Self-concept: The construct validity of interpretations based upon the SDQ.

Abstract

The Self-Description Questionnaire (SDQ) is a multidimensional instrument designed to measure seven facets of self-concept hypothesized in Shavelson's hierarchical model. The SDQ, along with measures of attributions and academic achievement, was administered to primary school students from two quite diverse populations. Separate factor analyses of responses from the two groups were similar and clearly demonstrated the seven factors that the SDQ is designed to measure. The small correlations among the different dimensions were similar for the two groups and consistent with the hierarchical structure in Shavelson's model. Consistent and predictable correlations were also observed between the different self-concept dimensions and (a) attributions of responsibility for academic outcomes, (b) academic achievement, and (c) the sex of the student. Smaller sex differences were observed for students who attended single-sex classes, suggesting that these students might be using a different reference group in forming their self-concepts. Overall, the findings provide compelling support for Shavelson's model, the construct validity of self-concept, and the validity of interpretations based upon the SDQ.

The measurement of self-esteem: Refining our methods.

“…A large amount of method variance remains undefined, necessitating further correlational research (see Marsh et al, 1983 for an excellent illustration), as well as the type of logical and experimental work outlined by Shavelson et al (1976). We must also keep in mind that self-esteem measures fail to tap many other dimensions of self-conception and that every measurement approach must be evaluated in terms of the particular aspect of self it purports to capture (Gordon, 1969).…”

Insucesso escolar e factores de risco do aluno – Validação de uma nova medida de auto-resposta numa amostra alargada de alunos do 2º e 3º ciclo do ensino básico

“…Self Description Questionnaire II (SDQ2); (Marsh, Relich, & Smith, 1983-Versão portuguesa: Fontaine, 1991a): avalia o auto-conceito em adolescentes dos 12 aos 18 anos. Compõem-se por 102 itens, repartidos em 11 subescalas, das quais três se relacionam com parâmetros do auto-conceito referente ao domínio escolar.…”

An Investigation of the Relation between Self-esteem, Indirect Strategy Use and Iranian Intermediate EFL Learners' Oral Language Proficiency

“…For instance, Marsh, Kong, and Hau (2001) reported that their participants' English selfesteem was positively affected by their English achievement. On the other hand, Marsh, Relich, and Smith (1983) in their research found that the learners' school performance was highly affected by their academic self-esteem. Thus, it seems evident that there is a significant association between these two variables.…”