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URN: urn:nbn:de:0111-pedocs-195783
DOI: 10.25656/01:19578; 10.1080/00220973.2014.999187
URN: urn:nbn:de:0111-pedocs-195783
DOI: 10.25656/01:19578; 10.1080/00220973.2014.999187
| Title |
Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM |
|---|---|
| Authors |
Arens, A. Katrin  ;
Morin, Alexandre J. S. |
| Source | The journal of experimental education 84 (2016) 2, S. 330-355  |
| Document | full text (510 KB) (formally and content revised edition) |
| License of the document | In copyright |
| Keywords (German) | Altersgruppe; Differenzierung; Empirische Untersuchung; Erhebungsinstrument; Faktorenanalyse; Methodologie; Schüler; Selbstkonzept; Strukturgleichungsmodell |
| sub-discipline | Educational Psychology |
| Document type | Article (journal) |
| ISSN | 0022-0973; 00220973 |
| Language | English |
| Year of creation | 2016 |
| review status | Peer-Reviewed |
| Abstract (English): | 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.) |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 17.07.2020 |
| Citation | Arens, A. Katrin; Morin, Alexandre J. S.: Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM - In: The journal of experimental education 84 (2016) 2, S. 330-355 - URN: urn:nbn:de:0111-pedocs-195783 - DOI: 10.25656/01:19578; 10.1080/00220973.2014.999187 |
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