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2 - The Centrality of Academic Self-Concept to Motivation and Learning

from Part I - The Self and Its Impact

Published online by Cambridge University Press:  15 February 2019

K. Ann Renninger  and
Suzanne E. Hidi
By
Herbert W. Marsh ,
Marjorie Seaton ,
Theresa Dicke ,
Philip D. Parker  and
Marcus S. Horwood
K. Ann Renninger
Affiliation:
Swarthmore College, Pennsylvania
Suzanne E. Hidi
Affiliation:
University of Toronto
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Summary

The construct of self-concept lies at the core of the positive psychology revolution. Historically, as one of the cornerstone constructs in the social sciences, the approach to self-concept has been adapted to focus on how healthy individuals can thrive in life. In this chapter we differentiate between the historical unidimensional perspective of self-concept (centered on self-esteem) and the evolving multifaceted models discriminating between different aspects of self (such as specific academic, social, physical, and emotional components).

We review:

  • the definition of self-concept and the reason it is so important;

  • historical and evolving perspectives of self-concept;

  • general and domain-specific theoretical models with associated empirical research regarding self-concept, motivation, and performance;

  • the way different self-concept domains vary as a function of gender and age;

  • the impact of specific psychological and social traits on self-concept development;

  • the differentiation between multidimensional perspectives of personality and self-concept;

  • theoretical models of academic self-concept formation and its relation to achievement;

  • frame of reference effects in self-concept formation;

  • a construct-validity approach to self-concept enhancement interventions; and directions for further research.

Type
Chapter
Information
The Cambridge Handbook of Motivation and Learning , pp. 36 - 62
Publisher: Cambridge University Press
Print publication year: 2019

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