were large for item parcels connected to the target factor (ranging from .46 to .85, median 5.73) and small for
item parcels connected to non-target factors (ranging from 2.02 to .19, median 5.03). Higher-order factor analy-
sis of the intercorrelations of the SDQ-I domain scales indicated that the non-academic domains were separate
from the reading and math domains. And the reading and math factors were virtually uncorrelated ( r5.05).
Exploratory factor analysis results for the SDQ-II (with oblique rotation) based on a sample of 901 students
(Marsh, 1992b ) were similar to those for the SDQ-I ( Marsh, 1992a ). Factor coefficients were large for item parcels
connected to the target factor (ranging from .48 to .80, median 5.68) and small for item parcels connected to
non-target factors (ranging from 2.12 to .27, median 5.03). Correlations between latent factors ranged from
2.03 to .39 with a median of .15. The structure of a French language translation of SDQ-II was also tested with a
confirmatory factor analysis on a sample of 480 French students aged 15 to 17 years. The results with the French
versions were replicated using a separate sample of 903 French adolescents ( Marsh, Parada, & Ayotte, 2004 ).
Findings for the SDQ-III are also in line with the results for the SDQ-I and SQQ-II scales supporting the factorial
integrity of the measure (see Byrne, 1996 ;Vispoel, 1995 ). The overall findings from the extensive series of explor-
atory and confirmatory factor analyses provide strong support for the internal structure of the SDQ measures.
Criterion/Predictive
Marsh and Craven (2006) found that academic outcomes were predicted by academic self-concept scores.
Marsh (1990b) previously had reported that academic self-concept predicted future grades after controlling for
prior grades ( β/C25.20). These predictive effects were replicated in Germany ( Marsh et al., 2005a,b ) and were con-
sistent with the meta-analytic review by Valentine, DuBois, and Cooper (2004) , who reported an overall standard-
ized regression coefficient of .12 for measures of academic self-belief predicting later achievement, with initial
achievement as a covariate (p. 127). Similar findings have been reported for research focused on physical self-
concept and physical fitness composites ( Marsh & Craven, 2006 ).
Location
Marsh, H.W. (1992a). Self Description Questionnaire (SDQ) I: A theoretical and empirical basis for the measurement of
multiple dimensions of preadolescent self-concept. An interim test manual and research monograph. Macarthur, New
South Wales, Australia: University of Western Sydney.
Marsh, H.W. (1992b). Self Description Questionnaire (SDQ) II: A theoretical and empirical basis for the measurement
of multiple dimensions of adolescent self-concept. A test manual and research monograph. Macarthur, New South Wales,
Australia: University of Western Sydney.
Marsh, H.W. (1992c). Self Description Questionnaire (SDQ) III: A theoretical and empirical basis for the measurement
of multiple dimensions of late adolescent self-concept. An interim test manual and research monograph. Macarthur, New
South Wales, Australia: University of Western Sydney.
Note: Items, Test Manuals, and information about permission are available: www.uws.edu.au/cppe/research/
instruments (Retrieved May 20, 2014).
Global items are listed in Marsh et al. (1985a, p. 586) .
Results and Comments
Byrne (1996) noted that the three SDQ measures are the most ‘well-validated’ measures for their respective
age groups (SDQ-I, p. 117; SDQ-II, p. 153, SDQ-III, p. 204). Likewise, Boyle (1994) noted that the SDQ measures
‘should be among the instruments of choice for researchers wanting to measure well-defined multiple measures
of self-concept’ (p. 641). The SDQ measures are extraordinarily well researched and documented. Each SDQ mea-
sure has a large and detailed manual that summarizes a number of studies using impressive sample sizes and
sophisticated statistical analyses. The most likely alternative to the SDQ would be the family of measures created
by Harter and her colleagues. However, as noted previously, the response format for the SDQ items is probably
easier to use for most participants than the Harter response format.
The time needed to administer the SDQ-I and Harter scales for children is roughly equivalent, despite the
added length of the SDQ-I. The two-step forced-choice procedure associated with the Harter measures adds addi-
tional time to the administration of the inventories. This two-step format may create problems for some respon-
dents, perhaps contributing to measurement errors. Beyond this concern with response format, the SDQ
produces separate reading and mathematics self-concept scores. The multiple domains of the academic self-
concept assessed by the SDQ may be an advantage over the Harter inventories. Finally, the sheer amount of psy-
chometric detail on the SDQ measures tends to overshadow that for the Harter measures.
The one area where the Harter measures may hold an advantage over the SDQ concerns the multidimensional
assessment of the adult self-concept for individuals who are no longer embedded within an academic context.149 OVERVIEW OF THE MEASURES
II. EMOTIONAL DISPOSITIONS