International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2021, Vol. 17(1) 86-96

Psychometric Properties of the Self Description Questionnaire for Preschoolers in a Sample of 3- to 5-year-old Turkish Children

Sonnur Işıtan

pp. 86 - 96   |  DOI: https://doi.org/10.29329/ijpe.2021.329.6   |  Manu. Number: MANU-2008-17-0002

Published online: February 01, 2021  |   Number of Views: 173  |  Number of Download: 739

Save PDF

Abstract

The purpose of this study was to adapt the Self Description Questionnaire for Preschoolers into Turkish and to examine the self-concept of Turkish preschoolers based on sex and age. A total of 420 preschoolers participated in the study. The viability of the six-factor solution for the Turkish sample was examined using the first- and second-order confirmatory factor analysis. As hypothesized, two items in the verbal subscale did not work in the Turkish sample. The results demonstrated that the first- and second-order factor models with 36-item and six-factor fit the Turkish sample data well. The observed scores obtained from the six sub-scales have acceptable alpha values except the verbal subscale. No sex differences were  observed in self-concept scores of Turkish preschoolers. However, there was a statistically significant age difference on mathematics self-concept scale scores. Further studies should generate substitute items reflecting early literacy skills targeted in the Turkish Preschool Education Program.

Keywords: Self-Concept, Preschoolers, Instrument Adaptation

How to Cite this Article?

APA 6th edition
Isitan, S. (2021). Psychometric Properties of the Self Description Questionnaire for Preschoolers in a Sample of 3- to 5-year-old Turkish Children . International Journal of Progressive Education, 17(1), 86-96. doi: 10.29329/ijpe.2021.329.6

Harvard
Isitan, S. (2021). Psychometric Properties of the Self Description Questionnaire for Preschoolers in a Sample of 3- to 5-year-old Turkish Children . International Journal of Progressive Education, 17(1), pp. 86-96.

Chicago 16th edition
Isitan, Sonnur (2021). "Psychometric Properties of the Self Description Questionnaire for Preschoolers in a Sample of 3- to 5-year-old Turkish Children ". International Journal of Progressive Education 17 (1):86-96. doi:10.29329/ijpe.2021.329.6.
References
  1. Beauducel, A., & Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling, 13(2), 186-203. https://doi.org/10.1207/s15328007sem1302_2 [Google Scholar] [Crossref] 
  2. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40. https://doi.org/10.1023/A:1021302408382  [Google Scholar] [Crossref] 
  3. Byrne, B. M. 1996. Measuring self-concept across the life span: Issues and instrumentation. American Psychological Association.  [Google Scholar]
  4. Byrne, B. M., Shavelson, R. J., & Marsh, H. W. (1992). Multi-group comparisons in self-concept research: Reexamining the assumption of equivalent structure and measurement. In T. M. Brinthaupt & R. P. Lipka (Eds.), The self: Definitional and methodological issue (pp. 172-203). State University of New York Press.  [Google Scholar]
  5. Cevher, F. N. (2004). Okul öncesi eğitim kurumuna devam eden 5-6 yaş çocuklarının öğretmen algısına göre akademik benlik saygısı düzeyinin bazı değişkenler açısından incelenmesi -Teacher perceptions of 5-6  years old preschool children’s level of academic selfesteem, and its relation with different demographic variables [Unpublished master’s thesis]. Pamukkale University. [Google Scholar]
  6. Chapman, J. W., & Tunmer, W. E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87(1),154–167. https://doi.org/10.1037/0022-0663.87.1.154 [Google Scholar] [Crossref] 
  7. Damon, W., & Hart, D. (1982). The development of self-understanding through infancy and adolescence. Child Development, 53(4), 841–864. https://doi.org/10.2307/1129122 [Google Scholar] [Crossref] 
  8. Davis-Keen, P. E., & Sandler, H. M. (2001). A meta-analysis of measures of self-esteem for young children: A frame work for future measures. Child Development,72(3), 887–906. https://doi.org/10.1111/1467-8624.00322 [Google Scholar] [Crossref] 
  9. Erdmann, A. E. (2006). Preschoolers’ self-concepts: Are they accurate? [Unpunlished a senior honors dissertation]. The Ohio State University. [Google Scholar]
  10. Fasig, L. G. (2000). Toddlers’ understanding of ownership: Implications for self-concept development. Social Development, 9(3), 370-382. https://doi.org/10.1111/1467-9507.00131 [Google Scholar] [Crossref] 
  11. Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9(4), 466-491. https://doi.org/10.1037/1082-989X.9.4.466 [Google Scholar] [Crossref] 
  12. Goodvin, R., Meyer, S. , Thompson, R.A., & Hayes, R. (2008).  Self-understanding in early childhood: Associations with child attachment security and maternal negative affect. Attachment & Human Development, 10(4), 433–450. https://doi.org/10.1080/14616730802461466 [Google Scholar] [Crossref] 
  13. Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124-136. https://doi.org/10.1037/0022-0663.95.1.124 [Google Scholar] [Crossref] 
  14. Hansford, B. C., & Hattie, J. A. (1982). The relationship between self and achievement/performance measures. Reviews of Educcational Research, 52(1), 123–142. https://doi.org/10.2307/1170275 [Google Scholar] [Crossref] 
  15. Harter, S. (1990). Causes, correlates, and the functional role of global self-worth: A life span perspective. In J. Kolligian & R. Sternberg (Eds., pp. 67-97). Perceptions of competence and incompetence across the life-span. Yale University Press.  [Google Scholar]
  16. Harter, S. (1998). The development of self-representations. In W. Damon (Series Eds.) & N. Eisenberg (Vols. Eds.), Handbook of child psychology (Vols. 3.): Social, emotional, and personality development (5th ed., pp. 553-617). Wiley.  [Google Scholar]
  17. Harter, S. (2006). The self. In N. Eisenberg (Eds.), Handbook of child psychology (Vols. 3.): Social, emotional, and personality development (6th ed., pp. 505–570).  Wiley.  [Google Scholar]
  18. Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance. Child Development, 55(6),1969–1982. https://doi.org/ 10.2307/1129772 [Google Scholar] [Crossref] 
  19. Harter, S. (1983). Developmental perspectives on the self-system. In P. H. Mussen (Eds.) & E. M. Hetherington (Vols. Eds.), Handbook of child psychology (Vols. IV., pp. 387–467). Socialization, personality, and social development, Wiley. [Google Scholar]
  20. Harter, S., & Mayberry, W. (1984). Self-worth as a function of the discrepancy between one’s aspirations and one’s perceived competence: William James revisited. Denver: University of Denver, Denver, CO. [Google Scholar]
  21. Harter, S. (1999). The construction of self: A developmental perspective. Guilford Press. [Google Scholar]
  22. Hattie, J. (1992). Enhancing self-concept. In J. Hattie (Eds). Self-concept. Lawrence Erlbaum Associates.  [Google Scholar]
  23. Jambunathan, S., & Hurlbut, N. L. (2000). Gender comparisons in the perception of self-competence among four-year-old children. The Journal of Genetic Psychology, 161(4), 469–477. https://doi.org/10.1080/00221320009596725  [Google Scholar] [Crossref] 
  24. Jöreskog, K., & Sörbom, D. (2006). Interactive LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International. [Google Scholar]
  25. Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448–470. https://doi.org/ 10.2307/749801 [Google Scholar] [Crossref] 
  26. Mantzicopoulos, P. (2004). I am really good at puzzles but I don’t get asked to play with others: Age, gender, and ethnic differences in Head Start children’s self-perceptions of competence. The Journal of Genetic Psychology, 165(1), 51–65. https://doi.org/10.3200/GNTP.165.1.51-66 [Google Scholar] [Crossref] 
  27. Marsh, H. W. (1990). A multidimensional hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review,2(2), 77–121. https://www.jstor.org/stable/i23359257 [Google Scholar]
  28. Marsh, H. W. (1993). Academic self-concept: Theory, measurement, and research. In J. Suls (Eds.), Psychological perspectives on the self (Vols. 4, pp. 59–98). Hillsdale, NJ. https://doi.org/10.4324/9781315806976 [Google Scholar] [Crossref] 
  29. Marsh, H.W., & Craven, R. G. (1997). Academic self-concept: Beyond the dust bowl. In G. Phye (Eds.), Handbook of classroom assessment: Learning, achievement and adjustment (pp. 131–198). Academic Press. [Google Scholar]
  30. Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83(3),377-392.  https://doi.org/10.1037/0022-0663.83.3.377 [Google Scholar] [Crossref] 
  31. Marsh, H. W., Ellis, L. A., & Craven, R. G. (2002). How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure. Developmental Psychology, 38(3), 376–393. https://doi.org/10.1037/0012-1649.38.3.376 [Google Scholar] [Crossref] 
  32. Marsh, H. W., Craven, R. G., & Debus, R. L. (1998). Structure,stability,and development of young children’s self-concepts: A multicohort–multi occasion study. Child Development, 69(4), 1030–1053. https://doi.org/10.2307/1132361 [Google Scholar] [Crossref] 
  33. Marsh, H. W., Walker, R., & Debus, R. (1991). Subject-specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology, 16(4), 331-345. https://doi.org/10.1016/0361-476X(91)90013-B [Google Scholar] [Crossref] 
  34. Marsh, H. W., & Yeung, A. S. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal, 35(4) 705–738. https://doi.org/10.3102/00028312035004705  [Google Scholar] [Crossref] 
  35. Marsh, H. W., Trautwein, U., Ludtke, O., Koller, O., & Baumert, J. (2005). Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 297–416. https://doi.org/10.1111/j.1467-8624.2005.00853.x [Google Scholar] [Crossref] 
  36. Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89(1), 41-54. https://doi.org/ 10.1037/0022-0663.89.1.41 [Google Scholar] [Crossref] 
  37. Ministry of National Education [Milli Eğitim Bakanlığı] (2013). Okul öncesi eğitimi programı [Preschool education program]. http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72 [Google Scholar]
  38. Önder, A. (1997). Küçük çocuklar için kendilik algısı ölçeğinin Türkçe’ye uyarlanması ve okul öncesi çocuklarında kendilik algısının yaş cinsiyet premature doğma ve okula devam etme süresine ilişkin olarak incelenmesi -Self-Perception scale for young children Turkish adaptation of the and the self-perception of preschool children age sex premature born and investigation relating to school attendance time [Unpublished doctoral dissertation]. Marmara University. [Google Scholar]
  39. Özcan, Ç. (2010). The construct validity of the scale of young pupils’ metacognitive abilities in mathematics. Procedia Social and Behavioral Sciences, 2, 2997–3002. https://doi:10.1016/j.sbspro.2010.03.454   [Google Scholar] [Crossref] 
  40. Sarıca, Ö. (2010). Okul öncesi eğitim kurumlarına devam eden 5 ve 6 yaş grubu çocuklarının benlik kavramlarının çeşitli sosyo-demografik değişkenlere göre incelenmesi- Examination of the self concepts of 5 and 6 year-old children who are attending pre-school educational institutions, and its relation with various socio-demographic variables  [Unpublished master’s thesis]. Maltepe University. [Google Scholar]
  41. Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.2307/1170010 [Google Scholar] [Crossref] 
  42. Skaalvik, E. M. (1997). Issues in research on self-concept. In M. Maehr, M., & Pintrich, P. R. (Eds.), Advances in motivation and achievement (Vols. 10., pp.51-97).  JAI Press.   [Google Scholar]
  43. Turaşlı, N. (2006). 6 yaş grubu çocuklarda benlik algısını desteklemeye yönelik sosyal-duygusal hazırlık programı”nın benlik algısı, sosyal-duygusal uyum düzeyi ile ilköğretime hazırlık becerilerine etkisinin incelenmesi ve Demoulin çocuklar için benlik algısı testinin (6 yaş) Türkçeye uyarlanması - Examination of the effect of “socio-emotional readiness program to support the self-concept” on six years old children’s “self-concept, school readiness skills and socio-emotional adjustment levels  and validity and reliability of the DeMoulin self-concept developmental scale for Turkish preschoolers [Unpublished doctoral dissertation].  Maltepe University. [Google Scholar]
  44. Turaşlı, N. K. (2014). Validity and reliability of the DeMoulin Self-Concept Developmental Scale for Turkish preschoolers. Eurasian Journal of Education Research, 55, 55-72. https://doi.org/ 10.14689/ejer.2014.55.4 [Google Scholar] [Crossref] 
  45. Wylie, R. C. (1989).  Measures of self-concept. University of Nebraska Press. [Google Scholar]
  46. Zincirkıran, Z. (2008). Okul öncesi eğitim kurumlarına devam eden 6 yaş grubu çocuklarının benlik kavramlarının bazı değişkenlere göre incelenmesi- Examination of the self concepts of 6 year-old children who are attending pre-school educational institutions, and its relation with some variables [Unpublished master’s thesis]. Maltepe University. [Google Scholar]
Download
Metric
History
Related

Volume 17 Issue 1

February 2021

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.