Self-Concept

 

Measurement

Self-concept is not a directly observable concept; its inference needs to be drawn from behavior or based on personal reports about what the individual thinks of himself or herself. One of the most frequently used techniques for analyzing self-concept is through the completion of questionnaires or scales, which assess the degree to which a person feels that a series of closed-end questions or statements may apply to them.

The data collection instrument of choice was the “Multidimensional Self-Concept scale” (A. García, 2001). This scale, based on the model proposed by Shavelson et al. (1976), defines self-concept as a person’s perceptions of himself or herself, formed through experience with and interpretations of what occurs in one’s environment.

The final form of the questionnaire, aimed at primary school students, comprised 64 items distributed across seven dimensions (academic self-concept in mathematics, language, general academic self-concept, physical ability, physical appearance, peer relations, and parent–child relations), and which was also accompanied by a general self-concept index and an independent self-criticism scale. The main advantage behind the version used is the ease with which students with educational needs can understand the different items, given the understandable vocabulary and the easy questions that elicit closed-ended dichotomous responses (0 = yes/1 = no).

Source:

An Analysis of Self-Concept in Students With Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program

María del Carmen Pegalajar PalominoFirst Published May 15, 2017 Research Article

https://doi.org/10.1177/2158244017708818

[CC license]

https://journals.sagepub.com/doi/full/10.1177/2158244017708818