Author : Layla Fouad Shihab
Publisher :
ISBN 13 :
Total Pages : 232 pages
Book Rating : 4.:/5 (786 download)
Book Synopsis Relationship Between the Adapted Self-description Questionnaire (SDQI) and Academic Achievement by : Layla Fouad Shihab
Download or read book Relationship Between the Adapted Self-description Questionnaire (SDQI) and Academic Achievement written by Layla Fouad Shihab and published by . This book was released on 1996 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Self-Description Questionnaire (SDQI) was developed in 1988 by Marsh to measure the self-concept of students in grades 4 through 6. The SDQI is based upon a multidimensional and hierarchical model of self-concept (SC), and relates to students' educational experiences. Although the research support for the SDQI is strong, means and standard deviations have not yet been established for the SDQI in the Lebanese Society. Moreover, research has not addressed the question of the predictive validity of the instrument in a nonwestern culture. Accordingly the present study has three purposes. First, to provide means and standard deviations on the adapted SDQI for a sample of fifth elementary and first intermediate students in Beirut. Second, to assess how the adapted SDQI self-concept scores vary as a function of age, gender and socioeconomic status. Third, to determine the correlation coefficient between the adapted SDQI and academic achievement. The target population of the study consisted of grade five and grade six students enrolled in semi-private, and private schools in Beirut. A sample of 266 children (151 boys and 115 girls) was included from different schools representing the different socioeconomic levels (SES)(high, middle, and low) in Beirut. Descriptive data in terms of means and standard deviations were considered. Correlation coefficients were used to consider the relationship among the different subscales and total scores of the adapted SDQI and academic achievement in the different subject-matter areas and the total scores. An analysis of variance was conducted to test for the difference between the three SES levels. A t-test was conducted to test for the difference between boys and girls and for the different age groups. The results were discussed in terms of the relationship between self-concept and academic achievement measures as well as how self-concept scores vary as a function of age, gender, and socioeconomic status. Implications as well as recommendations for further research were presented.
