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Integration of Multidimensional Self‐Concept and Core Personality Constructs: Construct Validation and Relations to Well‐Being and Achievement
Author(s) -
Marsh Herbert W.,
Trautwein Ulrich,
Lüdtke Oliver,
Köller Olaf,
Baumert Jürgen
Publication year - 2006
Publication title -
journal of personality
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.082
H-Index - 144
eISSN - 1467-6494
pISSN - 0022-3506
DOI - 10.1111/j.1467-6494.2005.00380.x
Subject(s) - psychology , personality , construct validity , construct (python library) , german , incremental validity , confirmatory factor analysis , structural equation modeling , self concept , variance (accounting) , academic achievement , social psychology , developmental psychology , psychometrics , statistics , mathematics , accounting , archaeology , computer science , business , history , programming language
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.