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Article
The Structural Consistency of a Six-Factor Model of Academic Self-Concept Among Culturally Diverse Preadolescents in the United States
Journal of Psychoeducational Assessment
  • Gary Ockey, Iowa State University
  • Sarah Abercrombie, Bowling Green State University
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
1-1-2013
DOI
10.1177/0734282912462080
Abstract
For 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.
Comments

This is a manuscript of an article from Journal of Psychoeducational Assessment 31 (2013): 271, doi:10.1177/0734282912462080. Posted with permission.

Copyright Owner
Ockey, et al.
Language
en
File Format
application/pdf
Citation Information
Gary 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/