| Summary: | 博士 === 國立彰化師範大學 === 教育研究所 === 100 === The Construction and Verification of Self-concept Model of Taiwanese
Children and Adolescents —The SDQ I, II, III Research Approach
Li-Jung Yu
Abstract
The purpose of the present study was to explore the theory of self-concept and to construct and verify the model of self-concept. The study applied Shavelson and Marsh’s theory which addressed multifaceted, hierarchical structures of self-concept. According to the theoretical framework, the Chinese version of Self-Description Questionnaire I, II, III (SDQ I, II, III -C), an instrument derived from the Marsh and Shavelson model (e.g., Marsh &; Shavelson, 1985; Marsh, 1990) was designed to measure self-concept for Taiwanese children and adolescents. The multidimensional and hierarchical structure of self-concept was proposed and the model of self-concept was conducted and validated. Participants included 2,277 elementary school students, 2,216 high school and vocational school students, and 1,416 college students. Utilizing structural equation modeling, various models including first-order multidimensional model, first-order two-factor model, first-order three-factor model, second-order two-factor model, second-order three-factor model were conducted and a number of goodness-of-fit indexes were constructed for evaluation of Taiwanese children’s and adolescents’ self-concept.
Findings were addressed as followed: first, results identified good psychometric properties (e.g., high internal reliability) and a well-defined structure of SDQ I, II, III. Second, results indicated multidimensional model of self-concept for Taiwanese children and adolescents. Third, the best models of SDQ I, II, III were second-order two-factor model, second-order three-factor model, first-order two-factor model, respectively. Fourth, the descriptive statistics of SDQ I, II, III for Taiwanese children and adolescents differed from norms of Australia. Final, in terms of area, gender, age, family types, parents' marriage relation and socioeconomic status, there were significant differences for samples from various developing stage.
The implications of these findings were discussed and suggestions were provided for further research.
Keywords: Self-concept, Self-concept model, Structural Equation Modeling, Self-Description Questionnaire
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