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The Construct and Concurrent Validity of Two College-Level Academic Self-Concept Scales for a Sample of Primarily Hispanic Community College Students.
Peer reviewed Peer reviewed
Halote, Barry; Michael, William B. – Educational and Psychological Measurement, 1984
Scores of 202 primarily Hispanic community college students were used to determine (1) the correlations of each of five factor subscales of a research form of the dimensions of Self-Concept (DOSC) measure with the Total Score of the Academic Self-Concept Scale and (2) the empirical factor structure of each instrument. (Author/BS)
Descriptors: Academic Achievement, College Students, Correlation, Factor Analysis
Cognitive and Affective Factor Dimensions in Each of Four High School Samples of Different Ethnicity.
Peer reviewed Peer reviewed
Michael, William B.; And Others – Educational and Psychological Measurement, 1980
This investigation is an extension of TM 506 002. A factor analysis of the intercorrelations of academic self-concept and reading scores revealed three factors: Academic Achievement, Positive Academic Affect, and Anxiety. The results also showed that the factor structure served to explain the criterion-related validity coeffecients obtained in the…
Descriptors: Academic Achievement, Academic Aspiration, Affective Measures, Anxiety
Internal-Consistency Reliability and Construct and Criterion-Related Validity of an Academic Self-Concept Scale.
Peer reviewed Peer reviewed
Gribbons, Barry C.; And Others – Educational and Psychological Measurement, 1995
A study involving 174 at-risk undergraduate students provided evidence of the construct validity of 5 factors corresponding to scales of the Dimensions of Self-Concept measure. Evidence was obtained for a higher order general academic self-concept, but the anxiety factor was not related to this higher order factor. (SLD)
Descriptors: Anxiety, Concurrent Validity, Construct Validity, Factor Analysis