Abstract
While numerous studies attest to a relationship between academic self-concept and achievement, a variety of measures of self-concept have been used, and the equivalence of these instruments has received limited attention. In this investigation, the Self-Concept of Ability Scale (SCAS) and the newer and less examined Self-Perception of Attainment Scale (SPAS) were compared for their ability to predict achievement in reading as measured by the California Achievement Test (CAT). We predicted that: (a) both scales would be significant predictors of reading achievement, (b) when used as single predictors, the SCAS would have significantly greater weight than the SPAS, and (c) a linear combination of these scales would have greater weight than either scale alone. Using 187 eighth-grade students, we confirmed that both scales were significant predictors of achievement in reading and that a linear combination of the two accounted for more variance than either scale alone. We did not find, however, that the SCAS was a significantly better predictor than the SPAS.
Published Version
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