The Factorial Validity of the Dimensions of Self-Concept (DOSC) Measure for a Sample of Eighth-Grade Children and for One of Community College Adults

Abstract

In this investigation attention was directed toward whether the five hypothesized constructs of Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification vs. Alienation that have been translated into five subscales of a secondary school version (Form S) of the Dimensions of Self-Concept (DOSC) scale, a measure of academic self-concept, could be identified for a college sample of adults as well as for a sample of eighth-grade students. Factor analyses of the intercorrelations of the same 20 subtests of the DOSC (four subtests of three to four items per factor subscale) revealed a relatively high degree of factorial invariance (congruence) across the two samples. It was concluded that the DOSC measured essentially the same constructs for the two samples and that it showed at least limited promise as a valid indicator of the hypothesized dimensions of academic self-concept for college-level students.