The Structural Consistency of a Six-Factor Model of Academic Self-Concept Among Culturally Diverse Preadolescents in the United StatesJournal of Psychoeducational Assessment
Publication VersionAccepted Manuscript
AbstractFor decades, research has indicated that preadolescents’ self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some preadolescent ethnic groups. This study examines the extent to which a 6-factor model of academic self-concept, in which competence and affect are distinct, is tenable for White, Hispanic, and Native American preadolescents. A total of 313 White, 331 Hispanic, and 224 Native American preadolescents from the southwestern United States were administered a modified version of the SDQI. A confirmatory factor analysis (CFA) indicated that the 6-factor model of academic self-concept was tenable. A multiple-groups CFA suggested that the 6-factor model was largely group invariant between White and Hispanic and White and Native American preadolescents. However, important differences in the structures were identified.
Copyright OwnerOckey, et al.
Citation InformationGary Ockey and Sarah Abercrombie. "The Structural Consistency of a Six-Factor Model of Academic Self-Concept Among Culturally Diverse Preadolescents in the United States" Journal of Psychoeducational Assessment Vol. 31 Iss. 3 (2013) p. 271 - 283
Available at: http://works.bepress.com/gary-ockey/5/