What is it about?
Positive self-beliefs are a central construct in educational psychology, and self-concept and self-efficacy are the most widely-used and theoretically important representations of positive self-beliefs. In Educational Psychology, much effort has been expended in trying to distinguish between self-concept and self-efficacy. Nevertheless, in practice and theory the distinction remains murky. We critique previous conceptual attempts to distinguish the two constructs—arguing against some distinctions that have been offered in the past, and offering some new theoretical distinctions and new empirical approaches to testing support for these distinctions.
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Why is it important?
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 two 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. Extending discussion by Marsh et al. (1997) we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy.
Perspectives
Researchers have conceptualized positive self-beliefs from a variety of theoretical perspectives (self-concept, self-esteem, self-efficacy, expectations of success, agency, locus of control, outcome expectations, confidence, competency, growth mind-set, etc). Particularly in studies of self-beliefs and motivation more generally, researchers tend to focus on their preferred measures, sometimes paying relatively little attention to testing how (or if) they differ from other, apparently related constructs. This leads to jingle-jangle fallacies, a phrase first coined by Kelley (1927); two scales with similar names might measure different constructs (jingle fallacy) whilst two scales with apparently dissimilar labels might measure similar constructs (jangle fallacy). We conclude by revisiting classic issues by: more fully delineates apparently overlapping constructs such as self-efficacy and self-concept on grounds other than domain specificity. explores the evaluative component of self-efficacy responses, which seems to be important to the ability of self-efficacy beliefs to guide future behavior, but which is attenuated in operationalisations of self-efficacy in much educational research. evaluates further the theoretical and practical implications of more generalized or global self-efficacy measures, which seem antithetical to self-efficacy theory as originally conceived. use longitudinal data to better distinguish between different self-belief constructs.
Herb Marsh
Australian Catholic University
Read the Original
This page is a summary of: The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies., Journal of Educational Psychology, July 2018, American Psychological Association (APA),
DOI: 10.1037/edu0000281.
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