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Direct linkIgor Esnaola; Albert Sesé; Lorea Azpiazu; Yina Wang – British Journal of Educational Psychology, 2024
Background: Modelling academic self-concept through second-order factors or bifactor structures is an important issue with substantive and practical implications; besides, the bifactor model has not been analysed with a Chinese sample and cross-cultural studies in the academic self-concept are scarce. Likewise, latent structure validity evidence…
Descriptors: Academic Achievement, Self Concept, Psychometrics, Validity
Al-Srour, Nadia Hayel; Al-Ali, Safa Mohammad – Education, 2013
The aim of this study is to explore the level of self-concept among primary school students according to gender and academic achievement variables in Amman. A random sample was chosen from fourth, fifth and sixth grades in private schools in Amman city. The sample of the study consisted of (365) male and female students, (177) males and (188)…
Descriptors: Foreign Countries, Self Concept, Elementary School Students, Gender Differences
Peer reviewedMaggi, Stefania – International Journal of Testing, 2001
Developed an Italian version of the Self-Description Questionnaire (SDQ-III) and studied the reliability and factorial validity of this translated instrument. Results show that the translated version has psychometric properties similar to those of the original English version. (SLD)
Descriptors: Factor Structure, Foreign Countries, Psychometrics, Reliability
Peer reviewedMarsh, Herbert W.; Plucker, Jonathan A.; Stocking, Vicki B. – Educational and Psychological Measurement, 2001
Reanalyzed data from the Self-Description Questionnaire II (SDQII) from an earlier study of 376 gifted students, and a new study of 837 gifted students to explore alternative approaches to missing data and data normalization. Results strongly support the construct validity of responses to the SDQII by gifted adolescents. (SLD)
Descriptors: Adolescents, Construct Validity, Elementary Secondary Education, Gifted
