Examined 3 independent samples of high school adolescents (12-18 years of age). Used exploratory and confirmatory factor analyses to test and cross-validate factor structure of the Beck Depression Inventory (BDI). Findings suggest that, when used with normal adolescents, BDI is most adequately defined by three-factor, hierarchical structure of…

Based on three independent samples of high school adolescents in central Canada, aged 12 to 18 years, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to identify, test, and cross-validate first-order and second-order factorial structures underlying the Beck Depression Inventory (BDI). Specifically, the study…

Administered two measures of general self-concept and two measures of academic self-concept to 1,018 high school students in October and May of the same school year to determine reliability and validity. Results indicated the need for more research investigating the psychometric properties of measures of academic self-concept. (JAC)

Demonstrates the extent to which item-score data can vary across cultures despite measurements from an instrument in which factorial structure is specified in each group. Scores from the Beck Depression Inventory for 658 Canadian, 1,096 Swedish, and 691 Bulgarian high school students illustrate the differences. Discusses implications for…

The intent of the present study was to test for the validity and equivalency of a second-order factorial structure of the Beck Depression Inventory for and across three independent samples (n1=661; n2=239; n3=196) of nonclinical Swedish adolescents; the model under study derived from a cross-validated study of Canadian high school adolescents…

The aims of the present study were threefold: (1) to test for the equivalency of an hierarchical three-factor structure of the Beck Depression Inventory (BDI) across English and French versions for non-clinical adolescents; (2) given evidence of poor model fit, to validate the factorial structure of the BDI French version across three independent…

Using linear discriminant analysis, two samples of Canadian high school students (n=929 and n=968) were tested using measures of self-concept, academic self-concept, and academic achievement. Academic self-concept was more effective than was academic achievement in differentiating between low-track and high-track students. (SLD)

Confirmatory Factor Analysis (CFA; LISREL) was used to: (1) validate the Self Description Questionnaire III (SDQ III) subscales measuring general, school, English, and mathematics self-concepts for a sample of 898 (285 low track and 613 high track) students in grades 11 and 12, and (2) test the equivalency of the factor structure across academic…

Construct validity findings from Campbell-Fiske and LISREL confirmatory factor analyses of a multitrait-multimethod matrix were compared for 252 low-track and 588 high-track eleventh- and twelfth-grade students. The manner in which construct validity varies across groups is also discussed. (SLD)

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)

Extent to which findings derived from 4 approaches to multimethod multitrait analyses (MTMM) were consistent in providing estimates of construct validity related to measurement of 4 dimensions of perceived competence across 4 maximally dissimilar rating methods was determined using sample of 158 eleventh graders in Canada. Four MTMM approaches…

Masculinity (M) and femininity (F) were related to multiple dimensions of self-concept (SC) for responses to the: Bem Sex Role Inventory and the Self Description Questionnaire III (SDQ-III) by 898 Canadian university students (61% female) in Study 1, and Australian Sex-Role Scale and the SDQ-II by 1,858 Australian high school students (49% female)…

The internal/external (I/E) frame of reference model describes relations among Verbal self-concept (VSC), Math self-concept (MSC), and corresponding achievement scores (VACH, MACH). In support of the model Marsh (1986) found that: (1) VSC and MSC were nearly uncorrelated; (2) the effect of VACH on VSC, and of MACH on MSC, were positive; but (3)…

Covariance structural analyses (LISREL) were used to examine latent mean differences in general self-concept (SC), academic SC, English SC, and mathematics SC between low-track and high-track high school students. The study report is preceded by a theoretical model of adolescent self-concept and discussions of academic track as a social referent…

The construct validity of a multidimensional adolescent self-concept was estimated separately for males and females, and the results were compared across gender. The application of four multitrait-multimethod (MTMM) approaches to estimating construct validity was demonstrated, and the scope and consistency of the findings derived from each were…