Integration of multidimensional self-concept and core personality constructs:: Construct validation and relations to well-being and achievement
Integration of multidimensional self-concept and core personality constructs:: Construct validation and relations to well-being and achievement
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DOI：
10.1111/j.1467-6494.2005.00380.x
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发表时间：
2006-04-01
影响因子：
5
通讯作者：
Baumert, J
中科院分区：
文献类型：
--
作者：
Marsh, HW;Trautwein, U;Baumert, J
多个维度的自我概念，个性（大五），幸福感，和学术成果（学校成绩，考试成绩，课程选择）的一个大样本（N=4,475）的德国青少年之间的关系支持一个定义明确的，多维度的一套自我概念的因素与人格因素的结构效度，反之亦然。德国适应的自我描述问卷III的实证因素分析表明，17个先验的，合理的独立的自我概念因素（M相关= 0.14; SD= 0.17），有一个高度分化的模式与人格因素和学业成绩的关系。与理论和先前的研究一致，数学和口头自我概念彼此呈负相关，这种极端的领域特异性反映在与学术标准测量的系统性和实质性关系中。自尊，大五，幸福的因素只解释了少量的方差在学术成果和支持他们的增量有效性控制后，具体的自我概念因素是薄弱的。
Relations between multiple dimensions of self-concept, personality (Big Five), well-being, and academic outcomes (school grades, test scores, coursework selection) for a large (N=4,475) sample of German adolescents support the construct validity of a well-defined, multidimensional set of self-concept factors in relation to personality factors, and vice versa. Confirmatory factor analysis of a German adaptation of the Self Description Questionnaire III demonstrated 17 a priori, reasonably independent self-concept factors (M correlation=.14; SD=.17) that had a highly differentiated pattern of relations with the personality factors and academic outcomes. Consistent with theory and previous research, math and verbal self-concepts were negatively related to each other, and this extreme domain specificity was reflected in the systematic and substantial relations with academic criteria measures. Self-esteem, Big Five, and well-being factors explained only small amounts of variance in academic outcomes and support for their incremental validity after controlling for specific self-concept factors was weak.