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• W275893248 abstract "A study examined the verbal (Chinese and English) self-concepts of 274 university students in Hong Kong 3 months after the end of the colonial era. The students' self-concepts in Chinese, their native language (L1), and in English, a second language (L2), were measured by two domain-specific academic self-concept scales, and were found to be two distinct constructs. The data were then tested against an internal/external frame of reference model of self-concept development that has served as a possible explanation of self-concept formation in verbal and math domains but has not been tested in the bilingual education context where the medium of instruction is the L2. Structural equation models relating Chinese and English achievement to Chinese and English self-concepts partly replicated the model. The paths leading from prior achievement to subsequent self-concept in matching language domains were positive and significant, indicating a strong external comparison with other students in forming self-concepts. However, the paths leading from prior achievement to subsequent self-concept in non-matching domains were negative, indicating that higher prior English achievement had a significant negative impact on formation of Ll self-concept. Implications are discussed. Contains 20 references. (Author/MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Verbal Academic Self-Concept The Verbal Academic Self-Concept Structure of University Students In A Colonial Population Alexander Seeshing Yeung University of Western Sydney at Macarthur, Australia re) (email: a.yeung@uws.edu.au) c-) Ivy Cheuk-yin Lau University of New South Wales, Australia (email:ivylau@cuhk.edu.hk) Paper presented at the Third International Conference of Faculty of Language of University of Malaysia. 20-22 October 1998. Conference Theme: The Role of Langugage in a Borderless World: Harkening to the Voices of Asia Abstract This study examined the verbal (Chinese and English) self-concepts of 274 university students in Hong Kong 3 months after the colonial era. These students' self-concepts in Chinese, their first larpTuage (L1). and English, a second language (L2) were found to be 2 distinct constructs. The data were tested against Marsh's (1986) internal/external frame of reference model of self-concept development that served as a possible explanation of self-concept formation in verbal and math domains, and has not been tested in the context of bilingual higher education where the dominating medium of instruction is an L2. Structural equation models relating Chinese and English achievement to Chinese and English self-concepts partly replicated Marsh's model. The paths leading from prior achievement to subsequent self-concept in-matching language domains were positive and significant, indicating a strong external comparison with other students in formin2 respective self-concepts; whereas the paths leading from prior achievement to subsequent concept in nonmatchin2 language domains were negative, indicating that higher prior English achievement had a sitmificant negative impact on the formation of the students self-concept in L 1. The complexity of the internal comparisons of these students' L I and the colonial language may be explained in terms of the importance they accredited to the respective languages. Students' achievement in the L2 that is more significant in the colonial educational system seemed to have a more negative impact on their L 1 self-concept whereas their achievement in L I did not exhibit a similar impact.This study examined the verbal (Chinese and English) self-concepts of 274 university students in Hong Kong 3 months after the colonial era. These students' self-concepts in Chinese, their first larpTuage (L1). and English, a second language (L2) were found to be 2 distinct constructs. The data were tested against Marsh's (1986) internal/external frame of reference model of self-concept development that served as a possible explanation of self-concept formation in verbal and math domains, and has not been tested in the context of bilingual higher education where the dominating medium of instruction is an L2. Structural equation models relating Chinese and English achievement to Chinese and English self-concepts partly replicated Marsh's model. The paths leading from prior achievement to subsequent self-concept in-matching language domains were positive and significant, indicating a strong external comparison with other students in formin2 respective self-concepts; whereas the paths leading from prior achievement to subsequent concept in nonmatchin2 language domains were negative, indicating that higher prior English achievement had a sitmificant negative impact on the formation of the students self-concept in L 1. The complexity of the internal comparisons of these students' L I and the colonial language may be explained in terms of the importance they accredited to the respective languages. Students' achievement in the L2 that is more significant in the colonial educational system seemed to have a more negative impact on their L 1 self-concept whereas their achievement in L I did not exhibit a similar impact. BEST COPY AVAILABLE U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. e Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W275893248 title "The Verbal Academic Self-Concept Structure of University Students in a Colonial Population." @default.
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