The Measurement of Self Concept and Self Report

Combs, Arthur W.; Soper, Daniel W.; Courson, Clifford C.

doi:10.1177/001316446302300306

Cited by 52 publications

(16 citation statements)

References 11 publications

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“…At one extreme Coombs, Soper, and Courson (1963) argue that ratings by external observers should replace self-ratings as the preferred measure of self-concept. In contrast, most others (e.g., Crandall, 1973;Marsh, Barnes, & Hocevar, 1985;Marsh, Smith, Barnes & Butler, 1983;Shavelson et al, 1976;Wylie, 1974) argue for the theoretical separation between self-concepts that are based on a person's own selfreport and inferred self-concepts that are based on the report of others.…”

Section: Test Of the I/e Model With Self-concepts Inferred By Signifimentioning

confidence: 99%

Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model

Marsh¹

1986

American Educational Research Journal

709

734

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The purpose of this investigation is to examine empirical support for the internal/external (I/E) frame of reference model that describes the relation between Verbal and Math self concepts, and between these academic self concepts and verbal and math achievement. The empirical tests are based on all studies (n = 6,010; age range = 7-35+ years) that have employed the Self Description Questionnaire (SDQ), SDQII, or SDQ III self-concept instruments. The I/E model posits, for example, that a high Math self-concept is more likely when math skills are good relative to those of peers (an external comparison) and when math skills are better than verbal skills (an internal comparison). Consistent with the model and empirical findings, (a) Verbal and Math self-concepts are nearly uncorrected with each other even though verbal and math achievement indicators are substantially correlated with each other and with the matching areas of self-concept; (b) the direct effects of math achievement on Verbal self-concept, and of verbal achievement on Math self-concept, are both negative. For inferred selfconcepts based on the ratings of external observers, the external process seems to operate, but not the internal process. The findings demonstrate that academic self concepts are affected by different processes than are the academic achievement areas they reflect and the inferred self-concepts offered by external observers.The purpose of this investigation is to present theoretical and empirical support for the internal/external (I/E) frame of reference model that describes how Verbal and Math self-concepts are formed. The modelThe author would like to thank Samuel Ball, Jennifer Barnes, Raymond Debus, and Richard Shavelson for their helpful comments on earlier drafts of this article, and to thank my coauthors in earlier studies that are incorporated into the present investigation.' For purposes of the present investigation, scales from the three SDQ instruments called Reading self-concept (SDQ) and Verbal self-concept (SDQ II and SDQ III) are all called Verbal self-concept, even though items on the SDQ specifically refer to reading, whereas those on the SDQ II and SDQ III also include references to a broader array of verbal skills.

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Section: Test Of the I/e Model With Self-concepts Inferred By Signifimentioning

confidence: 99%

Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model

Marsh¹

1986

American Educational Research Journal

709

734

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“…Studies which have employed both methods (Combs, Soper, & Courson, 1963;Hamilton, 1971;Parker, 1966;, however, report negligible correlations between ratings made by self and ratings made by others. This suggests, as Wells & Marwell (1976) concluded in their conceptualization and methodological review of the self-esteem literature, that the two methods assess different aspects of the self.…”

Section: Mischel (1977) Offers An Alternative Methodological Techniquementioning

confidence: 99%

Conceiving or Misconceiving the Self: Issues in Adolescent Self-Esteem

Savin‐Williams

Demo

1983

The Journal of Early Adolescence

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“…It is postulated that the amount of success encountered during the early developmental period is directly related to the positiveness of the individual's self-concept. Combs, Soper, and Courson (1963) believe that the self-concept is what an individual believes about self or the totality of one's ways of seeing self. Sears and Sherman (1964) view the self-concept as a synonym of confidence and self-esteem.…”

Section: Limitationsmentioning

confidence: 99%

The development of the self-concept in the young child

Mascall¹

2000

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The Measurement of Self Concept and Self Report

Cited by 52 publications

References 11 publications

Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model

Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model

Conceiving or Misconceiving the Self: Issues in Adolescent Self-Esteem

The development of the self-concept in the young child

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