Descriptor
| Grade 11 | 10 |
| Grade 12 | 10 |
| Self Concept | 8 |
| High Schools | 7 |
| Adolescents | 6 |
| High School Students | 6 |
| Sex Differences | 6 |
| Factor Analysis | 5 |
| Foreign Countries | 5 |
| Self Concept Measures | 5 |
| Test Validity | 5 |
| More ▼ | |
Source
| Multivariate Behavioral… | 2 |
| American Educational Research… | 1 |
| Applied Measurement in… | 1 |
| Journal of Educational… | 1 |
Author
| Byrne, Barbara M. | 10 |
| Shavelson, Richard J. | 3 |
| Marsh, Herbert W. | 1 |
Publication Type
| Reports - Research | 10 |
| Journal Articles | 5 |
| Speeches/Meeting Papers | 4 |
Education Level
Audience
| Researchers | 1 |
Location
| Canada (Ottawa) | 2 |
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Self Description Questionnaire | 3 |
What Works Clearinghouse Rating
Download full textByrne, Barbara M. – 1988
Confirmatory Factor Analysis (CFA; LISREL) was used to: (1) validate the Self Description Questionnaire III (SDQ III) subscales measuring general, school, English, and mathematics self-concepts for a sample of 898 (285 low track and 613 high track) students in grades 11 and 12, and (2) test the equivalency of the factor structure across academic…
Descriptors: Factor Analysis, Grade 11, Grade 12, High School Students
Peer reviewedByrne, Barbara M. – Multivariate Behavioral Research, 1989
Construct validity findings from Campbell-Fiske and LISREL confirmatory factor analyses of a multitrait-multimethod matrix were compared for 252 low-track and 588 high-track eleventh- and twelfth-grade students. The manner in which construct validity varies across groups is also discussed. (SLD)
Descriptors: Comparative Analysis, Construct Validity, Factor Analysis, Grade 11
Peer reviewedByrne, Barbara M. – Multivariate Behavioral Research, 1988
Exploratory and confirmatory factor analyses were used to investigate the factorial validity across gender of the Self-Description Questionnaire III (SDQ III) subscales measuring general, school, English, and mathematics self-concepts. When administered to 516 male/475 female 11th/12th graders in Ottawa (Canada), the questionnaire demonstrated…
Descriptors: English, Factor Analysis, Foreign Countries, Grade 11
Peer reviewedByrne, Barbara M. – Applied Measurement in Education, 1990
The extent to which convergent and discriminant validity of 4 self-concept traits and the method effects associated with 3 measurement scales that were equivalent across gender was studied. Data from 832 students (412 boys and 420 girls) in grades 11 and 12 in suburban Canada were analyzed. (SLD)
Descriptors: Adolescents, Foreign Countries, Grade 11, Grade 12
Peer reviewedByrne, Barbara M.; Shavelson, Richard J. – Journal of Educational Psychology, 1986
This study tested the multifaceted, hierarchical structure of self- concept (SC) against alternative models and determined whether academic SC can be discriminated from academic grades. Results supported the multidimensional interpretation of SC and demonstrated that general SC could be interpreted as distinct from but correlated with academic SC.…
Descriptors: Academic Achievement, Adolescents, Correlation, Grade 11
Peer reviewedByrne, Barbara M.; Shavelson, Richard J. – American Educational Research Journal, 1987
The invariance of a multidimensional, hierarchical self-concept structure for adolescent males and females was studied using 412 male and 420 female 11th and 12th graders. Significant gender differences were found in general, academic, English, and mathematics self-concepts. (TJH)
Descriptors: Academic Aptitude, Adolescents, English, Factor Structure
Marsh, Herbert W.; Byrne, Barbara M. – 1987
The internal/external (I/E) frame of reference model describes relations among Verbal self-concept (VSC), Math self-concept (MSC), and corresponding achievement scores (VACH, MACH). In support of the model Marsh (1986) found that: (1) VSC and MSC were nearly uncorrelated; (2) the effect of VACH on VSC, and of MACH on MSC, were positive; but (3)…
Descriptors: Academic Achievement, Construct Validity, Correlation, Factor Analysis
Byrne, Barbara M.; Shavelson, Richard J. – 1986
This study examined the structure of adolescent self-concept (SC) structure for males and females by using three different measures of each SC facet in a covariance structure analysis of the data. Specifically, the purposes of the study were to: (1) test the hypothesis of the invariance of a multidimensional, hierarchical SC structure for males…
Descriptors: Academic Achievement, Adolescents, English Instruction, Females
Byrne, Barbara M. – 1988
Covariance structural analyses (LISREL) were used to examine latent mean differences in general self-concept (SC), academic SC, English SC, and mathematics SC between low-track and high-track high school students. The study report is preceded by a theoretical model of adolescent self-concept and discussions of academic track as a social referent…
Descriptors: Ability Grouping, Academic Aptitude, Adolescents, Comparative Analysis
Byrne, Barbara M. – 1989
The construct validity of a multidimensional adolescent self-concept was estimated separately for males and females, and the results were compared across gender. The application of four multitrait-multimethod (MTMM) approaches to estimating construct validity was demonstrated, and the scope and consistency of the findings derived from each were…
Descriptors: Adolescents, Analysis of Variance, Comparative Analysis, Construct Validity
