Sixty-five fifth- and sixth-grade students were administered three measures of self concept (self esteem) to explore instrument equivalence, investigate differences between the construct of self concept and self esteem, and explore the multidimensionality of the construct. The three instruments' total scale scores were highly intercorrelated, indicating that a single construct underlies the three measures; however, significant mean score differences suggest that the tests do not assess the construct in an equivalent fashion. Convergent and discriminant validity subscale correlations lend support for a multidimensional interpretation of the self concept construct.
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