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Originalarbeit

Akademische Selbstkonzepte bei chinesischen Studenten und Studentinnen der Germanistik sowie Schülern und Schülerinnen

Struktur und psychometrische Bewährung des DISK-Gitters

Published Online:May 10, 2017https://doi.org/10.1026/0012-1924/a000183

Abstract

Zusammenfassung. Mit dem acht Items umfassenden deutschsprachigen Differentiellen Schulischen Selbstkonzept Gitter (DISK-Gitter; Rost, Sparfeldt & Schilling, 2007) lassen sich mehrere fachspezifisch-akademische Selbstkonzepte simultan und sehr ökonomisch messen. Die Struktur und psychometrischen Kennwerte einer chinesischen Adaptation des DISK-Gitters wurden anhand zweier Studien überprüft (Studie 1, Universitätsstichprobe mit N1 = 601 Studenten und Studentinnen des Studienfachs „Deutsche Sprache“; Selbstkonzepte: Chinesisch, Englisch, Deutsch und Mathematik; Studie 2, Schulstichprobe mit N2 = 441 Mittelschulschülern und Mittelschulschülerinnen; Selbstkonzepte: Chinesisch, Englisch, Geschichte und Politik). Die Fachspezifität akademischer Selbstkonzepte konnte mit explorativen (Studie 1, Teilstichprobe 1A, n1A = 239) und konfirmatorischen (Studie 1, Teilstichprobe 1B, n1B = 367 sowie Studie 2) Dimensionsanalysen bestätigt werden. Die psychometrischen Kennwerte aller Selbstkonzeptskalen waren gut, ihre konvergenten und divergenten Validitäten hinsichtlich der Beziehungen zu Leistungen in einem Deutschtest (Studie 1) und zu fachspezifisch-akademischen Selbstwirksamkeiten (Studie 2) ließen sich belegen.


Academic Self-Concepts of German Language University Students and Middle-School Pupils from China: Structure and Psychometric Properties of the DISK-Grid

Abstract. The German Differential Scholastic Self-Concept Grid (DISK-Grid; Rost, Sparfeldt & Schilling, 2007) is a very economical eight-item instrument designed for the simultaneous assessment of different subject-specific academic self-concepts. The structure and psychometric properties of a Chinese version was evaluated with N1 = 601 university students (study 1; self-concepts: Chinese, English, German, and Mathematics) and N2 = 441 middle-school students (study 2; self-concepts: Chinese, English, History, and Politics). The postulated subject-tied facets of the four academic self-concepts emerged clearly (explorative dimensional analyses: study 1, subsample 1A, n1A = 239; confirmatory dimensional analyses: study 1, subsample 1B, n1B = 367; study 2). The psychometric properties of all self-concept scales were good. Correlations of the DISK-scales with a test of German language (study 1) and with subject-specific academic self-efficacies (study 2) displayed their convergent and divergent validity.

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