Herbert W. Marsh|Reinhard Pekrun|Philip D. Parker|Kou Murayama|Jiesi Guo|Theresa Dicke|A. Katrin Arens
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
University of Oxford|Ludwig-Maximilians-Universität München|Institut für Urheber- und Medienrecht|Australian Catholic University|University of Reading|Australian Catholic University|Australian Catholic University|DIPF  Leibniz Institute for Research and Information in Education
study extends classic constructive dialoguedebate selfconcept selfefficacy researchers marsh roche pajares miller 1997 regarding distinctions two constructsthe study substantivemethodological synergy bringing together new substantive theoretical statistical models developing new tests classic jinglejangle fallacywe demonstrate representative sample 3350 students math classes 43 german schools generalized math selfefficacy math outcome expectancies indistinguishable math selfconcept distinct testrelated functional measures selfefficacythis consistent jinglejangle fallacies proposedon basis pretestvariables demonstrate negative frameofreference effects social bigfishlittlepond effect dimensional internalexternal frameofreference effect comparisons three selfconceptlike constructs first four years secondary schoolin contrast none frameofreference effects significantly negative either two selfefficacylike constructs four years testingafter controlling pretest variables three selfconceptlike constructs math selfconcept outcome expectancy generalized math selfefficacy four years secondary school strongly related posttest outcomes school grades test scores future aspirations corresponding two selfefficacylike factorsextending discussion marsh et al 1997 clarify distinctions selfefficacy selfconcept role evaluation worthiness outcome expectancy selfefficacy measures complications generalized global measures selfefficacy educational impact implications statementpositive selfbeliefs central construct educational psychology selfconcept selfefficacy widelyused theoretically important representations positive selfbeliefsin educational psychology much effort expended trying distinguish selfconcept selfefficacynevertheless practice theory distinction remains murkywe critique previous conceptual attempts distinguish two constructsarguing distinctions offered past offering new theoretical distinctions new empirical approaches testing support distinctions