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Originalartikel

Erfassung des Selbstkonzepts im mittleren Kindesalter: Validierung einer deutschen Version des SDQ I

Published Online:May 10, 2011https://doi.org/10.1024/1010-0652/a000030

Abstract

Zusammenfassung. Der Self-Description Questionnaire I (SDQ I; Marsh, 1990b) gehört zu den am ausführlichsten empirisch evaluierten Verfahren zur Erfassung eines multidimensionalen Selbstkonzepts im mittleren Kindesalter. Die vorliegende Arbeit stellt eine deutschsprachige Version dieses Instruments vor. Die psychometrischen Eigenschaften des deutschen SDQ I wurden an N = 589 Schülern der Klassenstufen drei bis sechs untersucht. Es zeigte sich, dass sich die Mehrheit der Skalen des vorgestellten Verfahrens zur reliablen und validen Erfassung eines inhaltlich ausdifferenzierten Selbstkonzepts bei Kindern eignet. Validitätseinschränkungen ergaben sich hingegen für das über Selbsteinschätzungen zum Lesen erfasst verbale Selbstkonzept, das nicht deutlicher mit der Deutschnote korrelierte (r = .32) als das akademische Selbstkonzept für verschiedene Schulfächer (r = .38). Außerdem sprachen die Befunde dafür, dass beim akademischen Selbstkonzept neben einem verbalen und mathematischen Bereich auch zwischen einem Kompetenz- und Affektbereich zu unterscheiden ist. Damit liefert die hier vorgestellte deutsche Version des SDQ I wichtige Erkenntnisse über die multidimensionale Selbstkonzeptstruktur in der mittleren Kindheit.


Self-Concept Measurement with Preadolescent Children: Validation of a German Version of the SDQ I

Abstract. The Self-Description Questionnaire I (SDQ I; Marsh, 1990b) is known as the most validated instrument to measure the multidimensional self-concept of preadolescent children. A German version of the SDQ I is introduced in this study. Its psychometric properties were examined in a sample of N = 589 students of grades 3 to 6. The majority of the scales were proven as reliable and valid in order to measure content-specific facets of self-concept of preadolescents. Validity restrictions, however, emerged for the verbal part of academic self-concept assessed by reading self-concept. Reading self-concept showed similar correlations to students’ grades in German (r = .32) as general school self-concept (r = .38). Additionally, next to the separation of academic self-concept into a verbal and a math factor, academic self-concept was proven to be further differentiable into competence and affect components. Thus, the results of the German version of the SDQ I reported here make several important suggestions about the structure of self-concept with preadolescent children.

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