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Educational and Psychological Measurement
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Mirror, Mirror, on the Wall: Reliability and Validity Evidence for the Self-Description Questionnaire-II with Gifted Students

Jonathan A. Plucker

University of Maine

John Wesley Taylor V

Adventist Institute of Advanced Studies, Philippines

Carolyn M. Callahan

University of Virginia

Ellen M. Tomchin

University of Virginia

The use of the Self-Description Questionnaire (SDQ), in its various forms, is recommended for use with gifted students, yet little psychometric data exist with respect to the use of these subscales with this population. The SDQ-II was administered to adolescents attending a summer residential program for academically gifted students (N = 459). Estimates of internal consistency for scores on the 11 subscales are large enough to warrant group interpretation and research uses (mean alpha= .89) and possibly individual uses for older gifted students. Confirmatory factor analysis provides limited evidence of construct validity using data from this sample of gifted students. The relatively poor fit of the tested models may be due to the extreme negative skewness of item score distributions.

Educational and Psychological Measurement, Vol. 57, No. 4, 704-713 (1997)
DOI: 10.1177/0013164497057004014
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