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Methodological Approaches to the Validation of Academic Self-Concept: The Construct and Its Measures.
Peer reviewed Peer reviewed
Byrne, Barbara M. – Applied Measurement in Education, 1990
Methodological procedures used in validating the theoretical structure of academic self-concept and validating associated measurement instruments are reviewed. Substantive findings from research related to modes of inquiry are summarized, and recommendations for future research are outlined. (TJH)
Descriptors: Classification, Construct Validity, Evaluation Methods, Literature Reviews
Investigating Gender Differences in Adolescent Self-Concept: A Look beneath the Surface.
Peer reviewed Peer reviewed
Byrne, Barbara M. – Applied Measurement in Education, 1990
The extent to which convergent and discriminant validity of 4 self-concept traits and the method effects associated with 3 measurement scales that were equivalent across gender was studied. Data from 832 students (412 boys and 420 girls) in grades 11 and 12 in suburban Canada were analyzed. (SLD)
Descriptors: Adolescents, Foreign Countries, Grade 11, Grade 12
Perceived Competence Scale for Children: Testing for Factorial Validity and Invariance across Age and Ability.
Peer reviewed Peer reviewed
Byrne, Barbara M.; Schneider, Barry H. – Applied Measurement in Education, 1988
For 241 normal and 132 gifted fifth graders and 113 normal and 117 gifted seventh graders in Ottawa (Ontario), exploratory and confirmatory factor analyses investigated the factorial validity of the Perceived Competence Scale for Children (PCSC). Overall, the PCSC demonstrated sound psychometric properties. (SLD)
Descriptors: Ability, Academically Gifted, Age Differences, Competence
Investigating the Measurement of Social and Academic Competencies for Early/Late Preadolescents and Adolescents: A Multitrait-Multimethod Analysis.
Peer reviewed Peer reviewed
Byrne, Barbara M.; Bazana, P. Gordon – Applied Measurement in Education, 1996
Results of an investigation of the construct validity of measurements of social and academic competencies of 175 3rd graders, 193 7th graders, and 159 11th graders made by the students themselves, teachers, parents, and peers suggest that researchers should consider making greater use of parent ratings for elementary school students. (SLD)
Descriptors: Academic Achievement, Adolescents, Construct Validity, Elementary Education