Multidimensional Self-Concepts: Construct Validation of Responses by Children

Abstract

In the study of self-concept, as in many other areas of psychological research, poor measurement is often a weak link connecting theory, empirical research, and practice. The multidimensionality of self-concept typically is emphasized in most theoretical accounts, but until recently this multidimensionality has not been well represented in the most widely used instruments. The purpose of our investigation is to test the construct validity of preadolescent children’s responses to three instruments that are claimed to measure multiple dimensions of self-concept (e.g., physical, social, and academic): Marsh’s (1988) Self-Description Questionnaire I (SDQI), Harter’s (1979) Perceived Competence Scale (PCS), and the Piers-Harris Children’s Self-Concept Scales (PH) ( Piers, 1984 ). Tests of this multidimensionality included factor analyses, multitrait-multimethod analyses, and patterns of correlations with academic achievement. Also included was an examination of the use of negatively scored items. The findings strongly supported the SDQI, reasonably supported the PCS, and weakly supported the PH.