Validating Social Self-Concept Structure for Early/Late Preadolescents and Adolescents.

Autor/in	Byrne, Barbara M.
Titel	Validating Social Self-Concept Structure for Early/Late Preadolescents and Adolescents.
Quelle	(1994), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Age Differences; Analysis of Covariance; Child Development; Construct Validity; Elementary School Students; Elementary Secondary Education; Factor Structure; Grade 11; Grade 3; Grade 7; High School Students; Interpersonal Relationship; Preadolescents; Self Concept; Social Psychology + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Faktorenstruktur; School year 11; 11. Schuljahr; Schuljahr 11; School year 03; 3. Schuljahr; Schuljahr 03; School year 07; 7. Schuljahr; Schuljahr 07; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-adolescence; Präadoleszenz; Selbstkonzept; Sozialpsychologie
Abstract	This study represents the first to empirically validate the structure of social self-concept (SC) as proposed by the Shavelson model. For each of three age groups--preadolescents (252 3rd graders), early adolescents (290 7th graders), and late adolescents (335 11th graders)--analyses of covariance structures were used to test: (1) that social SC is both multidimensionally and hierarchically structured and (2) that causal direction underlying SC formation flows from social behavior at the base of the hierarchy, up through the network of social SC facets, to general SC at its apex. Results reveal a multidimensional structure that becomes more differentiated with age, but fail to yield any clear hierarchical pattern, regardless of age. Although the hypothesized direction of cause was strongly supported, and the structure of social SC basically similar across age, there were nonetheless several interesting developmental dissimilarities. Findings provide an important springboard for further construct validity research bearing on the structure and measurement of social SC. (Contains 74 references, 4 tables, and 7 figures.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC