Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement.
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.
Marsh
Herbert W
HW
SELF Research Centre, University of Western Sydney, Australia. herb.marsh@edstud.ox.ac.uk
Trautwein
Ulrich
U
Lüdtke
Oliver
O
Köller
Olaf
O
Baumert
Jürgen
J
D000293:Adolescent; D000294:Adolescent Behavior; D004522:Educational Status; D005163:Factor Analysis, Statistical; D005260:Female; D005858:Germany; D006801:Humans; D007062:Identification, Psychological; D007398:Interpersonal Relations; D008297:Male; D026684:Personal Autonomy; D010551:Personality; D010556:Personality Tests / Q000592:standards*; D015203:Reproducibility of Results; D012649:Self Concept; D020377:Self Efficacy; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires