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Educational and Psychological Measurement
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Internal-Consistency Reliability and Construct and Criterion-Related Validity of an Academic Self-Concept Scale

Barry C. Gribbons

University of Southern California

Patricia E. Tobey

University of Southern California

William B. Michael

University of Southern California

For a sample of 174 at-risk undergraduate students at a private 4-year university, the purpose of this study was to obtain evidence of construct validity of the Dimensions of Self-Concept (DOSC) measure as well as of its predictive validity relative to the criterion of general education grade point average (GE GPA). Evidence was obtained that supports the construct validity of the five hypothesized factors that correspond to the five DOSC scales-Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Identification vs. Alienation (IA), and Leadership and Initiative. Evidence for the existence of a higher order general academic self-concept was also obtained. However, Anxiety was not related to the higher order factor. None of the five factors was significantly related to the criterion of GE GPA (p > .05). Researchers should investigate the stability of academic self-concept throughout students' first semester at a new institution as well as the reliability and validity of GE GPA as an indicator of academic success and other possible criteria.

Educational and Psychological Measurement, Vol. 55, No. 5, 858-867 (1995)
DOI: 10.1177/0013164495055005021
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