Integration of Multidimensional Self‐Concept and Core Personality Constructs: Construct Validation and Relations to Well‐Being and Achievement

Abstract

Relations between multiple dimensions of self-concept, personality (Big Five), well-being, and academic outcomes (school grades, test scores, coursework selection) for a large (N=4,475) sample of German adolescents support the construct validity of a well-defined, multidimensional set of self-concept factors in relation to personality factors, and vice versa. Confirmatory factor analysis of a German adaptation of the Self Description Questionnaire III demonstrated 17 a priori, reasonably independent self-concept factors (M correlation=.14; SD=.17) that had a highly differentiated pattern of relations with the personality factors and academic outcomes. Consistent with theory and previous research, math and verbal self-concepts were negatively related to each other, and this extreme domain specificity was reflected in the systematic and substantial relations with academic criteria measures. Self-esteem, Big Five, and well-being factors explained only small amounts of variance in academic outcomes and support for their incremental validity after controlling for specific self-concept factors was weak.