Self-Concept and Native Language Background: A Study of Measurement Invariance and Cross-Group Comparisons in Third Grade

Autor/inn/en	Niehaus, Kate; Adelson, Jill L.
Titel	Self-Concept and Native Language Background: A Study of Measurement Invariance and Cross-Group Comparisons in Third Grade
Quelle	In: Journal of Educational Psychology, 105 (2013) 1, S.226-240 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0030556
Schlagwörter	Kindergarten; English (Second Language); Speech Communication; Second Language Learning; English Language Learners; Grade 3; Native Language; Self Concept; Questionnaires; Spanish Speaking; Comparative Analysis; Asian Americans; Factor Analysis; Academic Ability; Reading Skills; Mathematics Skills; Behavior Problems; Elementary School Students; Error of Measurement; Early Childhood Longitudinal Survey; Self Description Questionnaire + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 03; 3. Schuljahr; Schuljahr 03; Selbstkonzept; Fragebogen; Asian immigrant; United States; Asiatischer Einwanderer; USA; Faktorenanalyse; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Messfehler
Abstract	This study examined the measurement and interpretation of self-concept among the growing population of children who are English Language Learners (ELLs). More specifically, a 3-group analysis was conducted comparing native English-speaking children, Spanish-speaking ELLs, and ELLs from Asian language backgrounds. Data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (Pollack, Atkins-Burnett, Rock, & Weiss, 2005), in which an adapted version of the Self-Description Questionnaire-I (SDQ-I; Marsh, 1990b) was used to measure children's self-concept in 3rd grade. Participants were 11,020 native English-speaking children, 1,277 Spanish-speaking ELLs, and 546 ELLs from Asian language backgrounds. Multigroup confirmatory factor analyses showed that the SDQ-I measured self-concept similarly across children from all 3 language groups. Cross-group comparisons of latent means indicated significant differences in academic self-concept, with Spanish-speaking ELLs reporting higher academic self-concept in reading, mathematics, and all school subjects compared to native English-speaking children. Asian language ELLs reported higher academic self-concept than native English-speakers only in the subject of mathematics. Regarding social-emotional self-concept, Spanish-speaking ELLs reported significantly more internalizing and externalizing problems compared to native English-speaking children, whereas Asian language ELLs reported fewer externalizing problems. ELLs from Asian language backgrounds also rated themselves significantly lower on peer relationships. The authors discuss implications for researchers and educators and offer suggestions for future areas of study. (Contains 1 figure and 3 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10