Ability self-concept and self-efficacy in higher education: An empirical differentiation based on their factorial structure

Development of adolescents’ self-esteem and general academic self-concept: perceived classroom climate makes a difference

We investigated rank-order continuity and mean-level change in adolescents’ self-esteem, academic self-concept, and social self-concept and tested whether interindividual differences in intraindividual change could be explained by four dimensions of classroom climate (i.e., teachers’ focus on students, learning community, pressure related to social or achievement issues, and rivalry and disruptions in class). The effects of classroom climate dimensions were investigated at the individual and classroom levels. The study comprised 2722 students from 98 classes who participated in four waves from grades 5 to 8. Rank-order continuities of self-esteem, academic self-concept, and social self-concept were substantial. Multilevel regressions revealed a significant nonlinear mean-level change in all constructs under investigation, indicating an initial decrease that became smaller over time. In self-esteem and social self-concept, the trend shifted from an initial decrease to an increase. Multilevel regressions revealed significant interindividual differences in the changes over time in all constructs. Change in academic self-concept was significantly predicted by all classroom climate dimensions on the individual level. Change in self-esteem was predicted by teachers’ focus on students and pressure related to social or achievement issues on the individual level. Change in social self-concept was not predicted by any classroom climate dimension.

Exploring loneliness and students’ sense of coherence (S-SoC) in the university setting

Background. Loneliness is a prevalent global public health issue, and this topic is also common among university students. From a health-related, resource-oriented approach like the salutogenic model, loneliness can be interpreted as a potential stressor. To cope effectively with this stressor, a strong Sense of Coherence is needed to mobilize resources like social support. Interventions to promote health and wellbeing within a university setting should include a salutogenic focus. However, currently, research regarding salutogenesis within the higher education setting is lacking. Therefore, this study aims to make the first attempt to explore the relation between loneliness and the Students' Sense of Coherence (S-SoC) among university students. Methods. An online questionnaire was sent out to all university students from the Carinthia University of Applied Sciences (CUAS), Austria. The online questionnaire was completed by 584 students (response rate of 28.86 %); 67.3% were female, and the average age was 25.16 years ( SD = 6.27 years). Full-time students made up 75.6% of the sample, and 84.6% were in a Bachelor's degree program. The S-SoC and the sub-scales comprehensibility, meaningfulness and manageability were measured by using the valid S-SoC scale (Brunner et al., 2009). Social and emotional loneliness was measured by using the six-item De Jong Gierveld loneliness scale (Jong Gierveld & van Tilburg, 2006). Spearman correlations and Kruskal-Wallis H-tests were computed among all loneliness and S-SoC sub-scales and other variables (e.g., age, sex...). Furthermore, a graphical model was used to show structural relationships between loneliness and S-SoC and control variables. Results. The results showed that students feeling moderate or severe general loneliness had lower S-SoC scores than students feeling low or not general lonely. Manageability was a pivotal point in this model, as it was inversely proportional to both measures of loneliness. Perceived social loneliness was reported most by men and part-time students. Conclusion. In order to fulfill study-related demands, students activate appropriate resources (e.g., social support), which corresponds to low social and emotional loneliness. However, in the development of health promoting interventions against loneliness among students, it would be necessary to consider sex and mode of study and to address health needs and problems with a salutogenic focus.

Analysis of the psychometric properties of the five-factor self-concept questionnaire (AF-5) in Spanish students during the COVID-19 lockdown

The present research aims to analyse the psychometric properties of the AF5 questionnaire for its adaptation for use with young people during a lockdown period. Research was conducted with a sample of 534 students aged between 13 and 17 years (M = 14.49; SD = 1.805). Exploratory factor analysis was conducted using the FACTOR program and confirmatory factor analysis was conducted using the M-PLUS 7 program. Results indicate that a four-dimensional model is most appropriate for bringing together the emotional and physical dimensions. Further, 11 items were removed due to poor factor loadings. The majority of factors were directly and positively correlated (99%; p < .01). The data obtained supports conclusions that the AF-5 meets validity and reliability requirements for it to be considered a useful instrument for use with young people during the COVID-19 lockdown period.