Multitrait-multimethod analyses of scores on a Chinese version of the dimensions of self-concept scale

Chiung-jung Huang, William B. Michael

Research output: Contribution to journalArticle

2 Citations (Scopus)

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 languageEnglish
Pages (from-to)355-372
Number of pages18
JournalEducational and Psychological Measurement
Volume62
Issue number2
DOIs
Publication statusPublished - 2002 Jan 1

Fingerprint

self-concept
Self Concept
Factor analysis
Discriminant
Construct Validity
Confirmatory Factor Analysis
analysis procedure
Statistical Factor Analysis
construct validity
Inconsistent
factor analysis
parents
Uniqueness
rating
Concepts
Alternatives
Model
evidence

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 journalArticle

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