The Self Observation Scale was administered to 300 students in Grade 8 and 309 students in Grade 11 twice over a 2-wk. period. While the over-all results demonstrated a fairly substantial degree of test-retest stability, the reliability coefficients across subgroups within each sample were not uniformly high. Caution in interpreting the scores on selected factors and a better understanding of development of self-concept are needed.
Get full access to this article
View all access options for this article.
References
1.
EllisD. W.Development of self-concept for junior and senior high school students as measured by the Self-observation Scales. (Doctoral dissertation, Duke Univer., 1977) Dissertation Abstracts International, 1978, 38, 7224A–7225A. (University Microfilms No. 78-07, 594).
2.
HesterJ. B.Sex differences in the structural development of self-concept across grades nine through eleven. (Doctoral dissertation, Duke Univer., 1979) Dissertation Abstracts International, 1980, 40, 5375A. (University Microfilms No. 8008-186).
3.
KatzenmeyerW. G.StennerA. J.Strategic use of random subsample replication and a coefficient of factor replicability. Educational and Psychological Measurement, 1975, 35, 19–29.
4.
KatzenmeyerW. G.StennerA. J.Estimation of the invariance of factor structures across sex and race with implications for hypothesis testing. Educational and Psychological Measurement, 1977, 37, 111–115.
5.
ShavelsonR. J.HubnerJ. J.StantonG. L.Self-concept: Validation of construct interpretations. Review of Educational Research, 1976, 46, 407–441.
