The Estonian Self-Concept Clarity Scale: psychometric properties and personality correlates

2001 ◽  
Vol 30 (1) ◽  
pp. 59-70 ◽  
Author(s):  
Hillar Matto ◽  
Anu Realo
Author(s):  
Giselle D' Souza

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.


2015 ◽  
Vol 14 (2) ◽  
pp. 281-290 ◽  
Author(s):  
Jorge Castellá Sarriera ◽  
Ferran Casas ◽  
Lívia Maria Bedin ◽  
Daniel Abs ◽  
Bibiana Ramos Santos ◽  
...  

2016 ◽  
Vol 45 (4) ◽  
pp. 530-549 ◽  
Author(s):  
Alexandre J. S. Morin ◽  
L. Francesca Scalas ◽  
Walter Vispoel

Music self-concept integrates perceptions, beliefs, and self-schemas about a person’s musical abilities and potential. Like other self-concept dimensions, it is multifaceted, hierarchically organized and has implications for motivation toward musical practice. The Music Self-Perception Inventory (MUSPI) is a theoretically-based instrument assessing six specific music self-concept dimensions, as well as global music self-concept. Nonetheless, its applicability is limited by its length (84 items) and by the fact that it does not provide a way to control for consistency biases in the context of repeated measurement. In this study, we developed and validated two parallel versions (A and B) of the MUSPI, and showed that both yielded equivalent psychometric properties to the original, and were fully equivalent to one another. We also tested whether the MUSPI-A and MUSPI-B psychometric properties generalized (were invariant) across gender and grade-differentiated subgroups. Finally, we examined the convergent validity of the MUSPI-A and MUSPI-B. Results highlighted the psychometric soundness, and equivalence, of the various MUSPI versions on all criteria, and showed that they presented patterns of associations with other constructs equivalent to that observed with the original MUSPI.


1996 ◽  
Vol 70 (1) ◽  
pp. 141-156 ◽  
Author(s):  
Jennifer D. Campbell ◽  
Paul D. Trapnell ◽  
Steven J. Heine ◽  
Ilana M. Katz ◽  
Loraine F. Lavallee ◽  
...  

2010 ◽  
Vol 9 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Samuel D. Mandelman ◽  
Mei Tan ◽  
Sergey A. Kornilov ◽  
Robert J. Sternberg ◽  
Elena L. Grigorenko

Self-concept—more specifically academic self-concept—and its connection to academic achievement have long been studied. It has been widely accepted that one’s self-concept is formed through interaction with one’s environment and significant others. Here we suggest that an internal metacognitive component of self-concept is also critical to its development. This hypothesis is investigated here by the development of a metacognitive-academic self-concept scale as part of a larger battery based on Sternberg’s triarchic model of successful intelligence. The academic self-concept scale’s psychometric properties, with respect to both children and adults, and its correlations with a group-administered cognitive assessment are presented. Additionally, a series of Q-factor analyses of the results on the scale are provided, revealing multiple distinguishable academic self-concept profiles. Collectively, these data suggest that a self-concept scale regarding one’s abilities can provide an additional source of information for the cognitive profiles of students.


1996 ◽  
Vol 70 (6) ◽  
pp. 1114-1114 ◽  
Author(s):  
Jennifer D. Campbell ◽  
Paul D. Trapnell ◽  
Steven J. Heine ◽  
Ilana M. Katz ◽  
Loraine F. Lavallee ◽  
...  

2019 ◽  
Vol 35 (1) ◽  
pp. 137-149 ◽  
Author(s):  
Ulrich Keller ◽  
Anja Strobel ◽  
Rachel Wollschläger ◽  
Samuel Greiff ◽  
Romain Martin ◽  
...  

Abstract. Need for Cognition (NFC) signifies “the tendency for an individual to engage in and enjoy thinking” ( Cacioppo & Petty, 1982, p. 116 ). Up to now, no scale of sufficient psychometric quality existed to assess NFC in children. Using data from three independent, diverse cross-sectional samples from Germany, Luxembourg, and Finland, we examined the psychometric properties of a new NFC scale intended to fill in this gap. In all samples, across grade levels ranging from 1 to 9, confirmatory factor analysis confirmed the hypothesized nested factor structure based on Mussel’s (2013) Intellect model, with one general factor Think influencing all items and two specific factors Seek and Conquer each influencing a subset of items. At least partial scalar measurement invariance with regard to grade level and sex could be demonstrated. The scale exhibited good psychometric properties and showed convergent and discriminant validity with an established NFC scale and other noncognitive traits such as academic self-concept and interests. It incrementally predicted mostly statistically significant but relatively small portions of academic achievement variance over and above academic self-concept and interest. Implications for research on the development of NFC and its role as an investment trait in intellectual development are discussed.


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