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.415-438 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2012.710503
Schlagwörter	Foreign Countries; Questionnaires; Test Construction; Test Length; Self Concept Measures; Preadolescents; Construct Validity; Factor Analysis; German; Test Validity; Test Reliability; Academic Achievement; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Correlation; Goodness of Fit; Germany; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Fragebogen; Testaufbau; Pre-adolescence; Präadoleszenz; Faktorenanalyse; Deutscher; Testvalidität; Testreliabilität; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Korrelation; 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 instrument (Marsh, Herbert W. 1990b. Self Description Questionnaire-I (SDQ I). Manual. Macarthur, NSW, Australia: University of Western Sydney.) 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10