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Titel
Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM
Autoren
OriginalveröffentlichungThe journal of experimental education 84 (2016) 2, S. 330-355 ZDB
Dokument  (510 KB) (formal und inhaltlich überarbeitete Version)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN0022-0973; 00220973
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
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Prüfsummen
Eintrag erfolgte am17.07.2020
QuellenangabeArens, 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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