Science self-concept – More than the sum of its parts?
The article “Science Self-Concept – More Than the Sum of its Parts?” has now been published in “The Journal of Experimental Education” (btw in existence since 1932). The first 50 copies are free, in case you are interested.
My first preprint. 😀Is a general science self-concept equivalent to an aggregated subject-specific science concept? It's about different modeling approaches, measurement invariance and concepts of equivalence. Check it out! Comment if you like: https://t.co/3STwiTV0Up pic.twitter.com/SfbYxuHfse
— Ulrich Schroeders (@Navajoc0d3) November 6, 2019
In comparison to the preprint version, some substantial changes have been made to the final version of the manuscript, especially in the research questions and in the presentation of the results. Due to word restriction, we also removed a section from the discussion, in which we summarized differences and commonalities of the bifactor vs. higher-order models. We also speculated about why the type of modeling may also depend on the study’s subject, that is, on conceptual differences in intelligence vs. self-concept research. The argumentation may be a bit wonky, but at least I find the idea so persuasive that I want to reproduce it in the following. If you have any comments, please feel free to drop me a line.