Multidimensional Self-Concept Research Articles

Toward a hierarchical, multidimensional English self-concept.

Toward a hierarchical, multidimensional English self-concept.

Assessing Young Children's Views of Their Academic, Social, and Emotional Lives: An Evaluation of the Self‐Perception Scales of the Berkeley Puppet Interview

In a prospective, longitudinal study we examined the psychometric properties of the self-perception scales of the Berkeley Puppet Interview (BPI). A total sample of 97 young children were assessed with the BPI at 3 time points: preschool, kindergarten, and first grade. The BPI assesses young children's self-perceptions of their school adjustment in 6 domains: academic competence, achievement motivation, social competence, peer acceptance, depression-anxiety, and aggression-hostility. Results showed that 4 1/2- to 7 1/2-year-olds possess a multidimensional self-concept that can be reliably measured and that the BPI is sensitive to normative changes and individual differences in young boys' and girls' views of themselves. Support for the method's validity was derived from consistent and meaningful patterns of convergence between children's self-perceptions and ratings by adult informants--mothers, fathers, and teachers--as well as standardized test scores. In fact, in this study, the concordance between young children's self-reports and parallel ratings by teachers or mothers were consistently as strong as if not stronger than the concordance between mothers' and teachers' ratings.

Elevation and Deflation in Self-Concept Level Among Juvenile Delinquents

ABSTRACT The debate regarding whether juvenile delinquents' self-concepts are high or low is explored in this study. Global measures of self-concept have been employed extensively in conjunction with attempts to understand the causal factors involved in delinquency. The present study uses the Self-Description Questionnaire-ll (SDQ-1I) to examine the multi-dimensionality of self-concept as defined by Marsh and Shavelson (1985). Should those providing treatment try to raise the global self-concept of the delinquent or should they target the specific dimension of the self-concept that is low? The analysis of data revealed that neither General Self (GS) nor Total Self-concept is low, but other dimensions of delinquents' self-concepts are. The results of this study generally support the advisability of using a more complex, multifaceted instrument to measure self-concept.

Effects of therapeutic intervention on self-concepts of children with learning disabilities

Change in self-concept of two groups of children with learning disabilities and one group of children without learning disabilities were examined using four subscales of the Multidimensional Self-Concept Scale. The experimental group (N=76; 54M; 22F) participated in a therapeutic intervention program focused on improving classroom behaviors and group interactions, while the comparison group (N=54; 38M; 16F) received no therapeutic intervention. The control group (N=20; 12M; 8F), composed of children without learning disabilities, also received no intervention. The results showed that therapeutic intervention significantly increased total self-concept, and the subscales of competency and affect. Results also show that selection for learning disabled classes is appropriate, and that self- concept interventions should be concentrated in these populations.

The Multidimensional Self-Concept: A Comparison of Gifted and Average-Ability Adolescents

The purpose of this paper is to describe the self-concept of gifted and average-ability adolescents from a multidimensional perspective. Four dimensions of self-concept (academic, social, athletic, and social) were examined using an instrument that incorporates three theoretical perspectives (reflected appraisals, social comparison, and attribution). Ninety-eight junior high school students from a large urban centre in Western Canada participated in the study. Results of a MANOVA followed by a discriminant analysis indicated that gifted students differ in self-concept from average-ability adolescents, particularly in terms of academic self-concept.

Development and Construct Validity of a Self-Description Inventory for African Adolescents

The present study presents evidence for the reliability and validity of a new measure of self-concept for African adolescents. Procedures for giving the 50-item scale are described. The Self-description Inventory was administered to 634 students in Standards 8 and 9 of two coeducational high schools. Factor analysis clearly identified the eight subscales. The multidimensionality of self-concept among African adolescents is indicated and supports the construct validity. Implications for continued study are mentioned.

Self concept: Multidimensional construct exploration

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.

Multidimensional self-concept, cigarette smoking, and intentions to smoke in adolescents

Abstract Adolescent students (N = 560) in grades 7–11 provided information on smoking habits, smoking intentions, and 11 self-concept dimensions, as measured by the Self Description Questionnaire II. Stepwise discriminant function analysis was only moderately successful in predicting smoking status and intentions to smoke in the future. Significant sex differences were found on 7 of the 11 self-concept dimensions. Separate discriminant function analyses for males and females were therefore conducted. These analyses revealed a different set of predictors, and thus we suggest that future studies focusing on self-concept and smoking employ separate analyses for males and females. These results provide further support for differences in self-concept with regard to both smoking status and intentions, and point to the necessity of using multidimensional scales.

The Development and Validation of a Short Form of a Multidimensional Self-Concept Measure for High Technology Employees

For a sample of 162 employees in a major electronics/computer company, evidence is presented concerning the reliability and construct validity of six 15-item scales in a shortened form of a measure entitled Dimensions of Self-Concept-Form W (DOSC-W). For the six scales of Level of Aspiration, Anxiety, Job Interest and Satisfaction, Leadership and Initiative, Identification versus Alienation, and Job Stress, representing the names hypothesized for the six underlying constructs of the DOSC-W, internal-consistency reliabilities ranged from .86 to .92, and intercorrelations among them varied between -.40 and .53. Orthogonal and oblique exploratory factor analyses of 18 subtests (three 5-item subtests for each factor scale) provided highly similar 6-factor solutions with clearly evident simple structure lending support to the validity of the six constructs. Confirmatory maximum likelihood factor analyses showed that among many alternative models, the 6-factor oblique model afforded the best fit in terms of accounting for the largest proportion of covariance.

Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept.

The purpose of this investigation is to investigate the effectiveness in enhancing academic selfconcept of an intervention delivered by primary school teachers and researchers. Subjects were 162 students from a primary school in metropolitan Sydney, Australia, who scored in approximately the lowest three quarters of their class on academic self-concept. The intervention was a combination of internally focused performance feedback and attributional feedback. The researcher-administered treatment produced modest enhancement of self-concept in target facets (reading and mathematics) and in related facets (school and general) but did not affect three areas of self-concept that were unrelated to the intervention. This treatment increased students' attributions to effort in success situations. The teacher-administered treatment did not significantly affect either self-concept or self-attributions. The findings (a) provide some support for the effectiveness of the researcher-administered treatment as an intervention to enhance selfconcept and (b) further indicate the importance of considering the multidimensionality of selfconcept in intervention studies.

Self-Concept and Skill Development in Youth Soccer Players

The purpose of this study was to examine multidimensional self-concept and skill development changes in soccer players after a 15-hr. soccer camp (3 hr. per day, 5 days a week). Players ( n = 54), 8 to 14 yr. of age, were pre- and posttested on four skill tests (dribbling, juggling, wall volley, and accuracy of kick), the 1985 Harter Self-perception Profile, and a soccer self-concept scale. Significant improvements occurred on the wall volley item, physical appearance scale of the Harter Profile, and the self-concept scale. The significant improvement in the soccer self-concept supported the multidimensional theory of self-concept. Subscale means in our study were slightly higher than those of Harter. Comparisons of players' perceptions of ability and coaches' ratings indicated that older players (11 to 14 yr.) and coaches agreed more on ability than younger players (8 to 10 yr.) and coaches.

Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept.

The purpose of this investigation is to investigate the effectiveness in enhancing academic selfconcept of an intervention delivered by primary school teachers and researchers. Subjects were 162 students from a primary school in metropolitan Sydney, Australia, who scored in approximately the lowest three quarters of their class on academic self-concept. The intervention was a combination of internally focused performance feedback and attributional feedback. The researcher-administered treatment produced modest enhancement of self-concept in target facets (reading and mathematics) and in related facets (school and general) but did not affect three areas of self-concept that were unrelated to the intervention. This treatment increased students' attributions to effort in success situations. The teacher-administered treatment did not significantly affect either self-concept or self-attributions. The findings (a) provide some support for the effectiveness of the researcher-administered treatment as an intervention to enhance selfconcept and (b) further indicate the importance of considering the multidimensionality of selfconcept in intervention studies.

Multigroup Comparisons and the Assumption of Equivalent Construct Validity Across Groups: Methodological and Substantive Issues.

The purposes of this article are (a) to compare construct validity findings from Campbell-Fiske and LISREL confirmatory factor analyses (CFA) of a multitrait-multimethod matrix for each of two groups, and then to test for construct validity equivalence across groups -- the methodological issue, and (b) to demonstrate how construct validity can differ across groups -- the substantive issue. Multidimensional self-concept (general, academic, English, mathematics) responses to three types of measurement scales (Likert, semantic differential, Guttman) for low- and high4rack grade 11 and 12 students provided the exemplary data base. Methodologically, findings demonstrate the superiority of CFA over the Campbell-Fiske approach by (a) providing more detailed evidence of construct validity within groups, and (b) testing for the equivalency of construct validity across groups. Substantively, the findings illustrate that the assumption of group-invariant construct validity cannot be taken for granted; differences were found in both the measurement and structure of self-concept. Results bear importantly on the validity of findings based on multigroup comparisons.

The outward bound bridging course for low-achieving high school males: Effect on academic achievement and multidimensional self-concepts

Abstract The Outward Bound Bridging Course is a six-week residential program designed to improve academic achievement and self-concepts in low-achieving high school males. In the period 1980–1984 five courses were conducted for 66 high school males chosen on the basis of poor academic performance, an apparent potential to perform better and strong parental support. The findings provide support for (a) the effectiveness of the Outward Bound Bridging Course coupled with parental involvement as an academic intervention for low-achieving high school males on both academic achievement and academic self-concept; and (b) the validity of multidimensional self-concept responses to the Self Description Questionnaire in relation to academic performance and in relation to the impact of an effective academic intervention. The short multiple time-series design, the specificity of the effects to academic outcomes and the generality of the effects across academic self-concept and achievement make implausible many possibl...

The Factorial Invariance of Responses by Males and Females to a Multidimensional Self-Concept Instrument: Substantive and Methodological Issues.

The factorial invariance of responses by preadolescent males and females to a multidimensional self-concept instrument was examined for responses to the Self Description Questionnaire (SDQ). Sets of responses by 500 males and by 500 females were each randomly divided in half to form four groups (M1, M2, Fl, and F2). The factorial invariance of an a priori structure demonstrated the replicability of the structure across cross-validation groups (M1 and M2, F1 and F2) and the generality of the structure across sex (M1 and Fl, M2 and F2). Additional a posteriori structures that better fit the data were derived on the basis of the initial analyses, but the estimated values of the new parameters were not invariant across cross-validation groups or across sex. This suggests that some of the improved fit was illusory and due to capitalizing on chance. However, factor loadings and factor correlations were invariant across sex for a priori and a posteriori structures. Hence the results support the replicability of SDQ factor structure across cross-validation samples and its generality across responses by preadolescent males and females.