Reference : Entwicklung und erste empirische Überprüfung des Fragebogens zur Erfassung des genere...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/49425
Entwicklung und erste empirische Überprüfung des Fragebogens zur Erfassung des generellen emotionalen Selbstkonzepts in der frühen Adoleszenz (FEGESK-A)
German
[en] Development and preliminary empirical evaluation of a questionnaire assessing the general emotional self-concept in early adolescence (QAGESC-A)
Schmidt, Philipp [University of Bielefeld, Germany]
Zurbriggen, Carmen mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
2021
Empirische Pädagogik
Verlag Empirische Pädagogik
35
2
183–201
Yes (verified by ORBilu)
0931-5020
Landau
Germany
[en] Selbstkonzept ; Adoleszenz ; Emotionales Selbstkonzept ; Fragebogen ; Adolescence ; Self-concept ; emotional self-concept ; Questionnaire
[en] The general emotional self-concept (GESC) is highly relevant to psychosocial development in adolescence. However, the GESC is hardly considered within empirical education and educational science. This is also mirrored by the lack of appropriate measurement instruments. The aim of this paper is the development and first empirical evaluation of a questionnaire assessing the general emotional self-concept in early ado-lescence (QAGESC-A). The development of the QAGESC-A was based on the hierarchically structured Marsh/Shavelson model of the general self-concept. Two working models were generated. According to working model I, the GESC contains three dimensions (perception, expression, coping), whereas model II comprises two dimensions (perception, modulation). In accordance with these self-concept dimensions, 24 items were generated. Based on a sample of a pilot study with 142 students (MRageR = 10.98 years, SDRageR = 0.89 years), the questionnaire was then reduced stepwise to 12 items and evaluated for factorial validity and reliability. The results of the confirmatory factor analysis provide first evidence that the two-factor model fitted slightly better than the three-factor model. The questionnaire shows good reliability (α = .82, ω = .85) and the scales exhibit acceptable internal consistencies (α / ω = .75).
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/49425
https://www.vep-landau.de/produkt/empirische-paedagogik-2020-35-2-kap-3-digital/

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