The Development and Construct Validation of a Spanish Version of an Academic Self-Concept Scale for Middle School Hispanic Students from Families of Low Socioeconomic Levels

Menjares, Pete C.; Michael, William B.; Rueda, Robert

doi:10.1017/s1138741600005540

Cited by 6 publications

(6 citation statements)

References 21 publications

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“…As self-concept is considered an important mediating factor that facilitates the attainment of other desirable learning, psychological and behavioral outcomes (Marsh, Craven, & McInerney, 2003) many disciplines such as educational, clinical or social psychology have been involved in self-concept enhancement. Selfconcept improvement could be beneficial to academic, social and health areas (see Marsh, 2006, for a review), but enhancement interventions should be supported by appropriate explanations and measures of the self (Menjares, Michael, & Rueda, 2000). Furthermore, a well established definition of self-concept will contribute to its differentiation from other related constructs such as self-efficacy (Marsh et al, 2003;Schunk & Meece, 2006).…”

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

et al. 2012

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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 11 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.

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

et al. 2012

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“…The DOSC has demonstrated promising concurrent validity with the Maslach Burnout Inventory (MBI) (Gold & Michael, 1985) a measure of burnout behaviors relevant to persistence. The DOSC has been modified and demonstrated to be valid for Chinese (Huang & Michael, 2000), Spanish (Menjares, Michael, & Rueda, 2000), Korean (Chong & Michael, 1999), and Japanese (Paik & Michael, 1999) language users. Other scales measure increasingly specific aspects of academic self-concept, such as the Mathematical Self-Concept Scale (Gourgey, 1982), which is designed to assess attitude toward one's ability to learn mathematics.…”

Section: Measurement Of Self-conceptmentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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“…This enables a more appropriate study of construct validity with regard to one of its main aspects, the dimensionality of the instrument (Menjares, Michael, & Rueda, 2000).…”

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“…However, analytic steps have been taken to avoid this lack of sensitivity when ordinal variables are used (Millsap & Tein, 2004). This enables a more appropriate study of construct validity with regard to one of its main aspects, the dimensionality of the instrument (Menjares, Michael, & Rueda, 2000).…”

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Measurement Invariance Study of the Training Satisfaction Questionnaire (TSQ)

et al. 2013

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This article presents an empirical measurement invariance study in the substantive area of satisfaction evaluation in training programmes. Specifically, it (I) provides an empirical solution to the lack of explicit measurement models of satisfaction scales, offering a way of analysing and operationalizing the substantive theoretical dimensions; (II) outlines and discusses the analytical consequences of considering the effects of categorizing supposedly continuous variables, which are not usually taken into account; (III) presents empirical results from a measurement invariance study based on 5,272 participants' responses to a training satisfaction questionnaire in three different organizations and in two different training methods, taking into account the factor structure of the measured construct and the ordinal nature of the recorded data; and (IV) describes the substantive implications in the area of training satisfaction evaluation, such as the usefulness of the training satisfaction questionnaire to measure satisfaction in different organizations and different training methods. It also discusses further research based on these findings.

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The Development and Construct Validation of a Spanish Version of an Academic Self-Concept Scale for Middle School Hispanic Students from Families of Low Socioeconomic Levels

Cited by 6 publications

References 21 publications

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

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

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Measurement Invariance Study of the Training Satisfaction Questionnaire (TSQ)

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