A Katrin Arens
Biographic Data
| ID | 2747569 |
|---|---|
| NAME | A Katrin Arens |
| GIVEN NAMES | A Katrin |
| FAMILY NAME | Arens |
| SIGNATURE | ARENS A K |
| AFFILIATIONS | DIPF | Leibniz Institute for Research and Information in Education |
| ORCID | 0000-0003-2494-4199 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 90 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Distinct constructs with a common core: Modelling neuroticism, self-esteem, and generalized self-efficacy using bifactor exploratory structural equation modelling
Neuroticism, self-esteem, and generalized self-efficacy are conceptually closely related constructs. This study investigates whether the common core of the three constructs goes back to a conceptual overlap and/or to a hierarchical ordering of the constructs. We tested a confirmatory factor analyses (CFA) model, an exploratory structural equation model (ESEM), a bifactor-CFA model, and an bifactor-ESEM model using a sample of German secondary sch…
Validating scores from the short form of the Music Self-Perception Inventory (Muspi-S) with seventh- to ninth-grade school students in Germany
The Music Self-Perception Inventory-Short (MUSPI-S) is a theoretically based instrument consisting of 28 items with subscales that assess music self-concept globally and in six specific areas. The present study sought to validate a German translation of the MUSPI-S using a sample of 444 secondary school students. In addition to participants’ scores from the German translation of the MUSPI-S, associated data included demographic background variabl…
The formation of self‐concept and intrinsic value in arts‐related domains: Extending the generalized internal/external frame of reference model to music and visual arts
BACKGROUND: The internal/external frame of reference (I/E) model explains the formation of domain-specific academic self-concepts. The generalized I/E (GI/E) model extends the I/E model to other motivational constructs, such as intrinsic value, and to various school subjects. When extending the I/E model to various school subjects, the domains of music and visual arts have seldom been examined. AIMS: This study examined a GI/E model that included…
The importance of intrinsic reading motivation goes beyond the reading domain: Relations to school performance and motivation in the language domain
Background Intrinsic reading motivation has often been investigated regarding its relations to reading‐related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between intrinsic reading motivation, reading achievement, language school performance, language self‐concept, and …
Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model
BackgroundThe reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to…
Das Selbstkonzept im Schulfach Musik: Einbettung in die Forschung zum akademischen Selbstkonzept
Die vorliegende Studie untersucht das Selbstkonzept im Schulfach Musik im Kontext der aktuellen Forschung zum bereichsspezifischen akademischen Selbstkonzept. Dazu werden die Zusammenhänge zwischen dem Selbstkonzept im Schulfach Musik und (1) Selbstkonzepten in weiteren Schulfächern und bezogen auf Schule allgemein, (2) Noten und (3) intrinsischen Werten in verschiedenen Schulfächern geprüft. Weiter werden Unterschiede in der Struktur und in den …
Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments
14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality cons…
The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models
The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical as…
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 stu…
School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences
BACKGROUND: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. AIMS: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and …
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years
Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German stude…
Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities
Political efficacy in adolescence: Development, gender differences, and outcome relations
The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with meaningful outcome variables (i.e., political information behavior, political knowledge, and interest i…
Improved Representation of the Self-Perception Profile for Children Through Bifactor Exploratory Structural Equation Modeling
This study illustrates an integrative psychometric framework to investigate two sources of construct-relevant multidimensionality in answers to the Self-Perception Profile for Children (SPPC). Using a sample of 2,353 German students attending Grades 3 to 6, we contrasted: (a) first-order versus hierarchical and bifactor models to investigate construct-relevant multidimensionality related to the hierarchical nature of multidimensional self-concept…
Relations between teachers’ emotional exhaustion and students’ educational outcomes.
Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes among students. Students' educational outcomes considered here cover a wide range of cognitive (i.e., ac…
A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality
This study illustrates an overarching psychometric approach of broad relevance to investigations of 2 sources of construct-relevant psychometric multidimensionality present in many complex multidimensional instruments routinely used in psychological and educational research. These 2 sources of construct-relevant psychometric multidimensionality are related to (a) the fallible nature of indicators as perfect indicators of a single construct, and (…
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender
Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept
Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of wheth…
Age and Gender Differences in the Relation Between Self-Concept Facets and Self-Esteem
This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept–self-esteem relations might provide valuable knowledge for designing effective self-esteem enhan…
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years
Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German stude…
Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept
Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of wheth…
Political efficacy in adolescence: Development, gender differences, and outcome relations
The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with meaningful outcome variables (i.e., political information behavior, political knowledge, and interest i…
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender
Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities
Age and Gender Differences in the Relation Between Self-Concept Facets and Self-Esteem
This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept–self-esteem relations might provide valuable knowledge for designing effective self-esteem enhan…
Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model
BackgroundThe reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to…
School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences
BACKGROUND: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. AIMS: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and …
Improved Representation of the Self-Perception Profile for Children Through Bifactor Exploratory Structural Equation Modeling
This study illustrates an integrative psychometric framework to investigate two sources of construct-relevant multidimensionality in answers to the Self-Perception Profile for Children (SPPC). Using a sample of 2,353 German students attending Grades 3 to 6, we contrasted: (a) first-order versus hierarchical and bifactor models to investigate construct-relevant multidimensionality related to the hierarchical nature of multidimensional self-concept…
Age and Gender Differences in the Relation Between Self-Concept Facets and Self-Esteem
This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept–self-esteem relations might provide valuable knowledge for designing effective self-esteem enhan…
Relations between teachers’ emotional exhaustion and students’ educational outcomes.
Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes among students. Students' educational outcomes considered here cover a wide range of cognitive (i.e., ac…
A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality
This study illustrates an overarching psychometric approach of broad relevance to investigations of 2 sources of construct-relevant psychometric multidimensionality present in many complex multidimensional instruments routinely used in psychological and educational research. These 2 sources of construct-relevant psychometric multidimensionality are related to (a) the fallible nature of indicators as perfect indicators of a single construct, and (…
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender
Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept
Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of wheth…
Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities
Political efficacy in adolescence: Development, gender differences, and outcome relations
The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with meaningful outcome variables (i.e., political information behavior, political knowledge, and interest i…
Improved Representation of the Self-Perception Profile for Children Through Bifactor Exploratory Structural Equation Modeling
This study illustrates an integrative psychometric framework to investigate two sources of construct-relevant multidimensionality in answers to the Self-Perception Profile for Children (SPPC). Using a sample of 2,353 German students attending Grades 3 to 6, we contrasted: (a) first-order versus hierarchical and bifactor models to investigate construct-relevant multidimensionality related to the hierarchical nature of multidimensional self-concept…
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years
Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German stude…
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 stu…
School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences
BACKGROUND: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. AIMS: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and …
The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models
The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical as…
Das Selbstkonzept im Schulfach Musik: Einbettung in die Forschung zum akademischen Selbstkonzept
Die vorliegende Studie untersucht das Selbstkonzept im Schulfach Musik im Kontext der aktuellen Forschung zum bereichsspezifischen akademischen Selbstkonzept. Dazu werden die Zusammenhänge zwischen dem Selbstkonzept im Schulfach Musik und (1) Selbstkonzepten in weiteren Schulfächern und bezogen auf Schule allgemein, (2) Noten und (3) intrinsischen Werten in verschiedenen Schulfächern geprüft. Weiter werden Unterschiede in der Struktur und in den …
Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments
14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality cons…
Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model
BackgroundThe reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to…
Distinct constructs with a common core: Modelling neuroticism, self-esteem, and generalized self-efficacy using bifactor exploratory structural equation modelling
Neuroticism, self-esteem, and generalized self-efficacy are conceptually closely related constructs. This study investigates whether the common core of the three constructs goes back to a conceptual overlap and/or to a hierarchical ordering of the constructs. We tested a confirmatory factor analyses (CFA) model, an exploratory structural equation model (ESEM), a bifactor-CFA model, and an bifactor-ESEM model using a sample of German secondary sch…
Validating scores from the short form of the Music Self-Perception Inventory (Muspi-S) with seventh- to ninth-grade school students in Germany
The Music Self-Perception Inventory-Short (MUSPI-S) is a theoretically based instrument consisting of 28 items with subscales that assess music self-concept globally and in six specific areas. The present study sought to validate a German translation of the MUSPI-S using a sample of 444 secondary school students. In addition to participants’ scores from the German translation of the MUSPI-S, associated data included demographic background variabl…
The formation of self‐concept and intrinsic value in arts‐related domains: Extending the generalized internal/external frame of reference model to music and visual arts
BACKGROUND: The internal/external frame of reference (I/E) model explains the formation of domain-specific academic self-concepts. The generalized I/E (GI/E) model extends the I/E model to other motivational constructs, such as intrinsic value, and to various school subjects. When extending the I/E model to various school subjects, the domains of music and visual arts have seldom been examined. AIMS: This study examined a GI/E model that included…
The importance of intrinsic reading motivation goes beyond the reading domain: Relations to school performance and motivation in the language domain
Background Intrinsic reading motivation has often been investigated regarding its relations to reading‐related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between intrinsic reading motivation, reading achievement, language school performance, language self‐concept, and …
Psychology (17 works) · Developmental psychology (12 works) · Education, Achievement, and Giftedness (12 works) · Social Psychology (11 works) · Motivation and Self-Concept in Sports (7 works) · Structural equation modeling (7 works) · German (6 works) · Mathematics (6 works) · Computer Science (5 works) · Mathematics education (5 works)