Top

Gepubliceerd in:

03-06-2016 | Original Paper

Development and Psychometric Properties of the Self-Representation Questionnaire for Adolescents (SRQA)

Auteurs: Carla Sofia Silva, Ana Catarina Martins, Maria Manuela Calheiros

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 9/2016

Abstract

Given the lack of validated measures of adolescents’ self-representation, in this paper we present the development process and psychometric properties of a new self-representation questionnaire for adolescents (SRQA), aged 12–16 year old. We examined SRQA factor structure through two studies. In the first study, 32 attributes (16 positive and 16 negative), previously validated in three studies, were administered to 239 adolescents (M = 13.8; SD = 1.28). An exploratory factor analysis showed that 21 attributes (13 positive and 8 negative) were organized in five factors: instrumental, social, emotional, intelligence, and physical appearance. In the second study, these 21 attributes were administered to 232 adolescents (M = 13.8; SD = 1.23). A confirmatory factor analysis supported the SRQA five factor model (Model fit: χ ²/df ratio = 2.392; CFI = .90; RMSEA = .08). Internal consistency was acceptable, ranging between .60 and .85. Girls displayed higher scores in the instrumental and social factors, whereas boys presented higher scores on the physical appearance factor. In line with previous research, results regarding age differences were inconsistent: while in Study 1 results suggested that as, age increases, adolescents’ intelligence self-representation becomes more negative, in Study 2 no age differences were found. Concurrent validity of the SRQA was explored through correlations with the Teacher Report Form, filled out by the adolescents’ homeroom teachers. Results revealed significant negative correlations between two dimensions of self-representation (i.e., instrumental and intelligence) and several dimensions of adolescents’ internalizing and externalizing problems, providing evidence of concurrent validity for the SRQA.

vorige artikel Psychometric Properties of the Shortened Chinese Version of the Family Resilience Assessment Scale

volgende artikel Psychometric Properties of the Power of Food Scale in a Community Sample of Preadolescents and Adolescents

Abela, J. R., & Véronneau-McArdle, M. H. (2002). The relationship between self-complexity and depressive symptoms in third and seven grade children: A short-term longitudinal study. Journal of Abnormal Child Psychology, 30(2), 155–166.PubMedCrossRef

Abikoff, H., Courtney, M., Pelham, W. E, Jr., & Koplewicz, H. S. (1993). Teachers’ ratings of disruptive behaviors: The influence of halo effects. Journal of Abnormal Child Psychology, 21(5), 519–533.PubMedCrossRef

Achenbach, T. M. (2006). As others see us: Clinical and research implications of cross-informant correlations for psychopathology. Current Directions in Psychological Science, 15, 94–98.CrossRef

Achenbach, T. M., Becker, A., Döpfner, M., Heiervang, E., Roessner, V., Steinhausen, H. C., & Rothenberger, A. (2008). Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: Research findings, applications, and future directions. Journal of Child Psychology and Psychiatry, 49(3), 251–275.PubMedCrossRef

Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213–232.PubMedCrossRef

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families.

Achenbach, T. M., Rescorla, L. A., Dias, P., Ramalho, V., Lima, V. S., Machado, B. C., et al. (2014). Manual do Sistema de Avaliação empiricamente Validado (ASEBA) para o Período Pré-Escolar: Um Sistema Integrado de Avaliação com Múltiplos Informadores. Psiquilíbrios Edições.

Allgood-Merten, B., Lewinsohn, P. M., & Hops, H. (1990). Sex differences and adolescent depression. Journal of Abnormal Psychology, 99(1), 55–63.PubMedCrossRef

Arbuckle, J. (2007). Amos 16.0 user’s guide. Chicago, IL: Spss.

Bauer, D. J. (2005). The role of nonlinear factor-to-indicator relationships in tests of measurement equivalence. Psychological Methods, 10(3), 305–316.PubMedCrossRef

Baumeister, R. F. (1998). The self. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (4th ed., Vol. 1, pp. 680–740). New York: McGraw-Hill.

Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.PubMedCrossRef

Blakely-McClure, S. J., & Ostrov, J. M. (2016). Relational aggression, victimization and self-concept: Testing pathways from middle childhood to adolescence. Journal of Youth and Adolescence, 45(2), 376–390. doi:10.1007/s10964-015-0357-2.PubMedCrossRef

Bollen, K. A. (2014). Structural equations with latent variables. New York: Wiley.

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40.CrossRef

Bracken, B. A., & Crain, R. M. (1994). Children’s and adolescents’ interpersonal relations: Do age, race, and gender define normalcy? Journal of Psychoeducational Assessment, 12, 14–32.CrossRef

Brown, J. (1998). The self. New York: McGraw-Hill.

Brown, T. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.

Busch-Rossnagel, N. A., & Morgan, G. A. (2013). Introduction to section three: Overview and analysis. In K. C. Fox, G. A. Morgan, D. J. Fidler, & L. A. Daunhauer (Eds.), Handbook of self-regulatory processes in development (pp. 247–264). New York: Psychology Press.

Caldwell, M. S., Rudolph, K. D., Troop-Gordon, W., & Kim, D. (2004). Reciprocal influences among relational selfviews, social disengagement, and peer stress during early adolescence. Child Development, 75, 1140–1154.PubMedCrossRef

Chubb, N. H., Fertman, C. I., & Ross, J. L. (1997). Adolescent self-esteem and locus of control: A longitudinal study of gender and age differences. Adolescence, 32, 113–129.PubMed

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319.CrossRef

Conners, C. K. (1997). Conners’ rating scales-revised technical manual. North Tonawanda, NY: Multi-Health Systems.

Cross, S. E., Bacon, P. L., & Morris, M. L. (2000). The relational-interdependent self-construal and relationships. Journal of Personality and Social Psychology, 78(4), 791–808.PubMedCrossRef

Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender. Psychological Bulletin, 122(1), 5–37.PubMedCrossRef

Damon, W., & Hart, D. (1988). Self-understanding in childhood and adolescence. New York: Cambridge University Press.

Davison, T., & McCabe, M. (2006). Adolescent body image and psychological functioning. Journal of Social Psychology, 146, 15–30.PubMedCrossRef

Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143.CrossRef

Eccles, J., & Harold, R. (1993). Parent-school involvement during the early adolescent years. The Teachers College Record, 94(3), 568–587.

Eccles, J., Wigfield, A., Harold, R., & Blumenfeld, P. B. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830–847.PubMedCrossRef

Epstein, S. (1990). Cognitive-experiential Self-theory. In L. Pervin (Ed.), Handbook of personality: Theory and research (pp. 165–192). NY: Guilford Publications Inc.

Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87(6), 477–531.CrossRef

Fiske, S., & Linville, P. (1980). What does the schema-concept buy us? Personality and Social Psychology Bulletin, 6, 543–557.CrossRef

Fivush, R., & Buckner, J. P. (2003). Creating gender and identity through autobioagraphical narratives. In R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self (pp. 149–168). Mahwah, NJ: Erlbaum.

Fontaine, A. M. (1991). O conceito de si próprio no ensino secundário: Processo de desenvolvimento diferencial. Cadernos de Consulta Psicológica, 7, 33–54.

Greenwald, A. G. (1980). The totalitarian ego: Fabrication and revision of personal history. American Psychologist, 35(7), 603–618.CrossRef

Harter, S. (1988). Manual for the self-perception profile for adolescents. Denver: University of Denver.

Harter, S. (1990). Causes and correlates, and the functional role of global self-worth: A life-span perspective. In R. Sternberg & J. Kolligian Jr. (Eds.), Competence considered (pp. 67–97). New-Heaven, CT: Yale University Press.

Harter, S. (1998). The development of self-representations. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 553–617). New York: Wiley.

Harter, S. (2000). Is self-esteem only skin-deep? The Inextricable link between physical appearance and self-esteem. Reclaiming Children and Youth, 9(3), 133–138.

Harter, S. (2003). The development of self-representations during childhood and adolescence. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 610–642). NY: The Guilford Press.

Harter, S. (2015). The construction of the self: Developmental and sociocultural foundations. New York: Guilford Publications.

Harter, S., Bresnick, S., Bouchey, H. A., & Whitesell, N. R. (1997). The development of multiple role-related selves during adolescence. Development and Psychopathology, 9(4), 835–853.PubMedCrossRef

Harter, S., & Monsour, A. (1992). Developmental analysis of conflict caused by opposing attributes in adolescent self-portrait. Developmental Psychology, 28(2), 251–260.CrossRef

Hayne, H., & MacDonald, S. (2003). The socialization of autobiographical memory in children and adults: The roles of culture and gender. In R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives (pp. 99–120). Mahwah, NJ: Lawrence Erlbaum.

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319–340.PubMedCrossRef

Higgins, E. T. (1991). Development of self-regulatory and self-evaluative processes: Costs, benefits and tradeoffs. In M. R. Gunnar & L. A. Sroufe (Eds.), Minesota symposiumon child psychology: Vol: 23. Self-processes and development (pp. 125–166). Hillsdale, NJ: Erlbaum.

Higgins, E. T., Van Hook, E., & Dorfman, D. (1988). Do self-attributes form a cognitive structure? Social Cognition, 6(3), 177–206.CrossRef

Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185.PubMedCrossRef

Jacobs, J. E., Bleeker, M. M., & Constantino, M. J. (2003). The self-system during childhood and adolescence: Development, influences, and implications. Journal of Psychotherapy Integration, 13(1), 33–65.CrossRef

Jordan, A., & Cole, D. A. (1996). Relation of depressive symptoms to the structure of self-knowledge in childhood. Journal of Abnormal Psychology, 105(4), 530–540.PubMedCrossRef

Keith, L. K., & Bracken, B. A. (1996). Self-concept instrumentation: A historical and evaluative review. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 91–170). Oxford: Wiley.

Kihlstrom, J. F. (1993). What does the self look like? In T. K. Srull & R. S. Wyer Jr. (Eds.), The mental representation of trait and autobiographical knowledge about the self book: Advances in social cognition (Vol. 17, pp. 2–40). Hillsdale, NJ: Erlbaum.

Kihlstrom, J. F., & Cantor, N. (1984). Mental representations of the self. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 17). New York: Academic Press.

Kihlstrom, J. F., & Hastie, R. (1997). Mental representations of persons and personality. In S. R. Briggs, R. Hogan, & W. H. Jones (Eds.), Handbook of personality psychology (pp. 711–735). San Diego, CA: Academic Press.CrossRef

Kihlstrom, J. F., & Klein, S. B. (1994). The self as a knowledge structure. In R. S. Wyer & T. K. Srull (Eds.), Handbook of social cognition, vol. 1: Basic processes; Vol. 2: Applications (2nd ed., pp. 153–208). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.

Klein, S. B., & Loftus, J. (1993). Behavioral experience and trait judgnents about the self. Personality and Social Psychology Bulletin, 19(6), 740–745.CrossRef

Klein, S. B., Loftus, J., Trafton, J. G., & Fuhrman, R. W. (1992). Use of exemplars and abstractions in trait judgments: A model of trait knowledge about the self and others. Journal of Personality and Social Psychology, 63(5), 739–753.CrossRef

Klein, S. B., Sherman, J. W., & Loftus, J. (1996). The role of episodic and semantic memory in the development of trait self-knowledge. Social Cognition, 14(4), 277–291.CrossRef

Kline, R. B. (1998). Principles and practices of structural equation modelling. New York: Guilford.

Kline, P. (2000). Handbook of psychological testing (2nd ed.). New York: Routledge.

Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press.

Larsson, B., & Drugli, M. B. (2011). School competence and emotional/behavioral problems among Norwegian school children as rated by teachers on the Teacher Report Form. Scandinavian Journal of Psychology, 52(6), 553–559.PubMedCrossRef

Linville, P. W. (1985). Self-complexity and affective extremity: Don’t put all of your eggs in one cognitive basket. Social Cognition, 3(1), 94–120.CrossRef

Linville, P. W. (1987). Self-complexity as a cognitive buffer against stress-related illness and depression. Journal of Personality and Social Psychology, 52(4), 663–676.PubMedCrossRef

Linville, P. W., & Carlston, D. E. (1994). Social cognition of the self. In P. G. Devine, D. L. Hamilton, & T. M. Ostrom (Eds.), Social cognition: Impact on social psychology (pp. 143–193). San Diego, CA: Academic Press.

Loeber, R., Green, S. M., & Lahey, B. B. (1990). Mental health professionals’ perception of the utility of children, mothers, and teachers as informants on childhood psychopathology. Journal of Clinical Child Psychology, 19(2), 136–143.CrossRef

Loeber, R., Green, S. M., Lahey, B. B., & Stouthamer-Loeber, M. (1991). Differences and similarities between children, mothers, and teachers as informants on disruptive child behavior. Journal of Abnormal Child Psychology, 19(1), 75–95.PubMedCrossRef

Lowery, S., Kurpius, S., Befort, C., Blanks, E., Sollenberg, S., & Nicpon, M. (2005). Body image, self-esteem, and health-related behaviors among male and female first year college students. Journal of College Student Development, 46, 612–623.CrossRef

MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149.CrossRef

Markus, H. (1977). Self-schemas and processing information about the self. Journal of Personality and Social Psychology, 35, 63–78.CrossRef

Markus, H., & Cross, S. (1990). The interpersonal self. In L. Pervin (Ed.), Handbook of personality: Theory and research (pp. 576–608). New York: Guilford.

Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969.CrossRef

Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, 38, 299–337.CrossRef

Marsh, H. W., Craven, R., & Debus, R. (1998). Structure, stability, and development of young children’s self-concepts: A multicohort-multioccasion study. Child Development, 69(4), 1030–1053.PubMedCrossRef

Marsh, H. W., & Hattie, J. (1996). Theoretical perspectives on the structure of self-concept. In B. A. Bracken (Ed.), Handbook of self-concept. Developmental, social and clinical considerations (pp. 38–90). New York: Wiley.

Marsh, H. W., Parker, J. W., & Barnes, J. (1985). Multidimensional adolescent self-concepts: Their relationship to age, sex, and academic measures. American Educational Research Journal, 22, 422–444.CrossRef

Martins, A., & Calheiros, M. M. (2012). Construction of a self-complexity scale for adolescents. Psychological Assessment, 24(4), 973–982.PubMedCrossRef

McConnell, A. R. (2011). The multiple self-aspects framework: Self-concept representation and its implications. Personality and Social Psychology Review, 15(1), 3–27.PubMedCrossRef

McDonald, R. P., & Ho, M. H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64–82.PubMedCrossRef

Muthén, B. O. (2015). Re: Parallel analysis [Online forum comment]. Retrieved from http://www.statmodel.com/discussion/messages/8/20916.html?1429281795.

Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.

O’Dea, J. A., & Abraham, S. (1999). Onset of disordered eating attitudes and behaviors in early adolescence: Interplay of pubertal status, gender, weight, and age. Adolescence, 34(136), 671–679.PubMed

Oosterwegel, A., Field, N., Hart, D., & Anderson, K. (2001). The relation of self-esteem variability to emotion variability, mood, personality traits, and depressive tendencies. Journal of Personality, 69(5), 689–708.PubMedCrossRef

Oosterwegel, A., & Oppenheimer, L. (2002). Jumping to awareness of conflict between self-representations and its relation to psychological wellbeing. International Journal of Behavioral Development, 26(6), 548–555.CrossRef

Patrício, J., Calheiros, M. M., & Martins, A.C. (2016). Self-representation questionnaire for youths in residential care. Children and Youth Services Review, 61, 317–326.CrossRef

Peixoto, F., & Mata, L. (1993). Efeitos da idade, sexo e nível sócio-cultural no autoconceito. Análise Psicológica, 11, 401–413.

Peres-Neto, P. R., Jackson, D. A., & Somers, K. M. (2005). How many principal components? Stopping rules for determining the number of non-trivial axes revisited. Computational Statistics & Data Analysis, 49(4), 974–997.CrossRef

Petersen, A. C., & Leffert, N. (1997). What is so special about adolescence? In M. Rutter (Ed.), Chalanges for prevention (pp. 3–36). Cambridge: Cambridge University Press.

Pruzinsky, T., & Cash, T. F. (1990). Integrative themes in body-image development, deviance, and change. In T. F. Cash & T. Pruzinsky (Eds.), Body images: Development, deviance, and change (pp. 337–349). NY: Guilford Press.

Ruble, D. N., Martin, C. L., & Berembaum, S. A. (2006). Gender development. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 858–932). New York: Wiley.

Sainero, A., del Valle, J. F., & Bravo, A. (2015). Detección de problemas de salud mental en un grupo especialmente vulnerable: niños y adolescentes en acogimiento residencial. anales de psicología, 31(2), 472–480.

Salmivalli, C., & Isaacs, J. (2005). Prospective relations among victimization, rejection, friendlessness, and children’s self- and peer-perceptions. Child Development, 76, 1161–1171.PubMedCrossRef

Sette, S., Baumgartner, E., & MacKinnon, D. P. (2015). Assessing social competence and behavior problems in a sample of Italian preschoolers using the social competence and behavior evaluation scale. Early Education and Development, 26(1), 46–65.CrossRef

Showers, C. J. (1992). Compartmentalization of positive and negative self-knowledge: Keeping bad apples out of the bunch. Journal of Personality and Social Psychology, 62, 1036–1049.PubMedCrossRef

Skaalvik, E. M., & Bong, M. (2003). Self-concept and self-efficacy revisited: A few notable differences and important similarities. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (pp. 67–89). Greenwich, Connecticut: Information Age Publishing.

Spence, J. T., Deaux, K., & Helmreich, R. L. (1985). Sex roles in contemporary American society. In G. Lindzey & E. Aronson (Eds.), Handbook of social psychology (3rd ed., pp. 149–178). New York: Random House.

Steinberg, L., & Morris, A. S. (2001). Adolescent development. Journal of Cognitive Education and Psychology, 2(1), 55–87.CrossRef

Swailes, S., & McIntyre-Bhatty, T. (2002). The “Belbin” team role inventory: Reinterpreting reliability estimates. Journal of Managerial Psychology, 17(6), 529–536.CrossRef

Swann, W. B, Jr., & Bosson, J. K. (2010). Self and identity. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (5th ed., pp. 589–628). Hoboken, NJ: Wiley.

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). New York: Harper Collins.

Turner, J. C., & Onorato, R. (1999). Social identity, personality and the self-concept: A self-categorization perspective. In T. R. Tyler, R. Kramer, & O. John (Eds.), The psychology of the social self (pp. 11–46). Mahwah, NJ: Lawrence Erlbaum Associates.

Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27(4), 552–565.CrossRef

Wood, K. C., Becker, J. A., & Thompson, J. K. (1996). Body image dissatisfaction in preadolescent children. Journal of Applied Developmental Psychology, 17, 85–100.CrossRef

Wylie, R. (1989). Measures of self-concept. Lincoln, NE: University of Nebraska Press.

Youngstrom, E., Loeber, R., & Stouthamer-Loeber, M. (2000). Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology, 68(6), 1038–1050.PubMedCrossRef

Titel: Development and Psychometric Properties of the Self-Representation Questionnaire for Adolescents (SRQA)
Auteurs: Carla Sofia Silva
Ana Catarina Martins
Maria Manuela Calheiros
Publicatiedatum: 03-06-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 9/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-016-0438-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2016

Psychometric Properties of the Shortened Chinese Version of the Family Resilience Assessment Scale

Mental Health Services in Juvenile Correctional Facilities: A National Survey of Clinical Staff

The Significance of Parental Reflective Function in the Adjustment of Young Adults

Practical Disadvantage, Socioeconomic Status, and Psychological Well-Being Within Families of Children with Severe Emotional Disturbance

Observed Mother and Father Rejection and Control: Association With Child Social Anxiety, General Anxiety, and Depression

Made in America: Perspectives on Friendship in West African Immigrant Families