Investigating the influence of achievement on self‐concept using an intra‐class design and a comparison of the PASS and SDQ‐1 self‐concept tests
I Hay, A Ashman… - British Journal of …, 1997 - Wiley Online Library
I Hay, A Ashman, CE van Kraayenoord
British Journal of Educational Psychology, 1997•Wiley Online LibraryBackground. The formation and measurement of self‐concept were the foci of this research.
Aims. The study aimed to investigate the influence of achievement on academic self‐
concept and to compare the Perception of Ability Scale for Students (PASS, Boersma &
Chapman, 1992) with the Self‐Description Questionnaire‐1 (SDQ‐1, Marsh, 1988). Sample.
The participants were 479 grade 5 (mean age 126.6 months) coeducational Australian
students, located in 18 schools. Method. An intra‐class research design was used to …
Aims. The study aimed to investigate the influence of achievement on academic self‐
concept and to compare the Perception of Ability Scale for Students (PASS, Boersma &
Chapman, 1992) with the Self‐Description Questionnaire‐1 (SDQ‐1, Marsh, 1988). Sample.
The participants were 479 grade 5 (mean age 126.6 months) coeducational Australian
students, located in 18 schools. Method. An intra‐class research design was used to …
Background. The formation and measurement of self‐concept were the foci of this research.
Aims. The study aimed to investigate the influence of achievement on academic self‐concept and to compare the Perception of Ability Scale for Students (PASS, Boersma & Chapman, 1992) with the Self‐Description Questionnaire‐1 (SDQ‐1, Marsh, 1988).
Sample. The participants were 479 grade 5 (mean age 126.6 months) coeducational Australian students, located in 18 schools.
Method. An intra‐class research design was used to investigate the influence of frame‐of‐reference on self‐concept development.
Results. As students' academic scores rose above their class mean their self‐concepts increased and as students' academic scores fell below their class mean their self‐concepts decreased. Students' difference from class mean predicted their self‐concept scores. This finding was consistently shown across the reading, spelling, and mathematics domains using test and teaching rating data. A comparison between the PASS and the SDQ‐1 demonstrated concurrent validity across self‐concept domains.
Conclusion. The findings support the notions that the social environment is a significant agent that influences self‐concept, and that teacher ratings and standardised tests of achievement and the PASS and the SDQ‐1 are valid measures for self‐concept research.
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