-
-
Author(s): Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus
Title: A short German version of the Self Description Questionnaire I. Theoretical and empirical comparability
In: International Journal of Research & Method in Education, 36 (2013) 4, S. 415-438
DOI: 10.1080/1743727X.2012.710503
URL: http://www.tandfonline.com/doi/abs/10.1080/1743727X.2012.710503#.UneM71OFfdI
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Deutschunterricht; Erhebungsinstrument; Evaluation; Fragebogen; Grundschule; Mathematikunterricht; Messung; Modell; Psychometrie; Reliabilität; Schüler; Sekundarstufe I; Selbstkonzept; Validität
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.
DIPF-Departments: Bildung und Entwicklung