A short German version of the Self Description Questionnaire I. Theoretical and empirical comparability.

Autor/inn/en	Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus
Titel	A short German version of the Self Description Questionnaire I. Theoretical and empirical comparability.
Quelle	In: International journal of research & method in education, 36 (2013) 4, S. 415-438Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1743-727X; 1743-7288
DOI	10.1080/1743727X.2012.710503
Schlagwörter	Erhebungsinstrument; Evaluation; Fragebogen; Reliabilität; Validität; Selbstkonzept; Psychometrie; Sekundarstufe I; Grundschule; Schüler; Deutschunterricht; Mathematikunterricht; Messung; Modell; Deutschland
Abstract	This study aims to develop a short German version of the Self Description Questionnaire (SDQ I-GS) in order to present a robust economical instrument for measuring German preadolescents' multidimensional self-concept. A full German version of the SDQ I (SDQ I-G) that maintained the original structure and thus length of the English original SDQ I [...] served as a basis for empirically deriving the SDQ I-GS. Using a sample of German students in grades 3-6 (N=1958), the construct validity of the SDQ I-GS was tested by both a within-network approach using confirmatory factor analyses and a between-network approach examining the relations of self-concept to external validity criteria (academic achievement and self-concept factors of another instrument). Construct validity for both the full (SDQ I-G) and the short version (SDQ I-GS) was consistent. Hence, the SDQ I-GS was demonstrated as a shorter and yet psychometrically sound instrument for measuring the multiple facets of self-concept of German preadolescents. The production of an economical instrument may stimulate wider use of self-concept instruments to further advances in self-concept research and theory. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/1