Multidimensional Self-Concept Structure for Preadolescents with Mild Intellectual Disabilities: A Hybrid Multigroup?MIMC Approach to Factorial Invariance and Latent Mean Differences

Autor/inn/en	Marsh, Herbert W.; Tracey, Danielle K.; Craven, Rhonda G.
Titel	Multidimensional Self-Concept Structure for Preadolescents with Mild Intellectual Disabilities: A Hybrid Multigroup?MIMC Approach to Factorial Invariance and Latent Mean Differences
Quelle	In: Educational and Psychological Measurement, 66 (2006) 5, S.795-818 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164405285910
Schlagwörter	Multidimensional Scaling; Self Concept; Preadolescents; Mild Mental Retardation; Factor Analysis; Self Evaluation (Individuals); Special Classes; Age Differences; Gender Differences; Elementary School Students; Factor Structure; Structural Equation Models; Student Placement; Goodness of Fit; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Mehrdimensionale Analysis; Selbstkonzept; Pre-adolescence; Präadoleszenz; Faktorenanalyse; Special class; Sonderklasse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Faktorenstruktur; Schülerpraktikum
Abstract	Confirmatory factor analysis of responses by 211 preadolescents (M age = 10.25 years,SD = 1.48) with mild intellectual disabilities (MIDs) to the individually administered Self Description Questionnaire I-Individual Administration (SDQI-IA) counters widely cited claims that these children cannot differentiate multiple self-concept factors. Results provide clear support for the a priority eight-factor solution, modest correlations between the factors (Mdn r = .38), substantial reliabilities (Mdn = .90), and invariance of the factor solution over gender, age, and educational placement (regular vs. special, segregated classes). Also introduced is a new hybrid compromise between multigroup and multiple-indicator-multiple-cause (MIMIC) approaches to latent mean differences. Consistent with a priori predictions, preadolescents with MIDs have lower self-concepts in segregated classes than in regular classes for three academic self-concept scales (reading, math, and general-school) and, to a lesser extent, peer relationships and global self-esteem, but not for the other three nonacademic components of self-concept (physical, appearance, and parent relationships). (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10