Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results.

Abstract

S. M. Simpson, B. G. Licht, R. K. Wagner, and S. R. Stader (1996) factor analyzed responses to 4 ability-related self-perceptions (perceived ability, near expectancies, distant expectancies, and causal attributions) for each of 3 academic domains (math, reading-English, and school). They interpreted their confirmatory factor analysis as supporting the need to distinguish between these 4 self-perceptions as well as the 3 domains and to extend current academic self-concept theories (e.g., H. W. Marsh, 1990, 1993a) that emphasize the domains. Interpretations based on the authors' reanalysis of Simpson et al.'s data contradicted their major conclusions that apparently reflected idiosyncrasies in their items and their methodology, but supported predictions based on previous theory and research. More generally, the authors demonstrate a construct validity approach that blends theory, data, statistical models, and substantive interpretation to validate and compare competing interpretations.