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Smith, Barnes. Multidimensional self-concepts: Relationships with inferred self-concepts and academic achievement. 1984;36:367-386doi: 10.1080/00049538408255318.
Smith, & Barnes. (1984). Multidimensional self-concepts: Relationships with inferred self-concepts and academic achievement. Australian Journal of Psychology, 36367-386. https://doi.org/10.1080/00049538408255318
Smith, Ian D, and Barnes, Jennifer. "Multidimensional self-concepts: Relationships with inferred self-concepts and academic achievement." Australian Journal of Psychology vol. 36 (1984): 367-386. doi: https://doi.org/10.1080/00049538408255318
Smith, Barnes. Multidimensional self-concepts: Relationships with inferred self-concepts and academic achievement. 1984;36:367-386. doi: 10.1080/00049538408255318. UIID-EM: 143.
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1984;36:367-386. doi: 10.1080/00049538408255318.

Multidimensional self-concepts: Relationships with inferred self-concepts and academic achievement.

Australian Journal of Psychology

Ian D Smith, Jennifer Barnes

UIID-EM: 143 Bookshelf ID: 1986-10543-001 DOI: 10.1080/00049538408255318

Abstract

Collected multiple dimensions of self-concept, inferred self-concepts based on responses by peers and by teachers, and academic achievement measures for 559 5th-grade students in order to test the factor structure of a revised self-description questionnaire (SDQ—R) and examine correlations among self-concepts, academic achievements, and self-concepts inferred by others. Exploratory/conventional factor analyses of responses to the SDQ—R identified the 8 facets of self-concept that the instrument was designed to measure, and confirmatory factor analyses demonstrated the factor loadings to be reasonably invariant for self-report and peers responses. Student/teacher/peer agreement was statistically significant for most self-concept dimensions. Academic achievement scores (both objective test scores and teacher ratings) were significantly and positively correlated with self-concepts based on self-reports in academic areas but not in nonacademic areas. However, students' own self-reports more clearly separated self-concepts in reading and mathematics than did responses by peers or by teachers or the actual achievement measures. Findings demonstrate that (1) the formation of self-concepts is affected by different processes than the self-concepts inferred by significant others; (2) academic self-concepts are affected by different processes than the academic achievements that they reflect, and (3) self-concept cannot be adequately understood if its multidimensionality is ignored. (29 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Keywords: factor structure of revised self description questionnaire & self concept inferred by self vs others & academic achievement; 5th graders; Peers

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