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.…

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)

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…

Multiple dimensions of self-concept, inferred self-concepts based upon responses by peers and by teachers, and academic achievement measures were collected in a sample of 559 fifth grade students. Exploratory/conventional factor analyses of responses to the Self Description Questionnaire (SDQ) clearly identified the eight facets of self-concept…

In a sample of 559 fifth-grade students, measures were collected to assess: (1) dimensions of self-attribution for causes of academic outcomes; (2) multiple dimensions of self-concept; and (3) academic achievements. The empirically-derived dimensions of academic self-attribution replicated and extended results of previous research, but failed to…

The Self Description Questionnaire (SDQ) is a multidimensional instrument designed to measure seven facets of self-concept hypothesized in Shavelson's hierarchical model. The SDQ, along with measures of attributions and academic achievement, was administered to primary school students from two quite diverse populations. Separate factor analyses of…

The purposes of this study are to examine the factorial invariance of responses by preadolescent males and females to a multidimensional self-concept instrument, and to demonstrate the use of confirmatory factor analysis (CFA). Sets of responses by 500 males and by 500 females were each randomly divided in half to form four groups (M1, M2, F1, and…

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)

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)

The self-serving effect (SSE), often depicted as a bias, is the tendency to accept responsibility for one's own successes but not one's own failures. Two studies of Australian fifth graders (n=226, n=559) were further analyzed to investigate individual differences in SSE. The Sydney Attribution Scale measured students' perceptions of the causes of…