A multidimensional model for academic self-concept in science: significance and implications for teachers.

G. Hardy

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper analyses the first application of a newly validated Secondary Science Self-concept Instrument (Hardy, 2008) for measuring the multidimensional and hierarchical academic self-concept in science. The analysis examines pupils’ self-concept profiles across the science domain spectrum and considers age range and gender related subgroup differences. The paper also explores the potential utility of the self-concept measurement instrument as a pedagogical device for science educators and learners of science.
Original languageEnglish
Title of host publicationAssociation of Science Education, BERA SIG
Publication statusPublished - Jan 2008
EventAssociation of Science Education Annual Conference: BERA SIG - University of Liverpool
Duration: 3 Jan 20085 Jan 2008

Conference

ConferenceAssociation of Science Education Annual Conference: BERA SIG
CityUniversity of Liverpool
Period3/01/085/01/08

Keywords

  • Science Education, Academic self-concept, confirmatory factor analysis

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