Multidimensional self-concepts of medical school students

![CDATA[Self-concept research has indicated that an individual’s achievement and desirable outcomes are often influenced by their self-concept. Recent research has also indicated that self-concept can be differentiated into cognitive and affective components. That is, an individual’s self-concept comprises both self-perceived competence and how much they like the domain of study. A sample of students from the School of Medicine in an Australian university was surveyed (N = 357). They responded to five dimensions (Staff Relations, Patient Care, Problem Solving, Leadership, and Communication) with 3 items pertaining to the cognitive component and 3 items pertaining to the affective component of their medical self-concept. Confirmatory factor analysis found better support for a 10-factor model (with the cognitive and affective components separated) than for a 5-factor model with 6 items per factor. Further validation of the model with a between-networks approach found that a negative factor (Anxiety) was negatively correlated with the 10 factors whereas a positive factor (Attitude toward Health Care) was positively correlated with the factors but more strongly with the affective component of the Staff Relations, Patient Care factors and both the cognitive and affective components of Communication. The results provided good support for the multiple dimensions of medical self-concepts and the separation of the cognitive and affective components in each dimension. Further research should attempt to relate the various dimensions to learning and occupational outcomes of medical students and medical doctors in service.]]