Adolescent Self-Concept: Testing the Assumption of Equivalent Structure Across Gender

Barbara M. Byrne · Richard J. Shavelson

199 citations0/0 files storedAmerican Educational Research Journal

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Education, Achievement, and Giftedness Psychometric Methodologies and Testing Personality Traits and Psychology

Abstract

This study tested the invariance of a multidimensional, hierarchical self-concept (SC) structure for adolescent males and females. In a covariance structure analysis of data from a sample of 832 (412 males, 420 females) grade 11 and 12 students, with multiple measures of general, academic, English, and mathematics SC facets, SC structure differed for males and females. Although the number of SC factors, pattern of factor loadings (except for one), and hierarchical structure were invariant across gender, relations among the factors differed. These structural differences derived largely from the differential way in which English and mathematics SC related to the other SC facets, and to grades, for each sex. In addition, significant gender differences were found in the reliability of certain measurement scales, and correlated errors of measurement were more prevalent for males than for females. The study has important implications for substantive research that focuses on the comparison of SCs across groups and, in particular, across gender.

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References

1965Society and the Adolescent Self-Image 1980Significance tests and goodness of fit in the analysis of covariance structures.1975The psychology of sex differences 1976Self-Concept: Validation of Construct Interpretations 1985Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups.1977Assessing Reliability and Stability in Panel Models 1971Simultaneous Factor Analysis in Several Populations 1983The Analysis of Covariance Structures

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1996On the structure of social self-concept for pre-, early, and late adolescents: A test of the Shavelson, Hubner, and Stanton (1976) model.1994Using the National Longitudinal Study of 1988 to evaluate theoretical models of self-concept: The Self-Description Questionnaire.2002Internal and External Frames of Reference for Academic Self-Concept 1991Who Am I and What Can I Do? Children's Self-Concepts and Motivation in Achievement Situations 2006Personal bests (PBs): A proposed multidimensional model and empirical analysis

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