Abstract
To investigate the validity of multidimensional models of self concept, 43 fifth-and sixth-grade students were administered the Self-Description Questionnaire-I and the Multidimensional Self Concept Scale, and 38 eighth-grade students were given the Self-Description Questionnaire-II and the Multidimensional Self Concept Scale. Total scale scores were significantly correlated, reflecting the similarity in the underlying construct assessed-global self concept. Correlations between subscales within and across instruments also provide support for the multidimensionality of self concept.
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