THE EXAMINATION OF COGNITIVE AND AFFECTIVE COMPONENTS OF SELF-CONCEPT AMONG AZERI FOUR GRADERS: EMPIRICAL EVIDENCE FROM CENTRAL MODELS WITH TIMSS2019
THE EXAMINATION OF COGNITIVE AND AFFECTIVE COMPONENTS OF SELF-CONCEPT AMONG AZERI FOUR GRADERS: EMPIRICAL EVIDENCE FROM CENTRAL MODELS WITH TIMSS2019

Summary/Abstract: The structure of self-concept is considered to be multidimensional and hierarchical. This study examines the central models (a higher-order factor model, a bifactor representation formed on exploratory structural equation modeling and a first-order factor model), indicating the twofold multidimensional self-concept within mathematics and science domains. The study analyzed these models employing a data se t of Azeri 4th-grade students (N = 5,217) obtained from the Trends in International Mathematics and Science Study 2019 database. All central models indicated the separation between cognitive and affective components of self-concept within mathematics and science domains. Achievement measures showed high, positive significant correlations between corresponding cognitive components of academic self-concept within two school subjects comparing to affective components. Measurement invariance analysis displayed the invariance of the relationships among cognitive and affective components and their achievements in mathematics and science domains across gender. The study contributes to the research on the two-dimensional structure of academic self-concept by providing evidence.

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