Self-Description Questionnaire-I Research Articles

Associations of physical activity and physical education enjoyment with self-concept domains among Hungarian adolescents

BackgroundSport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept.MethodsThe sample consisted of 315 students (Mage=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment.ResultsHierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (β = 0.19) and physical appearance (β = 0.15). PA enjoyment was a significant predictor of general self-concept (β = 0.29), physical ability (β = 0.28), physical appearance (β = 0.16), peer relation (β = 0.16), and parental relations (β = 0.14). PE enjoyment significantly predicted general school (β = 0.17), physical ability (β = 0.27), peer relations (β = 0.21) and parental relations (β = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains.ConclusionsThe present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys’ self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls’ self-concepts as well.

Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children

In this paper, we investigated the contribution of both cognitive and affective factors to mathematical skills. In particular, we looked at the protective role of self-concept for mathematical learning and performance. In a field study, we tested the relation of math self-concept and short-term visuo-spatial working memory to the mathematical abilities of second- grade primary school children in Italy (N = 105). Measures included the “Test for the evaluation of calculating and problem-solving abilities” (AC-MT 6–11), the backward Corsi blocks test (Battery for Visuo-Spatial Memory), and the mathematics self-concept sub-scale of the Self-Description Questionnaire-I (SDQ-I, Italian version). As expected, correlation and moderated regression analyses showed that mathematics self-concept and working memory both positively predict mathematical operations and numeracy, but not accuracy. Simple slope analysis confirmed our moderation hypothesis, with working memory predicting mathematical abilities at low levels of math self-concept, but not at medium and high levels. The theoretical and practical implications are discussed.

Item Parameter Drift of the Self-Description Questionnaire I

Abstract. The purpose of this study was to evaluate the psychometric properties of the Self-Description Questionnaire I (SDQI) with regard to children’s mathematics self-concept based on the item response theory (IRT) framework. The researchers adopted the IRT-based techniques for uncovering item-level characteristics including discrimination ( a parameter) and thresholds ( b parameters). The data for this study were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) with a sample of 14,631 children. The IRT-based evaluations suggest that the SDQI items have sufficient discrimination, but insufficient item thresholds in assessing third- and fifth-graders’ mathematics self-concept. Thus, it is recommended that the current SDQI be reconsidered for its age appropriateness. In addition, affective items, which involve enjoyment, liking, and positive emotions, are found to be better indicators of self-concept than cognitive items, which involve perceived competence, ability beliefs, and self-efficacy. Results also indicate the presence of item parameter drift (IPD) in all SDQI items, suggesting beta change of the scale over time – children become more sensitive to the response anchors as they grow older. Findings of this study provide insights into the conceptualization and operationalization of academic self-concept, as well as practical implications for future use and development of self-concept measures.

Measuring Self-Esteem Changes in Children and Adolescents Affected by Overweight or Obesity: A Scoping Review of Instruments Currently Used in Multicomponent Weight-Management Interventions.

Purpose: Children and adolescents affected by overweight or obesity are at risk of greater declines in self-esteem than healthy-weight individuals. Participation in multicomponent weight-management programs can positively influence self-esteem in children and adolescents affected by overweight or obesity; however, the variety of questionnaires used to assess self-esteem makes it difficult to compare changes across and identify effective interventions. This review identified and critically examined questionnaires currently used for monitoring self-esteem in children and adolescents. Methods: An electronic search, from 2007 onward, identified multicomponent weight-management interventions that included a measure of self-esteem. A second search identified studies that reported validation assessment of the questionnaires identified in search one. Results: Seven validated self-esteem questionnaires were employed across the 36 studies identified in search one, including (in descending order of use) Harter's Self-Perception Profiles for children and adolescents, Rosenberg Self-Esteem Scale, Marsh's Self-Description Questionnaire-I, Beck Youth Inventory II, Piers-Harris Self-Concept Scale, and Children and Youth Physical Self-Perception Profile. These tools measured global self-esteem (n = 1) as well as self-esteem as a series of subscales (multidimensional), such as physical appearance and social competence (n = 6). Conclusions: In the absence of changes in global self-esteem, multidimensional tools allow the examination of domains of self-esteem. The Harter's Self-Perception Profile for Children (SPPC) and adolescents questionnaire is an example of a tool that encompasses multidimensional aspects of self-esteem and global self-esteem and is appropriate for younger and older aged children and adolescents.

A Study on the Elementary School Students’ Mathematics Self Concept

Mathematics self-concept, which can be defined as student ratings of their skills, ability, enjoyment and interest in mathematics, is seen as an important factor in mathematics education. In this context, the purpose of this study was to investigate the elementary school students’ mathematics self-concept levels regarding their grade level and gender. Relational survey method was used in this study. The research sample were composed of 281 students, determined by randomly from in a primary and a secondary school in Istanbul in the spring term of 2013-2014 academic year. Data were collected using the “Self-Description Questionnaire-I” developed by Marsh (1992) and adapted into Turkish by Yıldız and Fer (2008). Analysis of variance (One-way ANOVA) and independent sample t-test were employed to analyze data. The results of the analyses indicate that there is a statistically significant difference between elementary school students’ mathematics self-concept levels based on their grade levels. Furthermore, there was a significant difference in elementary school students’ mathematics self-concept levels points of view gender. In the light of the findings of this study, the researchers have developed suggestions.

Systematic review of self-concept measures for primary school aged children with cerebral palsy

This study involved a systematic review aimed to identify self-concept measures that provided published psychometrics for primary school aged children (8-12 years) with cerebral palsy (CP). Six electronic databases (PubMed, MEDLINE, CINAHL, PsycINFO, PsycARTICLES and Web of Science) were searched to identify assessments that (1) measured self-concept; (2) in children aged 8-12 years; (3) with CP; (4) with psychometrics available. The Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) checklist was used to evaluate psychometric properties and the CanChild Outcome Measure Rating Form was used to evaluate clinical utility. Search yielded 271 papers, of which five met inclusion criteria. These papers reported five measures of self-concept with psychometric properties for the target population: the Rosenberg Self-Esteem Index, Self-Description Questionnaire-I, Self-Perception Profile for Children (original) and two separate modifications of the Self-Perception Profile for Children. Currently, no self-concept measures published in English had sufficient psychometric data for children with CP. The Self-Description Questionnaire-I and the Self-Perception Profile for Children were promising options. Further research is required (a) to determine self-concept construct components important for children with CP and (b) to examine the relative strength, validity, reliability and clinical utility of self-concept measures for the target population.

Self-concepts in Japanese and American Elementary School Children: Psychometric Analysis of the Self-Description Questionnaire I (SDQ-I)

日本とアメリカの自己概念を尺度の因子構造・信頼性・妥当性の観点から検討することを目的として，小学3，4，5年生の児童計1,357名に対してSDQ-I（自己記述質問票）を実施した。確認的因子分析では日米ともに「身体的能力」「身体的外見」「友人との関係」「両親との関係」「一般的自己」「国語」「算数」「教科全般」の8因子構造が確認され，多母集団同時分析においても日米間のデータに等質性があることが検証された。内的整合性に関しても十分な信頼性があると認められた。日米両国を通じての傾向性としては身体的能力・数学の項目では男子が高く，国語に関しては女子が高かった。学年の主効果は日本に見られたがアメリカには見られなかった。国の主効果は全項目に対して見られ，アメリカの自己概念が日本に比べて有意に高かった。考察では日米の自己概念の特徴や相違点について文化的自己観や学校風土の観点から検討し，SDQの応用可能性について言及した。

Cross Validation of a Self-concept Tool for Use with Children with Cerebral Palsy

The purpose of this research was to cross validate a self concept tool, the Self Description Questionnaire-I (SDQ-I), for use with children with cerebral palsy (CP). The children with CP had average intelligence (AI) or mild intellectual disability (MID). In order to cross validate the tool, 104 children with CP were administered the SDQ-I. Then, the psychometric stability of the SDQ-I was investigated using coefficient alpha to determine internal reliability, and factor analysis was used to determine construct validity. The primary results revealed that the Self Description Questionnaire had moderate internal consistency using coefficient alpha and emerging construct validity using scree plot, principal factor analysis and structural equation modeling. The construct validity is emerging as there were too few participants to make a final determination regarding the validity of the tool using structural equation modeling and factor analysis. It is suggested that more research needs to be done in this area to provide a clearer consensus on the construct validity of the SDQ-I for use with children with CP.

Leisure Time Physical Activity Energy Expenditure in Boys with Developmental Coordination Disorder: The Role of Peer Relations Self-Concept Perceptions

An integral aspect of occupational therapy practice is the facilitation of active participation in health-enhancing leisure for all individuals. Boys with developmental coordination disorder (DCD) are at risk of limited participation in recreational physical activities, which has implications for physical health associated with low energy expenditure. Therefore, identification of mechanisms influencing relationships between physical coordination ability and physical activity energy expenditure is warranted. Self-concept perceptions were investigated as potential mechanisms influencing energy expenditure during the out-of-school hours for boys with DCD. Participants were 60 boys with DCD and 113 boys without DCD between 10 and 13 years of age who were assessed by the Self-Description Questionnaire-I and the Movement Assessment Battery for Children. Parents completed 7-day diaries that were used to record intensity, duration, content, and social and physical context of leisure time activities. Boys with DCD were found to have lower mean scores than boys without DCD for energy expenditure and self-concept appraisals of physical ability and physical appearance, peer relations and parent relations, and general self-concepts. The peer relations self-concept was identified as a significant mechanism mediating the relationship between physical coordination ability and low energy expenditure. The clinical significance of the peer relations self-concept as a change mechanism influencing the negative relationship between physical coordination ability and sedentary behavior is discussed.

Self-concept in Mexican American girls and boys: Validating the Self-Description Questionnaire-I.

This study examined the factor structure and psychometric properties of the Self-Description Questionnaire-I (SDQ-I) in a sample of Mexican American children. Findings provide support for both the classic multidimensional and hierarchical SDQ factor structure and a nonhierarchical model that incorporates a dimension not included in the classic model (i.e., General-Self, a global measure of self-concept). Results of a multiple-group confirmatory factor analysis demonstrate the nonhierarchical model's overall invariance across gender. Gender differences were found, however, on mean SDQ-I subscale scores: Boys reported higher self-concept than girls on the Physical Abilities and Physical Appearance subscales, but girls had higher self-concept than boys on the Reading subscale.

Correlations of Depression and Total Mood Disturbance with Physical Activity and Self-Concept in Preadolescents Enrolled in an After-School Exercise Program

This preliminary investigation estimated relationships of depression and negative mood with physical activity and self-concept in 9- to 12-yr.-old boys and girls (n=49) enrolled in an after-school exercise program for 12 wk. Multiple regression analyses indicated that a significant portion of the variance in scores on the Profile of Mood States subscales, Depression (R2=.55, F=28.00, p<.01), and Total Mood Disturbance (R2=.40, F= 15.02, p<.01) were accounted for by simultaneously entering self-reported days of moderate-to-vigorous exercise per week and Self-description Questionnaire-I-General Self scores into the equation. A significant reduction on Depression within the treatment group and significantly greater reductions on Depression and Total Mood Disturbance for the treatment group compared to a no-exercise program control (n=41) was also found. Effect sizes (ds=.35 to .53) were somewhat lower than reported for most adult samples. Findings supported social cognitive and self-efficacy theory and an association between physical activity and improved mental health in preadolescents.

Social Self-Concept, Social Attributions, and Peer Relationships in Fourth, Fifth, and Sixth Graders Who Are Gifted Compared to High Achievers

Socially related self-concept, attributions for social success and failure, and peer relationships were investigated for fourth through sixth graders identified as intellectually gifted and a comparison group of high achievers not identified as gifted. The group identified as gifted scored significantly higher on 3 of 4 socially related self-concept subscales ( p &lt; .01) and on the general self-concept scale ( p &lt; .05) of the Self-Description Questionnaire-I (Marsh, 1988). On the Student Social Attribution Scale (Bell &amp; McCallum, 1995), an interaction effect was noted, with the group identified as gifted scoring higher than the comparison group on attributions for social success due to ability and effort and lower on attributions for social failure due to ability, effort, and task difficulty. Though teachers‘ ratings of peer relationships yielded no differences between the 2 groups, boys across groups were rated significantly higher than girls ( p &lt; .05).

The Issue Of Measurement Invariance Revisited

The purposes of this study were twofold: (a) based on the analysis of covariance structures, to test for the equivalence of a well-known measuring instrument across two culturally diverse groups and (b) provided with findings of nonequivalent items, to identify possible determinants of their noninvariance; post hoc investigations included tests for evidence of item bias using an ANOVA-based approach and examination of graphical displays of item response and distributional patterns. Example data comprised item responses to the four nonacademic subscales of the Self Description Questionnaire I (SDQ-I) for Australian ( N = 497) and Nigerian ( N = 439) adolescents. Despite similarly specified and well-fitting factor structures for both cultural groups, findings revealed evidence of both measurement and structural noninvariance. Results underscore previous caveats regarding interpretation of instrument equivalence; they add also to the growing body of skepticism that queries whether measuring instruments can ever be totally equivalent when used in cross-cultural comparisons.

Do Multiple Dimensions of Self-Concept Become More Differentiated With Age? The Differential Distinctiveness Hypothesis.

A French version of the Self Description Questionnaire-I (SDQ-I) was completed by 1,103 students in Grades 2-6. Strong psychometric properties, a well-defined multidimensional structure, factorial invariance over age, small stereotypic gender differences, largely linear declines in mean levels of self-concept with age, and modest differentiation between academic competence and affect replicate and extend previous research. The authors critically evaluated theory and methodology underlying previous tests of the developmental proposal that self-concept becomes increasingly multidimensional with age. The authors developed and provided strong support for a new differential distinctiveness hypothesis, demonstrating that increasing distinctiveness--substantial age-related declines in correlations among latent factors--varied systematically depending on the extent of association between first-order factors in hierarchical models. Overall, correlations decreased with age, but correlations in the last category of the 3-category a priori classification showed little decline and some increased with age. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Multidimensional Self-Concepts of Children and Teacher Beliefs About Developmentally Appropriate Practices

Relationships between children's multidimensional self-concepts (SC) and teachers' beliefs were explored. Twenty-three boys and 28 girls were given the Self-Description Questionnaire-I (SDQ-I) near the beginning of the school year and again 6 months later to measure multidimensional SC; their teachers were given the Primary Teacher Questionnaire to measure beliefs about traditional (TRAD) versus developmentally appropriate practices (DAP). Multiple-regression analyses to predict the later SC from the earlier SDQ scores and teacher beliefs showed that TRAD predicted academic SC and general school SC for boys, but DAP was not a predictor of any dimension of SC. Neither DAP nor TRAD predicted any dimension of SC for girls. Findings are discussed in relation to the literature on developmentally appropriate practice and child outcomes.

Self-concept test generalisability: Self-description questionnaire- I and the perception of ability scale for students

AbstractThe validity of standardised ossessment instruments and their normative data is a significant issue in school psychology. Consequently, this study of 515 coeducational Queensland Year 5 students investigated the generalisability and robustness of the norms of two contemporary self-concept instruments, the Self-Description Questionnaire-I (SDQ-I; Marsh, 1988) and the Perception of Ability Scale for Students (PASS; Boersma & Chapman, 1992). Both tests have received praise for their theoretical construct but have been criticised for the regionalisation of their norming populations.The results of this study demonstrated that the Queensland students had higher mean PASS self-concept scores than the North American students used in the norming of all the PASS scales. For the SDQ- I, a similar distribution pattern was shown for Queensland students and SDQ-I norming sample, with the exception of small variability with Reading and Mothematics self-concepts scales. Issues associated with interpreting and reporting of assessment results and with the assessment responsibilities of educational psychologists and counsellors are discussed.

Effects of the Higher Order Thinking Skills Program on At-Risk Young Adolescents' Self-Concept, Reading Achievement, and Thinking Skills

The purpose of this study was to investigate the effects of the Higher Order Thinking Skills (HOTS) program versus a traditional Chapter 1 program on fourth and fifth grade students' reading achievement, self-concept, and higher order thinking skills. The effects were measured longitudinally over one school year in a single school district in the state of Georgia. The subjects included 175 fourth and fifth grade Chapter 1 eligible students, 113 students in the experimental HOTS group and 72 students in the Chapter 1 group. The dependent measures used to assess the relative effectiveness of the treatments were the Self-Description Questionnaire-I, a measure of self-concept; the Iowa Test of Basic Skills, a measure of reading achievement; and the Ross Test of Higher Cognitive Processes, a measure of higher order thinking skills. The scores on the instruments in this investigation were compared using analysis of covariance procedures. The findings suggest that the HOTS program is effective in raising students' self-concepts and some higher order thinking skills in the fifth grade. The findings also suggest that the program is more effective after two years of treatment, and that females in grade five are affected slightly more than males.

Culture, Gender, and Response Bias

The possibility of culture and gender differences in response styles was explored. The responses of 1,717 participants aged 12-14 years from Australia, China, Nepal, Nigeria, and the Philippines to the Self-Description Questionnaire-I (SDQ-1) were analyzed for evidence of inconsistent responding, negativity or positivity bias, lack of profile variation, and social desirability. No evidence of a major social desirability factor but relatively substantial (effect sizes above 0.20) country and Country x Gender differences in response styles were found. These styles tended to correlate with scores on the academic rather than nonacademic self-esteem scales. This result may be due to participants with higher academic ability being more able to cope with the cognitive task of interpreting and answering consistently the items of the SDQ-1. Interpretations in terms of cultural dimensions such as individualism-collectivism were considered.

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-Concepts: Construct Validation of Responses by Children

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.