Examination of the Structure and Grade-Related Differentiation of Multidimensional Self-Concept Instruments for Children Using ESEM

Autor/inn/en	Arens, A. Katrin; Morin, Alexandre J. S.
Titel	Examination of the Structure and Grade-Related Differentiation of Multidimensional Self-Concept Instruments for Children Using ESEM
Quelle	In: Journal of Experimental Education, 84 (2016) 2, S.330-355 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2014.999187
Schlagwörter	Foreign Countries; Self Concept Measures; Structural Equation Models; Factor Structure; Factor Analysis; Comparative Analysis; Correlation; Differences; Grade 3; Grade 4; Grade 5; Grade 6; Children; Elementary School Students; Secondary School Students; Statistical Analysis; Psychometrics; Germany; Self Description Questionnaire; Self Perception Profile for Children + Suchen Sie Ihr Suchwort? Ausland; Faktorenstruktur; Faktorenanalyse; Korrelation; Unterscheiden; 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; Child; Kind; Kinder; Sekundarschüler; Statistische Analyse; Psychometry; Psychometrie; Deutschland
Abstract	This study is a substantive-methodological synergy in which exploratory structural equation modeling is applied to investigate the factor structure of multidimensional self-concept instruments. On the basis of a sample of German students (N = 1958) who completed the Self-Description Questionnaire I and the Self-Perception Profile for Children, the results supported the superiority of exploratory structural equation modeling compared with confirmatory factor analyses for both instruments. Exploratory structural equation modeling resulted in lower factor correlations and substantively meaningful cross-loadings. The authors also proposed and contrasted 3 mechanisms for testing grade-related differences in the differentiation of self-concept facets and found no evidence of increased differentiation between Grades 3 to 6. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01