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The Predictive Validity of Subscales of An Academic Self-Concept Measure Administered Nine Semesters Prior To Acquisition of Criterion Data Reflecting School Achievement.
Peer reviewed Peer reviewed
Darakjian, Gregory P.; And Others – Educational and Psychological Measurement, 1984
In a longitudinal investigation of 179 seventh graders, the current investigation covers a surviving sample of eleventh graders. Predictive validity coefficients of five Dimensions of Self-Concept (DOSC), Form S subscales were ascertained relative to total grade point average (GPA) and to GPA in several subjects during three enrollment periods.…
Descriptors: Academic Achievement, Grade Point Average, Longitudinal Studies, Predictive Validity
Comparative Validities of Standardized Academic Self-Concept Scales and Achievement Test Measures and of Teacher Ratings of Citizenship and Effort in Forecasting Performance of Junior High School Students.
Peer reviewed Peer reviewed
Darakjian, Gregory P.; Michael, William B. – Educational and Psychological Measurement, 1982
The validity of academic self-concept, achievement test scores, and teacher ratings in predicting grade point average and proficiency test scores for junior high school students was examined. All validity coefficiencts were statistically significant. (Author/BW)
Descriptors: Academic Achievement, Achievement Tests, Grades (Scholastic), Junior High Schools
The Factorial Validity of a College-Level Form of an Academic Self-Concept Scale.
Peer reviewed Peer reviewed
Michael, William B.; And Others – Educational Research Quarterly, 1987
This study supported the construct validity of a multidimensional measure of academic self-concept for community college students. Four subtests were assembled from the five factor subscales of the Dimensions of Self-Concept, Form H: Level of aspiration; Anxiety; Academic Interest and Satisfaction; Leadership and Initiative; and Identification…
Descriptors: Academic Ability, Academic Achievement, Adults, Construct Validity
The Long-Term Predictive Validity of an Academic Self-Concept Measure Relative to Criteria of Secondary School Grades Earned Over Eleven Semesters.
Peer reviewed Peer reviewed
Darakjian, Gregory P.; And Others – Educational and Psychological Measurement, 1985
In a longitudinal investigation, the subscales of the Dimensions of Self-Concept revealed declining predictive validity coefficients relative to criteria of secondary school grades. However, the Level of Aspiration subscale consistently exhibited significant predictive validities of student success during each of four time segments. (Author/DWH)
Descriptors: Academic Achievement, Academic Aspiration, Correlation, Grades (Scholastic)
The Construct and Concurrent Validity of Two College-Level Academic Self-Concept Scales for a Sample of Primarily Hispanic Community College Students.
Peer reviewed Peer reviewed
Halote, Barry; Michael, William B. – Educational and Psychological Measurement, 1984
Scores of 202 primarily Hispanic community college students were used to determine (1) the correlations of each of five factor subscales of a research form of the dimensions of Self-Concept (DOSC) measure with the Total Score of the Academic Self-Concept Scale and (2) the empirical factor structure of each instrument. (Author/BS)
Descriptors: Academic Achievement, College Students, Correlation, Factor Analysis
Further Development and Validation of a Self-Concept Measure Involving School-Related Activities.
Peer reviewed Peer reviewed
Michael, William B.; And Others – Educational and Psychological Measurement, 1978
For each of two revised forms of the Dimensions of Self-Concept measure (intermediate and secondary forms), statistical information is presented concerning the intercorrelations of each of five factor scales, the reliability and standard error of measurement of each scale, and the results of item analyses. (Author/JKS)
Descriptors: Academic Achievement, Elementary Secondary Education, Error of Measurement, Factor Analysis
A Correlational Study of Academic Self-Concept, Intellectual Achievement Responsibility, Social Cognition,
Peer reviewed Peer reviewed
Taylor, Louise Kathleen; Michael, William B. – Educational Research Quarterly, 1981
The importance of theory and experimental findings in giving direction, structure, and comprehensibility to research about self-concept is discussed. Analysis of the necessary affective variables to be included in the systematic experimentally-based development of effective educational programs in the affective domain is emphasized. (Author/AL)
Descriptors: Academic Achievement, Affective Measures, Cognitive Measurement, Correlation
The Short-Term Predictive Validity of a Standardized Reading Test and of Scales Reflecting Six Dimensions of Academic Self-Concept Relative to Selected High School Achievement Criteria for Four Ethnic Groups.
Peer reviewed Peer reviewed
Lehn, Thomas; And Others – Educational and Psychological Measurement, 1980
Based on a sample of eleventh grade students from different ethnic backgrounds, (1) a reading test was a more valid predictor of academic success than academic self-concept; (2) aspiration and academic interest were valid predictors of school achievements; and (3) a combination of cognitive and affective measures was the most valid predictor.…
Descriptors: Academic Achievement, Academic Aspiration, Anxiety, Cognitive Tests
Cognitive and Affective Factor Dimensions in Each of Four High School Samples of Different Ethnicity.
Peer reviewed Peer reviewed
Michael, William B.; And Others – Educational and Psychological Measurement, 1980
This investigation is an extension of TM 506 002. A factor analysis of the intercorrelations of academic self-concept and reading scores revealed three factors: Academic Achievement, Positive Academic Affect, and Anxiety. The results also showed that the factor structure served to explain the criterion-related validity coeffecients obtained in the…
Descriptors: Academic Achievement, Academic Aspiration, Affective Measures, Anxiety