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Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement.

Herbert W Marsh·Ulrich Trautwein·Oliver Lüdtke·Olaf Köller·Jürgen Baumert
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Abstract

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.

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AdolescentAdolescent BehaviorEducational StatusFactor Analysis, StatisticalFemaleGermanyHumansIdentification, PsychologicalInterpersonal RelationsMalePersonal AutonomyPersonalityPersonality TestsReproducibility of ResultsSelf ConceptSelf EfficacyStudentsSurveys and QuestionnairesJournal ArticleResearch Support, Non-U.S. Gov'tValidation Study

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Herbert W Marsh, Ulrich Trautwein, Oliver Lüdtke, Olaf Köller, Jürgen Baumert. 2006. Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement.. https://doi.org/10.1111/j.1467-6494.2005.00380.x

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