The Predictive Validity of Each of Ten Measures of Self-Concept Relative to Teachers' Ratings of Achievement in Mathematics and Reading of Vietnamese Children and of those from Five other Ethnic Groups

Abstract

For subsamples of fourth- and sixth-grade Vietnamese, Caucasian, Negro, Mexican-American, Asian (non-Vietnamese) pupils as well as for a sample of pupils of mixed ethnicity and for a resulting total sample, differences in mean standing on each of 10 self-concept measures and on each of two criterion measures of school achievement were examined for statistical significance. In addition to the determination of intercorrelations among the 10 self-concept measures reflecting in part different perceptual frames of reference, validity coefficients were obtained for each subsample between scores on each of the 10 self-concept scales and teachers' ratings of pupil achievement in mathematics and reading. In general, pupil self-reports about self-concept revealed negligible relationships with teacher ratings of pupil achievement, although teacher observations of pupil self-concepts yielded modest correlations with achievement ratings.

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