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f-concept? It is not easy to answer the question. A review ofrelated literature indicates that there is no clear, concise and universally accepteddefinition of self-concept as a result of many reasons.Self-concept is an internal model which comprises self-evaluation andself-description which is colloquially defined as a composite view of oneself. It isWilliam James who first aroused lots of researchers’ interest on self-concept anddistinguished two fundamental aspects of the self (William James,1890/1963).A great deal of researchers have defined self-concept from different perspectives.Some researchers conceptualized self-concept as a cognitive construction or defined itas a behavioral construct while other researchers even paid attention to the affectiveaspects of self-concept. For instance, in general terms, self-concept is our perceptionof ourselves; in specific terms, it is our attitudes, feelings and knowledge about ourabilities, skills, appearance and social acceptability (West, Fish & Steven, 1980).Some researchers like Rosenberg (1979) defined self-concept as “… the totality of theindividual’s thoughts and feelings having Reference to himself as an object”. Exceptthose rich definitions above, no important advances in theory of self-concept had beenmade until Shavelson, Hubner and Stanton (1976) gave a definition of self-conceptthat formed the theoretical foundation of contemporary self-concept research. Basedon their extensive review of self-concept theory and research, Shavelson et al. (1976)defined self-concept as “A person’s perceptions of himself or herself. Theseperceptions are formed through experience with and interpretations of one’senvironment. They are influenced especially by evaluations by significant others,reinforcements and attributions for one’s own behavior”. They infusedmultidimensional nature into the definition of self-concept. In addition, Shavelsonfurther identified seven crucial characteristics to the self-concept definition, whichemphasizes its multifaceted and hierarchical nature, a progression component nature,increasing differentiation of self-concept facets with age, and its distinctiveness fromother constructs.
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2.2 Theoretical perspectives on academic self-concept
Given the significance of academic self-concept in the educational context, manystudies have been devoted to the development of corresponding theories. Thesetheories have two components, one of which tackles the question of how academicself-concept is related to corresponding measures, that is, the structure of academicself-concepts. The structure of self-concept has inspired a great deal of empiricalresearch. For example, some earlier studies considered self-concept as a globalconstruct with no separate domains (Rosenberg, 1965), whereas others have stressedmultidimensionality (Marsh & Craven, 2006). However, reviews of those empiricalinvestigations into the structure of self-concept showed weak theoretical models andthe poor quality of instruments. For example, no distinction was made betweenself-esteem and domain-specific self-concepts. In an attempt to overcome this deficit,Shavelson et al. (1976) reviewed theoretical and empirical research, then developed amultifaceted and hierarchically structured model of self-concept that posited academicself-concept to be specific to school subjects and hierarchically organized, withgeneral academic self-concept at the apex of the acade本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。