Validating Young Children's Self‐Concept Responses: Methodological Ways and Means to Understand their Responses

Marsh, Herbert W.; Debus, Raymond L.; Bornholt, Laurel J.

doi:10.1002/9780470756676.ch8

Cited by 43 publications

(65 citation statements)

References 42 publications

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“…He also found that age-by-gender interactions were typically small, suggesting these gender effects are relatively stable over age. This pattern of results is consistent with more recent reviews and studies based on other selfconcept instruments (e.g., Crain, 1996;Harter, 1990;Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002;Marsh, Debus, et al, 2005;Watt, 2004;Wigfield et al, 1997). Whereas there are well-established patterns relating multiple dimensions of selfconcept to gender and age in the general population, research based on students with MIDs is sparse-due in part to limited success in measuring multiple dimensions of self-concept in this special population.…”

Section: Age and Gender Differences In Structure And Level Of Self-cosupporting

confidence: 86%

“…Whereas this is the first application of the instrument with this population, research with younger children without disabilities is very promising (Marsh et al, 1991(Marsh et al, , 1998. In particular, this SDQI-IA research demonstrated that children were able to differentiate clearly between multiple facets of self-concept at a younger age than previously assumed to be possible and that psychometric properties based on the SDQI-IA were far superior to those based on the standard administration procedure when both administration procedures were used with the same young children (see overview by Marsh, Debus, et al, 2005).…”

Section: Measuring Self-concepts For Preadolescents With Mids the Poomentioning

confidence: 94%

“…However, Marsh and colleagues (Marsh, Craven, & Debus, 1991, 1998; also see Marsh, Debus, & Bornholt, 2005) challenged Harter and Pike's (1984) conclusions as unduly pessimistic, demonstrating clear support for the a priori eight-factor structure for responses by children as young as 5, based on a downward extension of the SDQI instrument using the IA procedure. They concluded that this success was due to the combination of a psychometrically strong instrument (the SDQ), a more appropriate IA procedure, and the use of CFA rather than exploratory factor analysis.…”

Section: Measuring Self-concepts For Preadolescents With Mids the Poomentioning

confidence: 99%

See 2 more Smart Citations

Multidimensional Self-Concept Structure for Preadolescents With Mild Intellectual Disabilities

Marsh

Tracey²,

Craven

2006

Educational and Psychological Measurement

116

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Confirmatory factor analysis of responses by 211 preadolescents (M age = 10.25 years, SD = 1.48) with mild intellectual disabilities (MIDs) to the individually administered Self Description Questionnaire I-Individual Administration (SDQI-IA) counters widely cited claims that these children cannot differentiate multiple self-concept factors. Results provide clear support for the a priori eight-factor solution, modest correlations between the factors (Mdn r = .38), substantial reliabilities (Mdn = .90), and invariance of the factor solution over gender, age, and educational placement (regular vs. special, segregated classes). Also introduced is a new hybrid compromise between multigroup and multipleindicator-multiple-cause (MIMIC) approaches to latent mean differences. Consistent with a priori predictions, preadolescents with MIDs have lower self-concepts in segregated classes than in regular classes for three academic self-concept scales (reading, math, and general-school) and, to a lesser extent, peer relationships and global selfesteem, but not for the other three nonacademic components of self-concept (physical, appearance, and parent relationships).

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Section: Age and Gender Differences In Structure And Level Of Self-cosupporting

confidence: 86%

Section: Measuring Self-concepts For Preadolescents With Mids the Poomentioning

confidence: 94%

Section: Measuring Self-concepts For Preadolescents With Mids the Poomentioning

confidence: 99%

See 1 more Smart Citation

Multidimensional Self-Concept Structure for Preadolescents With Mild Intellectual Disabilities

Marsh

Tracey²,

Craven

2006

Educational and Psychological Measurement

116

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“…In a review of self-concept measurement with very young children, Marsh, Debus, and Bornholt (2005) concluded that self-report responses by very young children, younger than 8 years of age, support a clearly defined, multidimensional structure of selfconcept. Debus (1991, 1998) described a new procedure for individually administering the SDQI to children ages 5 through 8.…”

Section: Development Of Instruments For Young Childrenmentioning

confidence: 99%

Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives

Marsh

Craven

2006

Perspect Psychol Sci

1,018

820

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We (Marsh & Craven, 1997) have claimed that academic self-concept and achievement are mutually reinforcing, each leading to gains in the other. Baumeister, Campbell, Krueger, and Vohs (2003) have claimed that self-esteem has no benefits beyond seductive pleasure and may even be detrimental to subsequent performance. Integrating these seemingly contradictory conclusions, we distinguish between (a) older, unidimensional perspectives that focus on global self-esteem and underpin the Baumeister et al. review and (b) more recent, multidimensional perspectives that focus on specific components of self-concept and are the basis of our claim. Supporting the construct validity of a multidimensional perspective, studies show that academic achievement is substantially related to academic self-concept, but nearly unrelated to self-esteem. Consistent with this distinction, research based on our reciprocal-effects model (REM) and a recent meta-analysis show that prior academic self-concept (as opposed to self-esteem) and achievement both have positive effects on subsequent self-concept and achievement. We provide an overview of new support for the generality of the REM for young children, cross-cultural research in non-Western countries, health (physical activity), and nonelite (gymnastics) and elite (international swimming championships) sport. We conclude that future reviews elucidating the significant implications of self-concept for theory, policy, and practice need to account for current research supporting the REM and a multidimensional perspective of self-concept.

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“…Some researchers argue that children may lack the necessary cognitive capacity to respond in a valid way to self-concept inventories (e.g., Cook & Douglas, 1998) although others disagree (see Russell, Bornholt, & Ouvrier, 2002). Recent research confirms that with well-designed inventories, children as young as four or five years old can distinguish among aspects of self-concepts (see Bornholt, 2005;Brown, Mangelsdorf, Agathen, & Ho, 2008;Marsh et al, 2005;Moretti, Fine, Haley, & Marriage, 1985).…”

Section: Introductionmentioning

confidence: 99%

Self-Concepts and Parental Reports on Children’s Social Skills at Home

Li¹,

Bornholt²

2009

IJPS

Self Cite

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Social behaviours are critical to children's developmental outcomes, yet the evidence may be difficult to interpret from either child self-report or reports by other people. We propose that any distinctions and commonalities among parent and child reports depend on content and context. The materials were reliable indicators of self-concepts and parent reports on children's social behaviour at home from the Rowe Behaviour Rating Inventory. Participants were four-to thirteen-year-old girls and boys, and the parents or primary care-givers, in a selected location close to the Australian national average in socio-economic indicators. Results show that child self-reports and parent reports were generally not associated. The findings support the contextual hypothesis of distinct perspectives by parents and children. Findings also contribute to knowledge of children's social self concepts that has practical considerations for health and education programmes. We conclude that it would be worthwhile to extend this work on dimensions of children's social behaviour at home to cover other behaviours and the perspectives by other key people across diverse socio-economic locations.

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Validating Young Children's Self‐Concept Responses: Methodological Ways and Means to Understand their Responses

Cited by 43 publications

References 42 publications

Multidimensional Self-Concept Structure for Preadolescents With Mild Intellectual Disabilities

Multidimensional Self-Concept Structure for Preadolescents With Mild Intellectual Disabilities

Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives

Self-Concepts and Parental Reports on Children’s Social Skills at Home

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