Adolescent Self-Concept: Testing the Assumption of Equivalent Structure Across Gender

Abstract

This study tested the invariance of a multidimensional, hierarchical self-concept (SC) structure for adolescent males and females. In a covariance structure analysis of data from a sample of 832 (412 males, 420 females) grade 11 and 12 students, with multiple measures of general, academic, English, and mathematics SC facets, SC structure differed for males and females. Although the number of SC factors, pattern of factor loadings (except for one), and hierarchical structure were invariant across gender, relations among the factors differed. These structural differences derived largely from the differential way in which English and mathematics SC related to the other SC facets, and to grades, for each sex. In addition, significant gender differences were found in the reliability of certain measurement scales, and correlated errors of measurement were more prevalent for males than for females. The study has important implications for substantive research that focuses on the comparison of SCs across groups and, in particular, across gender.