington & Dray, 2002; Eccles & Wigfield,
2002). Briefly, self-worth theory suggests that all
individuals have a motivational “tendency to establish and
maintain a positive self-image, or sense of
self-worth”(Eccles & Wigfield, 2002, p. 122). Since
children spend a significant portion of their lives being evaluated
in school classrooms, self-worth theory postulates that a key to
developing and maintaining self-worth is to develop and maintain a
positive academic self-concept.
Historically, self-concept research has emphasized
a general omnibus self-concept, while contemporary research focuses
on a multidimensional construct with distinct facets or
domains. Although the consensus is not unanimous
(Harter, 1990), in general, it is believed that domain-specific
self-concept perceptions (e.g., academic, physical, social) are
organized in a hierarchical structure with the general omnibus
self-concept at the apex of the hierarchy (Bong & Skaalvik,
2003; Bornholt & Goodnow, 1999a; Byrne, 2002; Shavelson,
Hubner, & Stanton, 1976; Skaalvik & Skaalvik,
2002). The Shavelson hierarchical model (Shavelson et
al., 1976), a model that splits global self-concept into academic
and nonacademic branches, has received the greatest empirical
scrutiny (Byrne, 2002). Eccles (2005) highlights seven
primary features of self-concept--it is organized, multifaceted,
hierarchical, stable, developmental, evaluative and
differentiable. In the current paper, academic
self-concept is defined as an individual’s
perception of self-efficacy in academic subjects (Bong &
Skaalvik, 2003; DiPerna & Elliott, 1999; MacMillan, Gresham
& Bocian, 1998; Snow et al., 1996).
The terms self-concept and self-esteem are
frequently (and incorrectly) used interchangeably (Ehrlich
&DeBruhl, 1996). The cognitive or descriptive
component of self-concept (“I’m good at math”)
differs from the affective or evaluative self- esteem component
(“I feel good about how I do my math”), with the latter
emphasizing self-worth and self-respect (Snow et al., 1996).
Thus, global self-worth or self-esteem is a distinct component of
self-concept (Bear, Minke, Manning, & George,
2002). The literature on self-concept is voluminous and
is beyond the scope of the current paper (see Byrne, 2002; Bong
& Skaalvik, 2003; and Skaalvik & Skaalvik, 2002 for recent
reviews). One important finding from the research literature
is the significant role that different “frames of
reference” play in the development of academic self- concept
(Byrne, 2002; Skaalvik &Skaalvik,
2002). External frames of reference include
comparisons with school/class averages or other learners. An
internal frames of reference includes comparisons with the
self in different academic domains at a given time, comparisons
with self in the same academic domain across time, and comparisons
to self-generated goals and aspirations (Byrne, 2002; Skaalvik
& Skaalvik, 2002).
