Self-Description Questionnaire-II Research Articles

Actividade físico-desportivas, autoconceito e aproveitamento escolar em adolescentes portugueses

The purpose of this investigation was to study the relations between physical activity/sports, self-concept, and school performance, among youngsters between 12 and 19 years of age. Comparisonswere made taking into account the recommendations made by American College of Sports Medicine/American Heart Association for physical activity. The sample consisted of 624 individuals (268 males,354 females, and two unclassified by sex). Self-concept was measured with the Self-Description Questionnaire II (SDQ-II) translated and validated for Portuguese by Goncalves e Vasconcelos-Raposo.Academic achievement/ school performance was defined based on the number of times the individuals failed. The results showed that there are positive relationships between physical activity and several dimensions of the self-concept and negative correlations between the level of physical activity andacademic achievement.

Effects of friendship and relationship dimensions of classroom environment on general and academic self-concept

The purpose of present study was to examine the effect of friendship and relationship dimensions of the classroom environment on general and academic selfconcept. 784 male students aged 13–14 years from 30 classes in 11 schools in Tehran, Iran, participated in the study. A questionnaire was devised and used based on items from the Self-Description Questionnaire-II (Marsh in Self-description questionnaire-II: manual, Publication Unit, Faculty of Education, University of Western Sydney, Sydney, 1992), What Is Happening In this Class (Fraser et al. in Paper presented at the Western Australian Institute for Educational Research forum, Perth, 1996) and Classroom Environment Scale (Moos in Evaluating educational environments, Jossey-Bass, San Francisco, 1979) in addition to some new items. The relationship dimensions of classroom environment were significantly correlated with general and academic self-concept. Moreover, general self-concept mediated the relationship between friendship and academic self-concept. Pupils’ academic norms had an effect on neither this correlation nor the correlation between general self-concept and academic self-concept. Finally, the correlation between general self-concept and academic self-concept was not effectively moderated by pupil–teacher relationship. Theoretical and practical implications of these findings are explained.

Factor structure of a short version of SDQ-II among Omani school students

ABSTRACT Rarely has the self-description questionnaire II (SDQ-II) been used with Arab samples. The Arab culture has unique characteristics that warrant investigating self-concept among individuals who are impacted by the culture. The SDQ-II has eleven factors and each is measured by 8 or 10 items. This study used a short version of the SDQ-II with an Omani sample (n = 700). The Arabic short version has nine factors with 4 items measuring each factor. Confirmatory factor analysis was performed twice: one with nine factors, and another with nine first-order factors and 2 high-order factors. The fit indices for the two models were acceptable and they were not significantly different. All of the items loaded substantially on their respective factors with mean loadings of 0.59. The correlation between the high-order factors was 0.79. All of the bivariate correlations were significant -except for two. The average of the correlations was 0.31 (range from 0.08 to 0.67), thus providing evidence of convergent and discriminant validity. The results indicate that self-concept dimensions can be used separately, and each of the high-order factors can be used as one instrument. The implications are that researchers and counselors can use the short form for research and assessment purposes.

Pola Asuh Otoriter tidak Berhubungan Signifikan dengan Konsep Diri Siswa SMA

AUTHORITARIAN PARENTING IS NOT SIGNIFICANTLY RELATED TO THE SELF-CONCEPT OF HIGH SCHOOL STUDENTS. This study aims to determine the significant relationship between authoritarian parenting and the self-concept of SMA Kristen 1 Salatiga especially students ini class XII. The measuring instrument used in this study is Scale of Parenting Style compiled by Gafoor and Kurukkan (2014) referring to the theory of Baumrind (1991) and Self-Description Questionnaire II (SDQ-II) compiled by Herbert W. Marsh (1990). The data analysis technique used in this study is Pearson Product Moment Correlation by using SPSS for Windows 20. From the results of the data analysis, the results show that there is no significant relationship between the authoritarian parenting style with the self-concept of Christian XII grade students 1 Salatiga with the correlation of rxy = 0.110 with P = 0.388> 0.05. That is, the increase or decrease in the score of the authoritarian parenting variable and the self-concept variable score cannot be determined.

Role of adipokines FGF21, leptin and adiponectin in self-concept of youths with obesity

The mechanisms by which obesity increases the risk of psychosocial disorders remain unclear. We aimed at exploring the association between obesity and self-concept in Chinese youths and the role of adipokines. Data for 559 participants (aged 14–28 years) were analyzed. Self-concept was assessed by utilizing the Self-Description Questionnaire II (SDQ-II). Subjects with obesity had higher leptin, FGF21 and lower adiponectin levels (all p < 0.001). They also had lower SDQ-II scores especially in the domains of general school, physical abilities, physical appearance and opposite-sex relations (all p < 0.001). Both elevated FGF21 and leptin were correlated with lower scores in math (p < 0.01), physical abilities (p < 0.01), and opposite-sex relations (p < 0.05), meanwhile FGF21 negatively correlated with the scores in general school and honesty/trustworthiness, and leptin negatively correlated with physical appearance (p < 0.01) but positively with verbal (p < 0.01). In contrast, decreased adiponectin was correlated with poorer physical abilities (p < 0.05), physical appearance (p < 0.05), and parent relations (p < 0.01). Moreover, these associations of leptin, FGF21 and adiponectin with certain domains remained significant after adjustment for BMI and other metabolic confounders. In conclusion, youths with obesity experienced poorly on self-concept, and these associations may be explained in part by adipokines leptin, FGF21 and adiponectin.

Internal structure of academic self-concept through the Self-Description Questionnaire II-Short (SDQII-S)

Modelling academic self-concept through second-order factors or bifactor structures is an important issue with substantive and practical implications. To contribute to the discussion, this research analyzes the structure of academic self-concept through the Self-Description Questionnaire-II short-form (SDQII-S) and assesses its invariance across gender and age in a sample of secondary students (N = 517). Results show a better fit for the incomplete bifactor model and the estimation of several statistical indices support the multidimensional nature of the data as well as the reliability of the domain scores. In terms of invariance regarding age and gender, partial invariance is concluded. Girls showed higher latent means in verbal self-concept, while boys had higher values in mathematics self-concept; as the student’s educational level increased, domain-specific and general factor means decreased. Practical implications associated with the use of domain scores are discussed.

Measurement Invariance of the Self-Description Questionnaire II in a Chinese Sample

Abstract. Studies on the construct validity of the Self-Description Questionnaire II (SDQII) have not compared the factor structure between the English and Chinese versions of the SDQII. By using rigorous multiple group comparison procedures based upon confirmatory factor analysis (CFA) of measurement invariance, the present study examined the responses of Australian high school students (N = 302) and Chinese high school students (N = 322) using the English and Chinese versions of the SDQII, respectively. CFA provided strong evidence that the factor structure (factor loading and item intercept) of the Chinese version of the SDQII in comparison to responses to the English version of the SDQII is invariant, therefore it allows researchers to confidently utilize both the English and Chinese versions of the SDQII with Chinese and Australian samples separately and cross-culturally.

The Impact of Intramurals on Young Adolescents

The Impact of Intramurals on Young Adolescents Louis L. Warren Abstract This study examines the practice of intramurals and its impact on students’ self-concepts and perceptions of their school climate. Instruments used were the Self-Description Questionnaire-II and Quality of School Life Scale. Results showed that students participating in intramurals had higher overall self-concepts than did students receiving no opportunities for intramurals as well as higher overall quality of school life. The findings suggest that intramurals plays an important role in making middle grades more responsive to the needs of young adolescents Full Text: PDF DOI: 10.15640/jehd.v5n1a11

Typology of Self-Concept of Adolescents in France: A Comparison of Gifted and Nongifted French High School Students

This study sought comprehension of several specifics concerning the self-concept of gifted high school students in France. Eighty-four gifted high school students (IQ ≥ 130) between the ages of 13 and 18 were matched with 84 nongifted high school students possessing the same gender, family background, and academic characteristics. Each of these adolescents completed the GPS technique (Genèse des Perceptions de Soi [Genesis of the Self-Concept]), the Self-Description Questionnaire II (SDQII), and the self-evaluation questionnaire concerning the perception of self and of giftedness. Clusters of adolescents were formed on the basis of data provided by these three tools. Using a descending hierarchical classification, results suggested a distinct four-cluster solution, as well as differences between clusters depending on IQ score, gender, socioeconomic background, and academic performance.

Uso de alcohol y tabaco y variables cognitivo-motivacionales en el ámbito escolar: Efectos sobre el rendimiento académico en adolescentes españoles

The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

Validity Evidence based on Internal Structure of Scores on the Spanish Version of the Self-Description Questionnaire-II

The aim of this study was to analyze the reliability and validity evidence of scores on the Spanish version of Self-Description Questionnaire II (SDQ-II). The instrument was administered in a sample of 2022 Spanish students (51.1% boys) from grades 7 to 10. Confirmatory factor analysis (CFA) was used to examine validity evidence based on internal structure drawn from the scores on the SDQ-II. CFA replicated the correlated II first-order factor structure. Furthermore, hierarchical confirmatory factor analysis (HCFA) was used to examine the hierarchical ordering of self-concept, as measured by scores on the Spanish version of the SDQ-II. Although a series of HCFA models were tested to assess academic and non-academic components organization, support for those hierarchical models was weaker than for the correlated 11 first-order factor structure. Results also indicated that scores on the Spanish version of the SDQ-II had internal consistency and test-retest reliability estimates within an acceptable range.

The Relationships of Self-concept, Academic Achievement and Future Pathway of First Year Business Studies Diploma Students

A student’s academic achievement is impacted by various factors including the multidimensional self-concept.Students with higher levels of achievement are more likely to complete their current study and progress to the nextlevel of study compared to their peers with lower levels of achievement. This study investigates the relationshipsof self-concept, academic achievement and future pathway of the first year business studies diploma students in aprivate university college. One hundred and forty three students participated in the study and responded to the SelfDescription Questionnaire II (SDQII) comprising of three academic facets (Mathematics, English and School) andfour non-academic facets (appearance, physical ability, parent relation and peer relation). Multivariate analysisprovided evidence that a student’s academic self-concept, in particular the school self-concept, English self-concept and Mathematics self-concept strongly impact his or her academic achievement in the first semester. However, there was no significant relationship between self-concept (academic and non-academic) and a student’s choice of pathway after completing the diploma programme.

Aggressive Behavior as a Predictor of Self-Concept: A Study with a Sample of Spanish Compulsory Secondary Education Students

This study analyzed the relationship between aggressive behavior and self-concept in a sample of 2,022 Spanish students (51.09% males) of Compulsory Secondary Education, ranging in age from 12 to 16 years. Aggressive behavior was assessed using the Teenage Inventory of Social Skills (TISS), and selfconcept was assessed with the Self-Description Questionnaire II (SDQ-II). Logistic regression analyses showed that adolescents with aggressive behavior were more likely to perceive their relationship with their parents as negative, show little interest in verbal activities, be less sincere, and have lower self-esteem than their non-aggressive peers. Furthermore, despite models varied according to sex and grade, in most cases adolescents with high aggressive behavior also showed a higher probability of perceiving their relation with peers of the same sex in a negative way, being less interested in school domains and showing higher emotional instability than their non-aggressive counterparts. Non-expected results were obtained regarding the perceptions about interactions with peers of the opposite sex and physical appearance. Results are discussed attending to their practical implications.

A multidimensional perspective of relations between self-concept (Self Description Questionnaire II) and adolescent mental health (Youth Self-Report).

Relations between self-concept and mental health are best understood from a multidimensional perspective. For responses by 903 adolescents (mean age = 12.6) to a new French translation of the Self Description Questionnaire II (SDQII), confirmatory factor analysis demonstrated a well-defined multidimensional factor structure of reliable, highly differentiated self-concept factors. Correlations between 11 SDQII factors and 7 mental health problems (Youth Self-Report; YSR) varied substantially (.11 to -.83; mean r = -.35). Single higher-order factors could not explain relations among SDQII factors, among YSR factors, or between the SDQII and YSR factors. This highly differentiated multivariate pattern of relations supports a multidimensional perspective of self-concept, not the unidimensional perspective still prevalent in mental health research and assessment.

Validation of the Self-Description Questionnaire-II with an American Sample

The psychometric properties of the Self-Description Ques tionnaire-II (SDQ-II) were assessed with an American middle school sample comprising 291 students. Results revealed acceptable internal consistency and four-week stability coefficients for all domain scores and the Total score of the instrument. The results of confirmatory factor analyses supported the convergent validity of the SDQ-II. Although the hypothesized factor structure provided a reasonable fit to the data, the relatively high intercorrelations among some of the SDQ-II scales raised issues related to discriminant validity. Implications of the findings for future research with American children are discussed.

Self-Concept of High School Students in China: Confirmatory Factor Analysis of Longitudinal Data

This study examined the factor structure of high school students’responses to the Verbal, Math, Academic, and General self-concept scales of the Self-Description Questionnaire-II (SDQ-II) administered in China at two time points. Confirmatory factor analysis (CFA) showed that these students clearly distinguished the four scales. Math and Chinese self-concepts were positively correlated with Academic self-concept and with General self-concept. However, Math and Chinese self-concepts were negatively correlated with each other. The stability coefficients for each construct over time was high. The inclusion of Chinese and math achievement scores as well as teachers’ratings of general academic performance in CFA models further confirmed the validity of the multidimensional constructs by demonstrating a high correlation with each matching self-concept construct. All patterns of relations were replicated in a second collection of data 6 months later. The results support the multidimensionality and domain specificity of academic self-concepts found in Western countries.

A Multimethod Investigation of the Multidimensionality of Children\'s Well-Being Reports: Discriminant Validity of Life Satisfaction and Self-Esteem

A total of 290 middle school students were administered the Self- Description Questionnaire-II (SDQ-II) and the Students' Life Satisfaction Scale (SLSS). Three different approaches were employed to explore the discriminant validity of global self-esteem and global life satisfaction in children. Confirmatory factor analyses suggested that children differentiate the well-being constructs. Hierarchical multiple regression analysis provided further support for the incremental validity of the life satrisfaction construct. Furthermore, global life satisfaction and global self-esteem scores demonstrated different correlates. Children's perception of their academic competence were more strongly related to their global self- esteem than their global life satisfaction whereas children's perceptions of the quality of their family relationships was the strongest correlate of their global life satisfaction. The findings were then replicated with a sample of 183 elementary school students (grades 3–5). Taken together, the findings provided strong support for the meaningfulness of the global life satisfaction construct with children as well as the multidimensionality of children's subjective well-being reports.

Too Much Too Soon? Non-radical Advanced Grade Placement and the Self-concept of Gifted Students

Acceleration is a frequently recommended programming option for academically advanced students that enjoys considerable research support. Yet practitioners often object to acceleration on the grounds that it has negative effects upon students' social and emotional development. Research on affective outcomes of techniques such as grade advancement are mixed, containing reports of positive, negative, and neutral outcomes, and the role of gender and ethnicity is seldom explored. This study was undertaken to investigate the relationship between advanced grade placement and the self-concept of gifted students. Over 600 gifted adolescents completed the Self-Description Questionnaire-II (SDQII) and provided demographic information. Nearly 25% of the students were grade advanced, with Caucasian students being grade advanced significantly more often than Hispanic or African American students. No difference was found in any facet of self-concept between grade advanced and non-advanced students (and interactions of advanced status and gender and/or grade level). Readers are cautioned that the study was causal/comparative and not experimental in nature.

Mirror, Mirror, on the Wall: Reliability and Validity Evidence for the Self-Description Questionnaire-II with Gifted Students

The use of the Self-Description Questionnaire (SDQ), in its various forms, is recommended for use with gifted students, yet little psychometric data exist with respect to the use of these subscales with this population. The SDQ-II was administered to adolescents attending a summer residential program for academically gifted students (N = 459). Estimates of internal consistency for scores on the 11 subscales are large enough to warrant group interpretation and research uses (mean alpha= .89) and possibly individual uses for older gifted students. Confirmatory factor analysis provides limited evidence of construct validity using data from this sample of gifted students. The relatively poor fit of the tested models may be due to the extreme negative skewness of item score distributions.

The Impact of Common Planning Time on Middle Grades Students and Teachers

AbstractThis descriptive study examines the practice of common planning time (CPT) for middle grades teachers who are members of interdisciplinary teams and the impact that this practice has on students' self-concepts and perceptions of their school climate and teachers' perceptions of their working environment. Instruments used were the Self-Description Questionnaire-II, Quality of School Life Scale, and Teacher Opinion Questionnaire. Results showed that students receiving instruction from teachers on interdisciplinary teams with CPT had higher overall self-concepts and more positive overall perceptions of their school climate than did students receiving instruction from teachers on interdisciplinary teams without CPT, organized departmentally. In addition, results of the study showed that teachers on interdisciplinary teams with CPT had more positive overall perceptions of their working environment than did teachers who were organized departmentally. The findings suggest that CPT for teachers on interdi...