This article examines the appropriateness for Zimbabwe students of the Self Description Questionnaire-I (SDQ-1) and the Shavelson model of self-concept on which it is based. The results of an administration of the SDQ-1 to 270 Zimbabwean 12- to 13-year-olds are reported. The internal consistency reliability coefficients obtained were moderate. Factor analysis generally supported both the specific facets of the SDQ-1 and the existence of an underlying general self-concept factor. Some evidence of construct validity was provided by the SDQ-1 scales generally correlating as predicted with learning process and locus of control scales.
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