Self-concept is a multidimensional and multi-faceted construct and it consists of academic, social, emotional, and physical dimensions (Mui, et al. 2000). The domain- specific perceptions of self-concept are set in a hierarchical structure with the general self-concept at the top of the hierarchy (Skaalvik & Skaalvik 2002, Shavelson et al. 1976), which comprises other more specific concepts including non-academic self-concept,
Math self-concept, or artistic self-concept and these second level self-concepts are themselves made up of more specific concepts of the self (Woolfolk 2004).
Shavelson et. al. (1976) proposed a multifaceted and hierarchical model of self- concept. It was recommended that the general self-concept is composed of four self- concept domains: the academic self-concept, social self-concept, emotional self-concept and physical self-concept (Figure 5). The academic self-concept can be divided into second order specific subject self-concepts such as English, History, Mathematics, and Science. This can explain learner achievement in each subject. Social self-concept can be split into peer self-concept and significant others. Emotional self-concept designates specific emotional states such as love, happiness, anxiety, anger, and depression. Last, the physical self-concept is composed of physical ability and physical appearance self- concepts. All of these concepts of self come to be divided into at least three separate but partially related self-concepts viz-a-viz academic, emotional, and non-academic.
Figure 5: Self-Concept Model of Shavelson, et al. 1976
Many studies have proved that the hierarchy of self-concept proposed by Shavelson et al. (1976) had limitations. This led Marsh & Shavelson et al. (1985) to make revisions to Shevelson’s original model. Marsh & Shavelson (1985) divided academic self-concept into two components: math academic self-concept and verbal academic self-concept. Marsh et al. (1988) developed a more detailed model with a wider variety
of specific subcomponents. Marsh et al. also included a FL self-concept and represented their interrelationship with both components.
Figure 6: An Elaboration of Self-Concept of Marsh and Shavelson’s (1985) Model (Marsh et al. 1988)
Source: Mercer (2011:21)
Figure 6 is a model of Marsh and Shavelson’s (1985) theory illustrating the self- concept with a hierarchical structure, in which global self-concept oversees domain- specific aspects of self-concept. This model also proposes that self-concept is a multifaceted construct, in which academic subject domains are represented by a separate self-concept. If this newer model is compared with the original model, it can be seen that the academic self-concept is divided into math academic self-concept and verbal academic self-concept.
Besides the models of Shavelson et al (1976) and Marsh and Shavelson (1985), some later scholars also proposed further different classifications of self-concept, such as Hatti (1992) and Huitt (2004). Hattie (1992) divided self-concept into academic self- concept (English, history, math), social self-concept (peers, significant others), emotional self-concept (emotional states), and physical self-concept (physical ability,
physical appearance). Huitt (2004) divided self-concept into physical, academic, social and transpersonal self concepts. The physical self-concept refers to all that is concrete, such as height, appearance and sex. The academic self-concept relates to how well students perform in subject-related academics. The social self-concept deals with the relations to other people. The transpersonal self-concept is related to the supernatural or to unknown things. In this study, I follow the self-concept model of Shavelson et al (1976) and Marsh and Shavelson (1985) because these are more practical and applicable in determining self-concept in Arabic. The following subsections highlight the components of self-concept.
2.3.4.1 Academic Self-Concept
Academic self-concept has received much attention more studies than other domains of self-concept. Academic self-concept can be defined as “an individual’s perception of his or her level of competence or ability within the academic realm” (Redd et.al. 2001). To put it another way, Trautwein et.al. (2006) define academic self-concept as “a person’s self-evaluation regarding a specific academic domain or ability.” Corresponding to the self-concept model propounded by Shavelson et.al. (1976), the construct is hierarchical and multifaceted such that self-concepts in specific domains such as English, history, math and science are the subcomponents of one general academic self-concept.
When pupils form self perception of their academic efficacy, they develop their self-concept through experiencing the classroom milieu and through evaluation by significant others. Academic self-concept predicts how diligent and how much effort the pupils will dedicate toward their academic work. Thus, it should be emphasized that academic self-concept could be an effective variable for predicting learners’ learning behaviour. According to Dambudzo (2005), the academic self-concept deals with perceptions of causes of academic performance which figure prominently in theories of achievement motivation and have important implications for the behaviour of individuals in academic situations. In other words, academic self-concept has to do
with beliefs about one’s ability, effort, performance, intelligence and behaviour in general and in specific situations such as subject areas or specific tasks.
Moreover, it has been noted that when learners get older, their academic self- concept becomes more stable (Guay, et al. 2003). Liu and Wang (2005) point out that academic self-concept tends to decline from early to mid adolescence. It also lengthens to adulthood. Furthermore, Marsh (1989) found that academic self-concept reaches the lowest point in the middle of adolescence, yet he also discovered that it increases through early adulthood.
Academic self-concept varies as students move through grades; their academic self-concept tends to rise in the direction of their academic achievement (Liu & Wang 2005), whereas other studies have shown that it tends to become weaker (Marsh & Yeung 1997). As for gender differences in academic self-concept, it has been reported that males and females possess different beliefs about their academic competencies (Marsh 1989, Ireson & Hallam 2001, Wigfield et al. 2001). Males demonstrated higher academic self-concept than females (Kling et al. 1999). Different studies have also posited that males tend to have higher academic self-perception in science courses while females have higher academic self-perception in non-science courses (Marsh 1989, Harter 1999).
2.3.4.2 Social Self-Concept
Social self-concept represents to what extent students regard themselves effective, respected, accepted, and appreciated by others in society. For the learner, it also describes the extent to which they, among other things, believe that they are popular with others, capable of getting along with others, making friends easily and living up to any situation. These factors influence the social self-concept of the learners. Even though social self-concept cannot be realized, we are all familiar with it. We want to be seen by other people as beautiful, intelligent, and successful. This type of self-concept is our perception of how others see us. Adults want to be seen by others as friendly, tasteful, successful, etc. This is their social self-concept (John 2000).
2.3.4.3 Physical Self-Concept
The physical aspect of self-concept is associated with concrete physical features, such as what a person looks like; his height, weight, gender, and so forth, what brand of watch he wears, which area he lives in, and so on (Huitt 2004). According to Harter (1999), physical self-concept is part of one’s general self-concept. Three domains are linked to peer-approval, namely physical appearance, peer popularity and athletic competence. Two domains are associated with parental-approval: scholastic competence and behavioral conduct. In addition, Bracken (1996) stated that the physical component plays a big role in individual’s psychosocial adjustment, as he will continually receive feedback from others about his physical state, appeal, physical strength, how to dress, etc. These physical attributes contribute to developing the individual’s physical self- concept.
2.3.4.4 Emotional Self-Concept
Emotional self-concept refers to specific emotional states such as love, happiness, anger, and depression. Bracken (1996) stated that individual emotional responses to reactions given by others to his behaviour. One’s emotional self-concept will become more robust and consistent as he grows older.