Examining the Psychometric Properties of the Chemistry Self-Concept Inventory Using Rasch Modeling

Author(s):  
Stephanie M. Werner ◽  
Ying Chen ◽  
Mike Stieff
1990 ◽  
Author(s):  
James S. Fleming ◽  
D. Joel Whalen

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

1974 ◽  
Vol 39 (1) ◽  
pp. 311-314 ◽  
Author(s):  
Robert R. Zimmermann ◽  
Raymond Guest ◽  
Charles Geist

24 prison inmates who participated in a psychotherapy program were compared on a self-concept inventory with 19 inmates who did not participate. Self-esteem was defined in terms of the discrepancy between actual-self and ideal-self measures. The greater the discrepancy, the lower the self-esteem. A significant number of Ss in the therapeutic program showed reduction in the discrepancy score after 1 yr. in the program, while the non-therapy Ss showed a slight, but nonsignificant, increase.


2006 ◽  
Vol 30 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Lucia F. O'Sullivan ◽  
Heino F. L. Meyer-Bahlburg ◽  
Ian W. McKeague

2008 ◽  
Vol 31 (4) ◽  
pp. 481-499 ◽  
Author(s):  
Jiannong Shi ◽  
Ying Li ◽  
Xingli Zhang

Ninety-four gifted children and 200 nongifted children (aged 9 to 13 years old) were involved in the present study. Their self-concept was assessed by the Revised Song-Hattie Self-Concept Inventory (Zhou & He, 1996). Academic self-concepts pertaining to abilities, school achievements, and grade concepts and nonacademic self-concepts pertaining to family, peers, body, and self-confidence concepts, as well as self-concept in general, were considered in the present study. The findings indicated that the development of self-concept in gifted children was different from that of nongifted children. Specifically, the self-concept scores in general of nongifted children increased from 11 to 13 years old, while those of gifted children decreased for the same age period. Both academic and nonacademic self-concepts are discussed in the present study.


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.


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.


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