ABSTRACT
The enhancement of students’ self-concepts is valued both as a goal of education and as a moderator and perhaps cause of scholastic achievement. Nevertheless, conceptual and methodological problems have plagued research and evaluations involving self-concept. In an attempt to help remedy this situation conceptually and methodologically, Shavelson, Hubner, and Stanton (1976) posited a multifaceted, hierarchical self-concept (see Fig. 16.1) with the facets becoming increasingly differentiated with age. This chapter brings recent research to bear on these properties of self-concept structure. Structure of self-concept (Shavelson, Hubner, & Stanton, 1976) https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203781609/b7a724cf-6a72-432c-9f1b-48eea2a65c00/content/fig16_1_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>
