Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and…

Self-concept scales from the Australian Self Description Questionnaire II (SDQII) were included in the National Education Longitudinal Study of 1988 (NELS:88). Mean differences based on 17,544 U.S. responses and the Australian normative sample were small. Results support construct validity of SDQII responses in NELS:88 data. (SLD)

The construct validities of the Self Description Questionnaire I, the Perceived Social Competence Scale, and the Multidimensional Measure of Children's Perceptions of Control were assessed, using 508 seventh through ninth graders in Sydney (Australia). Factor analysis, multitrait-multimethod analyses, and patterns of correlations with additional…

Test-retest data (six-month interval) collected on preadolescent student self-concepts, teachers' ratings of student self-concepts, and academic ability provided strong support for the construct validity of self-concept. The multiple dimensions of self-concept showed a logical and consistent pattern of relationships with a variety of criteria.…

Using 559 fifth graders, measures were collected to assess multiple dimensions of academic self-attribution, self-concept, and inferred self-concept, and academic achievement. The specificity and predictability of the observed patterns of relations support the construct validity of interpretations based on both the self-attribution and…

This study tested the multifaceted, hierarchical structure of self- concept (SC) against alternative models and determined whether academic SC can be discriminated from academic grades. Results supported the multidimensional interpretation of SC and demonstrated that general SC could be interpreted as distinct from but correlated with academic SC.…

Using a fifth-grade sample, the revised Self Description Questionnaire was investigated. Confirmatory factor analysis showed the factor structure invariant across the respondants' gender. Sex difference in self-concept areas and academic achievement were explored. A new internal/external frame of reference model was proposed. (Author/BS)