Reference. Jansen, M., Schroeders, U., & Lüdtke, O. (2014). Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences. Learning and individual differences, 30, 11–21. doi:10.1016/j.lindif.2013.12.003
Abstract. Academic self-concept is considered a multidimensional, subject-specific construct. However, the extent to which the structure of school subjects affects the dimensional structure of students’ self-concept is yet unclear. In this study, we compared 326 students who were taught science as an interdisciplinary subject with a group of 4,361 students who were taught biology, chemistry, and physics separately with regard to the dimensional structure of their academic self-concept in the science subjects. Multigroup confirmatory factor analyses showed that whereas the self-concept structure was three-dimensional in both groups, the correlations between the three self-concept factors were significantly and considerably higher in the interdisciplinary group. We conclude that interdisciplinary science instruction is related to the dimensional structure of students’ self-concept in science. Implications for self-concept theory are discussed.