Academic journal article The Spanish Journal of Psychology

Validity Evidence Based on Internal Structure of Scores on the Spanish Version of the Self-Description Questionnaire-II

Academic journal article The Spanish Journal of Psychology

Validity Evidence Based on Internal Structure of Scores on the Spanish Version of the Self-Description Questionnaire-II

Article excerpt

The aim of this study was to analyze the reliability and validity evidence of scores on the Spanish version of Self-Description Questionnaire II (SDQ-II). The instrument was administered in a sample of 2022 Spanish students (51.1% boys) from grades 7 to 10. Confirmatory factor analysis (CFA) was used to examine validity evidence based on internal structure drawn from the scores on the SDQ-II. CFA replicated the correlated 11 first-order factor structure. Furthermore, hierarchical confirmatory factor analysis (HCFA) was used to examine the hierarchical ordering of self-concept, as measured by scores on the Spanish version of the SDQ-II. Although a series of HCFA models were tested to assess academic and non-academic components organization, support for those hierarchical models was weaker than for the correlated 11 first-order factor structure. Results also indicated that scores on the Spanish version of the SDQ-II had internal consistency and test-retest reliability estimates within an acceptable range.

Keywords: SDQ-II, self-concept, adolescence, multidimensionality, hierarchical ordering.

El objetivo de este estudio fue analizar la fiabilidad y validez de las puntuaciones en la versión española del Self-Description Questionnaire II (SDQ-II). El instrumento fue administrado a una muestra de 2022 estudiantes españoles (51,1% chicos) de 1° a 4° de educación secundaria obligatoria. El análisis factorial confirmatorio (CFA) fue usado para examinar la validez basada en la estructura interna de las puntuaciones del SDQ-II. El CFA replicó la estructura factorial de primer orden de 11 factores correlacionados. Además, el análisis factorial confirmatorio jerárquico (HCFA) fue usado para examinar el ordenamiento jerárquico del autoconcepto medido por las puntuaciones de la versión española del SDQ-II. Aunque se examinaron una serie de modelos de HCFA para evaluar la organización de componentes académicos y no académicos, el apoyo para estos modelos jerárquicos fue más débil que para la estructura factorial de primer orden de 11 factores correlacionados. Los resultados también indicaron que las puntuaciones de la versión española del SDQ-II tuvieron estimaciones de consistencia interna y fiabilidad test-retest dentro de un rango aceptable.

Palabras clave: SDQ-II, autoconcepto, adolescencia, multidimensionalidad, ordenamiento jerárquico.

Self-concept has been broadly studied since its first theoretical definitions. As indicated by Shavelson, Hubner, and Stanton (1976), one's perceptions of oneself could influence the way in which a person acts, and those acts are also thought to influence the way in which this person perceives him or herself. As self-concept is considered an important mediating factor that facilitates the attainment of other desirable learning, psychological and behavioral outcomes (Marsh, Craven, & McInerney, 2003) many disciplines such as educational, clinical or social psychology have been involved in self-concept enhancement. Selfconcept improvement could be beneficial to academic, social and health areas (see Marsh, 2006, for a review), but enhancement interventions should be supported by appropriate explanations and measures of the self (Menjares, Michael, & Rueda, 2000). Furthermore, a well established definition of self-concept will contribute to its differentiation from other related constructs such as self-efficacy (Marsh et al., 2003; Schunk & Meece, 2006). The aim of the present paper is to analyse self-concept structure, as measured by scores on the SDQ-II, providing a psychometric sound measure for assessing self-concept in Spanish adolescents.

Theoretical framework of the Self-Description Questionnaire II (SDQ-II): Self-concept models

In the 1970s, Shavelson et al. (1976) condemned the imprecision of definitions of self-concept and addressed these critical deficiencies with the proposal of a unified self-concept theory. They considered that self-concept construct could be identified by seven features: organized, multifaceted, hierarchical, stable, developmental, evaluative and differentiable. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.