Self-Description Questionnaire: Age and sex effects in the structure and level of self-concept for preadolescent children.

Abstract

The Self-Description Questionnaire (SDQ) is a self-concept instrument designed to measure seven components of self-concept derived from Shavelson's model. Separate factor analyses of responses by children (6 to 11 years of age) from four grade levels (Grades 2 to 5) all clearly identified the seven SDQ factors, and correlations among these factors were consistent with the hierarchical organization of self-concept hypothesized by Shavelson. However, several observations suggested that these factors become more distinct with age. Large sex differences for two factors (boys' self-concepts were higher in Physical Abilities; girls' were higher in Reading) and small sex differences for several other factors were consistent across different ages and consistent with previous findings with older children. There was a strikingly linear, negative relation between grade level and the total self-concept scores, the three academic self-concepts, and the two physical self-concepts, but not Relationship with Parents and Relationship with Peers. A separate examination of responses to negatively worded items demonstrated a substantial method/halo bias that was systematically related to grade level, arguing against their use on questionnaires for young children. These findings have important implications for the study of preadolescent self-concept and also support the construct validity of interpretations based on the SDQ and the Shavelson model.Self-concept is a hypothetical construct whose usefulness must be demonstrated by investigations of its construct validity. Within-network studies explore the multidimensionality of self-concept and attempt to demonstrate consistent, distinct, and theoretically defensible components. They typically employ factor analysis. Between-networks studies attempt to demonstrate a theoretically consistent (or at least logical) pattern of relationships between measures of self-concept and other constructs. These studies correlate self-concept indices with variables such as measures of ability/performance, self-concept ratings inferred by significant others (e.g., teachers, parents, peers), family background variables, behavioral observations, experimental manipulations, and other self-report measures.The authors would like to acknowledge the insightful criticism and helpful comments provided by Ray Debus on earlier drafts of the manuscript.

Self-Esteem Across the Lifespan

“…This replicates previous research showing that children on average report highly positive (and possibly inflated) self-evaluations (Eccles et al, 1993;Harter, 1998;Marsh et al, 1984). Self-esteem declined sharply from childhood (ages 9 -12) to adolescence (ages 13-17; the standardized mean difference, or Cohen's d, between the two age groups was Ϫ.30, p Ͻ .01), and continued to decline from adolescence to the college period (ages 18 -22; d ϭ Ϫ.05, p Ͻ .01).…”

Validação da Escala de Autoconceito e Autoestima para Pré-adolescentes (EAAPA) e Análise da Estrutura Organizativa do Autoconceito

“…Marsh, Barnes, Cairns, & Tidman, 1984;Raimundi, López, Cataldi, & Bugallo, 2011). Num estudo baseado no modelo teórico de Shavelson et al (1976), Marsh et al (1984) desenvolveram o SDQ que lhes permitiu, de forma empírica, suportar e posteriormente rever o modelo teórico subjacente. Avaliaram a estrutura fatorial do autoconceito de crianças dos 6 aos 11 anos, a frequentar entre o 2º e o 5º ano.…”

A organização do autoconceito: análise da estrutura hierárquica em adolescentes

“…No que se refere à estrutura do autoconceito académico, Marsh e colaboradores (Marsh, Barnes, Cairns, & Tidman, 1984;Marsh & Hocevar, 1985;Marsh & O'Neill, 1984), a partir de análises sobre as diferentes versões do SelfDescription Questionnaire (SDQ), defendem que as correlações entre o autoconceito matemático e o autoconceito verbal/língua materna são tão reduzidas ou inexistentes que não justificam um autoconceito académico global que os reúna. Nesta linha, Marsh e Shavelson (1985) acabam propondo um modelo autonomizando o autoconceito académico verbal e o autoconceito académico matemáti-co. Pesquisas posteriores reforçaram a convicção que os modelos que postulam a existência de mais do que um autoconceito académico apresentam melhor adequação aos dados (Marsh, Byrne, & Shavelson, 1988).…”