Descriptor
Author
| Marsh, Herbert W. | 7 |
| Holmes, Iain W. MacDonald | 1 |
| Smith, Ian D. | 1 |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
Audience
Location
| Australia | 5 |
Laws, Policies, & Programs
Assessments and Surveys
| Self Description Questionnaire | 6 |
| Coopersmith Self Esteem… | 1 |
| Perceived Competence Scale… | 1 |
| Piers Harris Childrens Self… | 1 |
What Works Clearinghouse Rating
Peer reviewedMarsh, Herbert W.; Smith, Ian D. – Journal of Educational Psychology, 1982
The multidimensionality of self-concept and the use of factor analysis in the development of self-concept instruments are supported in multitrait-multimethod analyses of the Sears and Coopersmith instruments. Convergent validity and discriminate validity of subscales in factor analysis and multitrait-multimethod analysis of longitudinal data are…
Descriptors: Comparative Analysis, Factor Analysis, Intermediate Grades, Longitudinal Studies
Peer reviewedMarsh, Herbert W.; And Others – Journal of Educational Psychology, 1983
Test-retest data (six-month interval) collected on preadolescent student self-concepts, teachers' ratings of student self-concepts, and academic ability provided strong support for the construct validity of self-concept. The multiple dimensions of self-concept showed a logical and consistent pattern of relationships with a variety of criteria.…
Descriptors: Academic Achievement, Foreign Countries, Intermediate Grades, Preadolescents
Peer reviewedMarsh, Herbert W.; And Others – Contemporary Educational Psychology, 1991
The 1986 internal/external frame of reference model of H. W. Marsh was tested using self-concept and self-efficacy responses of 410 Australian fifth grade students. Support for the model was found only for self-concept responses. Results are discussed in relation to academic self-concept. (SLD)
Descriptors: Academic Achievement, Classroom Research, Elementary School Students, Foreign Countries
Peer reviewedMarsh, Herbert W. – Journal of Educational Psychology, 1984
Using 559 fifth graders, measures were collected to assess multiple dimensions of academic self-attribution, self-concept, and inferred self-concept, and academic achievement. The specificity and predictability of the observed patterns of relations support the construct validity of interpretations based on both the self-attribution and…
Descriptors: Academic Achievement, Attribution Theory, Factor Analysis, Foreign Countries
Peer reviewedMarsh, Herbert W.; And Others – Journal of Educational Psychology, 1985
Using a fifth-grade sample, the revised Self Description Questionnaire was investigated. Confirmatory factor analysis showed the factor structure invariant across the respondants' gender. Sex difference in self-concept areas and academic achievement were explored. A new internal/external frame of reference model was proposed. (Author/BS)
Descriptors: Academic Achievement, Evaluation Criteria, Factor Analysis, Factor Structure
Peer reviewedMarsh, Herbert W.; Holmes, Iain W. MacDonald – American Educational Research Journal, 1990
The construct validity of 290 preadolescent children's responses to 3 instruments claiming to measure dimensions of self-concept was studied. Instruments administered to the fifth graders include the Self-Description Questionnaire; the Perceived Competence Scale; and the Piers-Harris Children's Self-Concept Scales. (SLD)
Descriptors: Comparative Testing, Construct Validity, Elementary School Students, Grade 5
Peer reviewedMarsh, Herbert W.; And Others – Journal of Educational Psychology, 1984
This study examines dispositional and situational approaches to attribution research, individual differences in self-attribution, and the relationship between self-attributions and dimensions of self-concept. Results of a study of 248 fifth graders in Sydney, Australia, are discussed. (BS)
Descriptors: Academic Achievement, Academic Failure, Attribution Theory, Cognitive Development
