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| Autor/inn/en | Marsh, Herbert W.; Byrne, Barbara M. |
|---|---|
| Titel | Do We See Ourselves as Others Infer: A Comparison of Self-Other Agreement on Multiple Dimensions of Self-Concept from Two Continents. |
| Quelle | (1992), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Students; Comparative Testing; Cross Cultural Studies; Factor Analysis; Foreign Countries; Higher Education; Inferences; Peer Evaluation; Self Concept; Self Evaluation (Individuals); Significant Others; Test Validity; Australia; Canada; Self Description Questionnaire |
| Abstract | An Australian study and a Canadian study evaluated the ability of significant others to infer multiple dimensions of self-concept of university students accurately. Subjects were 151 Australian and 941 Canadian university students. Four factor analyses (self- and other-responses by Australians and Canadians) all clearly identified the 13 factors that the 136-item Self Description Questionnaire III (SDQIII) is designed to measure. Mean ratings were similar in the two studies, although self-rankings tended to be lower than other ratings (a self-modesty effect). There was substantial self-other agreement on each of the 13 SDQIII factors that was similar for Australians and Canadians and much higher than reported in previous research. Multitrait multimethod data demonstrated convergent and discriminant validity of the SDQIII responses in both studies. Across all analyses, Australian and Canadian results were remarkably similar. Critical features leading to the consistently high self-other agreement were the use of: (1) older students; (2) multiple dimensions of self-concept based on instruments with strong psychometric properties; and (3) significant others who knew the subject very well. Four tables present study data, and 38 references are included. An appendix lists the means and standard deviations among the variables from Australian and Canadian studies. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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