Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM.

Autor/inn/en	Arens, Anne Katrin; Morin, Alexandre J. S.
Titel	Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM.
Quelle	In: The journal of experimental education, 84 (2016) 2, S. 330-355 PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0973; 1940-0683
DOI	10.1080/00220973.2014.999187
URN	urn:nbn:de:0111-pedocs-195783
Schlagwörter	Empirische Untersuchung; Erhebungsinstrument; Faktorenanalyse; Methodologie; Strukturgleichungsmodell; Selbstkonzept; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schüler; Differenzierung; Altersgruppe; Modell; Deutschland
Abstract	This study is a substantive-methodological synergy in which exploratory structural equation modeling is applied to investigate the factor structure of multidimensional self-concept instruments. On the basis of a sample of German students (N = 1958) who completed the Self-Description Questionnaire I and the Self-Perception Profile for Children, the results supported the superiority of exploratory structural equation modeling compared with confirmatory factor analyses for both instruments. Exploratory structural equation modeling resulted in lower factor correlations and substantively meaningful cross-loadings. The authors also proposed and contrasted 3 mechanisms for testing grade-related differences in the differentiation of self-concept facets and found no evidence of increased differentiation between Grades 3 to 6. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1