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Educational and Psychological Measurement
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The Construct and Concurrent Validity of Two College-Level Academic Self-Concept Scales for a Sample of Primarily Hispanic Community College Students

Barry Halote

University of Southern California

William B. Michael

University of Southern California

The scores of a community college sample of 202 students (102 females and 100 males) primarily of Hispanic background provided the means for determining (a) the correlations of each of five factor subscales of a research form of the Dimensions of Self-Concept (DOSC) measure derived from a psychological theory of academic self-concept with the Total Score of the Academic Self-Concept Scale (ASCS) intended to measure general academic self-concept and (b) the empirical factor structure of each instrument. It was concluded that the DOSC is a multidimensional academic self-concept measure whereas the ASCS is essentially unidimensional and therefore that the two measures reflect not altogether similar constructs. The Level of Aspiration subscale shows considerable promise as a potentially valid predictor of college achievement, as it exhibited among all five DOSC subscales the highest degree of concurrent validity with self-report measures of academic success.

Educational and Psychological Measurement, Vol. 44, No. 4, 993-1007 (1984)
DOI: 10.1177/0013164484444023
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