Abstract
The purpose of this study was to examine the construct validity of scores on a Chinese version of an academic self-concept scale as measured by self-, peer, and parent ratings. The multitrait-multimethod approach, general confirmatory factor analysis models, and correlated uniqueness models were utilized. Overall, the results from three analyses supported the convergent validity as well as discriminant validity of scores and the presence of a method effect. However, the evidence for convergent validity, discriminant validity, and method effect associated with scores was somewhat inconsistent. Alternative analysis procedures are recommended to provide safeguards to construct validation.
| Original language | English |
|---|---|
| Pages (from-to) | 355-372 |
| Number of pages | 18 |
| Journal | Educational and Psychological Measurement |
| Volume | 62 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2002 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
- Applied Psychology
- Applied Mathematics
Cite this
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Multitrait-multimethod analyses of scores on a Chinese version of the dimensions of self-concept scale. / Huang, Chiung-jung; Michael, William B.
In: Educational and Psychological Measurement, Vol. 62, No. 2, 01.01.2002, p. 355-372.Research output: Contribution to journal › Article
TY - JOUR
T1 - Multitrait-multimethod analyses of scores on a Chinese version of the dimensions of self-concept scale
AU - Huang, Chiung-jung
AU - Michael, William B.
PY - 2002/1/1
Y1 - 2002/1/1
N2 - The purpose of this study was to examine the construct validity of scores on a Chinese version of an academic self-concept scale as measured by self-, peer, and parent ratings. The multitrait-multimethod approach, general confirmatory factor analysis models, and correlated uniqueness models were utilized. Overall, the results from three analyses supported the convergent validity as well as discriminant validity of scores and the presence of a method effect. However, the evidence for convergent validity, discriminant validity, and method effect associated with scores was somewhat inconsistent. Alternative analysis procedures are recommended to provide safeguards to construct validation.
AB - The purpose of this study was to examine the construct validity of scores on a Chinese version of an academic self-concept scale as measured by self-, peer, and parent ratings. The multitrait-multimethod approach, general confirmatory factor analysis models, and correlated uniqueness models were utilized. Overall, the results from three analyses supported the convergent validity as well as discriminant validity of scores and the presence of a method effect. However, the evidence for convergent validity, discriminant validity, and method effect associated with scores was somewhat inconsistent. Alternative analysis procedures are recommended to provide safeguards to construct validation.
UR - http://www.scopus.com/inward/record.url?scp=0036255320&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036255320&partnerID=8YFLogxK
U2 - 10.1177/0013164402062002010
DO - 10.1177/0013164402062002010
M3 - Article
VL - 62
SP - 355
EP - 372
JO - Educational and Psychological Measurement
JF - Educational and Psychological Measurement
SN - 0013-1644
IS - 2
ER -