A study involving 174 at-risk undergraduate students provided evidence of the construct validity of 5 factors corresponding to scales of the Dimensions of Self-Concept measure. Evidence was obtained for a higher order general academic self-concept, but the anxiety factor was not related to this higher order factor. (SLD)

Three essentially parallel forms of the Dimensions of Self-Concept scale were factor analyzed using three samples of students: one elementary school sample, one junior high school sample, and one high school sample. Results are interpreted in terms of the reliability and validity of the scale. (Author/JKS)

Describes the rationale for and the development of an instrument that provides scales to measure five school related constructs of self concept at three school levels and cites information regarding the factorial validity of each scale based on the derived data. (Author/DEP)

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)

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)

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…