Validation of Self-Concept Measurement in Amhara Culture: A Case of Children from three Rural Schools
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Date
2014-06
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Addis Ababa University
Abstract
The problem of this study is that there is lack of valid and reliable self-concept instruments that measure the
hierarchical and multidimensional facets of self-concept. While there are many such kind of validated
instruments in other parts of the world, particularly in the West, no significant validation of instruments is
carried out in Ethiopia, and particularly in the Amhara cultural community. The validation of the Self
Description Questionnaire I (SDQI) by this study helps to conduct further studies by the instrument so that
more self-concept theories will be supported and interventions will be designed based on findings than what
was done before. The purpose of the study is to find out the validity and reliability of the Self Description
Questionnaire I and the applicability of its related theories among the Amhara community.
In the study 132 students whose age is from 8 to 12 were selected from Amhara community in North Showa
using convenient sampling. A questionnaire was administered on the children and focus groups discussions
were held. The children completed the 76-item SDQI that measures the 8 facets self-concept. The analyses
were done using the AMOS approach to Confirmatory Factor Analysis. Sex and Age effects in the multiple
dimensions of self-concept were tested using multivariate and univariate Analysis of Variance.
Validity, reliability and factor structure of the SDQI scales is established by the responses that supports the
use of the SDQI on children of the Amhara community; the reliability median estimates have shown some
increment with age. Individual indicator reliability is established while there are high levels of internal
consistency reliability in all eight factors. While convergent validity among the factors is partly confirmed
discriminant validity was not well established.
The hierarchical and multidimensional structure of self-concept of children is dominantly demonstrated as
stipulated by the one general factor, two factor, and 8 factor models and the qualitative data. The 8-factor
model has the highest fits to the data both for total group and for each age group and its parameter estimates
show that all 8 factors are distinctly demonstrated. Some data imply that the children rate themselves less in
older ages than they used to do in their earlier ages. It is inconclusive, however, as to whether children better
differentiate the eight self-concept dimensions as their age increases. The highest correlations involve the
math and school scales while general self is affected most by math and school selves. With regard to the total
group it is ability and peer relation that have the highest correlation. The sizes of the uniquenesses decrease
with age. When total self-concept that is averaged across all 8 scales is assessed the effects of age was
significant, while the effect of sex and their interaction were non-significant.
Since the validity, reliability and factor structure of the Self Description Questionnaire I scales is established
by the study it can be an inducement to do further similar studies in this regard in the future or the
instrument can be used to study most of the 8 facets of self-concept in future studies than focusing on a
single or two dimensions of self-concept. Since care and socialization practices in the culture may be grounds
for most of the differences in differentiating the facets of self-concept by the children the situation has to be
studied further. As general self-concept seems to be affected most by school related factors, the reasons for
this need to be further studied. Since the decline or increase of level of self-concept rating with age is not
conclusively supported in the targeted age groups future studies may clarify the precedence behind this
finding
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Keywords
Three rural schools