The findings of this study suggest that although there are some differences between the two foreign languages, findings contribute to the multifaceted and domain-spe-cific self-concept research. The present study might be conducive to self-concept research and theory regarding further empirical support for the operation of twofold multidimensionality and the I/E model of self-concept within a domain-specific level.
Regardless of the substantial findings of this study, future research is essential to investigate further twofold multidimensionality and the I/E model within the domain-specific level. Although the contribution of the present study to twofold multidimen-sionality and the I/E model is noteworthy, several limitations should be addressed.
First, the present study is cross-sectional and targeted only 10th-grade Azeri students.
Longitudinal studies are undoubtedly necessary to gain an accurate and deep intuitive understanding of the operation of the twofold multidimensionality and the I/E model of the reading self-concept structure within the foreign language domain. As studies (e.g., Marsh & Ayotte, 2003) explored the differentiation of self-concept according to the students’ age, it might be beneficial to compare the twofold multidimensional structure and the I/E model of reading self-concept within the foreign language domain between younger and older students. Moreover, longitudinal studies allow the investigation of the interrelation across time, as they enable the examination of self-concept and achievement relations that have been explored to be reciprocal (Marsh & Craven, 2006).
Second, to gain insight into the development of the twofold multidimensional structure and the I/E frame of reference model of reading self-concept within the for-eign language domain, future studies can integrate the five paradoxical frame of refer-ence (social comparison theory and frame of referrefer-ence, dimensional comparison theory, cross-cultural self-concept paradox, and big-fish–little-pond effect) and con-textual effects in reading self-concept formation that occur at different levels, as research has found psychological comparison processes influence self-perceptions and their relations to distal outcomes (see Marsh et al., 2020). Irrespective of the find-ings of this study that suggested the generalizability of the twofold multidimensional structure across the reading self-concepts related to students’ English as a first foreign language and Russian as a second foreign language, a closer inspection found subtle differences between the structures of two foreign languages. This inspection might serve as a basis for further studies on similarities and differences in reading self-con-cepts of two foreign languages.
It might be interesting to examine the applicability of the given conceptions to other domains such as listening, writing, and speaking. For example, the twofold multidi-mensional structure and the I/E frame of reference model of self-concept related to cognitive and affective components could be examined. This assumption would also allow for clarification of further multidimensionality within domain-specific self-con-cepts and to what extent this is theoretically and practically relevant. Therefore, researchers could examine the relationships of more domain-specific self-concepts with achievements of corresponding domains within different foreign languages.
Regarding further research on reading self-concept within the foreign language domain, it might also be beneficial to examine twofold multidimensionality of domain-specific and skill-related differentiation of motivational constructs such as self-effi-cacy. Although the construct of self-efficacy was found to be closely related to self-concept, which meant both constructs relate to students’ perceptions of ability, most studies (Bong & Skaalvik, 2003; Jansen et al., 2015; Parker et al., 2014) found theoretical and empirical separation between self-concept and self-efficacy. While
self-concept applies to students’ self-perceptions of their ability related to a given domain in general and is past-oriented, self-efficacy refers to students’ expectations and confidence to perform a specific task successfully and is future-oriented. As Arens and Jansen (2016) indicated that self-concept and self-efficacy became more difficult to distinguish when both constructs were applied to a more specific content domain;
that task-orientation was considered as an essential part of the conceptualization of efficacy was partially confused with the specificity level of the item. The self-concept items used in the current study were self-conceptually distinct from the items of self-efficacy, such as item example used by Pajares et al. (1999) to assess writing:
“How sure are you that you can correctly spell all words in a one-page story or com-position?” (as cited in Arens & Jansen, 2016, p. 660). Hence, the empirical distinction of self-concept and self-efficacy on the level of specific domains would be compelling to explore in future studies.
The findings have significant practical implications for the design of interventions to improve students’ foreign language self-concept and achievement. Educators need to have a clear understanding of how cognitive and affective components of reading self-concepts in two foreign languages operate to improve students’ reading skills.
General perceptions of instructors about domain-specific academic competencies are noncompliant with learners’ perceptions, indicating that students’ competencies in dif-ferent domains are grounded on external assessment, and do not differ between and within domains (Marsh & Craven, 1997). Teachers are likely to assume that if students have a positive attitude toward reading, they will also have a positive belief about their ability and show better performance. Educators may also hold the belief that if stu-dents have a high concept in one foreign language, they will have a high self-concept in another foreign language (Yeung & Wong, 2004). Therefore, the findings of this study suggest that students hold distinct reading self-concepts for each foreign language. Students’ reading self-concept in English will not be affected by reading self-concept in Russian.
Similarly, if students perform well in English reading, these students’ reading self-concepts in Russian will not be influenced by English achievement. If students hold low beliefs related to their competence in a domain in which they show weak perfor-mance, teachers should intervene to support students’ learning by improving and strengthening their beliefs about their abilities in a given domain. The findings of this study are likewise worthwhile to curriculum developers, mainly in the foreign lan-guage field, to develop proper strategies to foster the growth of students’ beliefs about their reading ability. As the affective component is highly related to the cognitive component of reading self-concept, which is highly related to achievement, and if educators want to emphasize the importance of reading, they need to work on the affective component of reading self-concept of a foreign language in addition to the cognitive component.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by Stipendium Hungaricum Scholarship Program was launched by Hungarian Government; the program was managed by Tempus Public Foundation.
ORCID iD
Könül Karimova https://orcid.org/0000-0003-4840-3573
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