Brief Description

This is a self-report questionnaire consisting of 22 verbal statements. It has two forms, one for each academic subject it refers to: one for Language and one for Mathematics. The questionnaire assesses four aspects of students’ academic self-concept: their perceived abilities in the specific subject, their self-esteem regarding that subject, their self-directed learning tendencies, and their perception of how significant others view their abilities.

Purpose

The questionnaire was developed to assess aspects of adolescents’ academic self-concept in specific cognitive domains, namely Language and Mathematics.

Scoring Method

For each of the four subscales of the questionnaire, the mean score of the corresponding items is calculated. Students respond using a Likert-type scale (the range is not specified in the image, but it is likely from 1 to 5). The final score for each subscale is the average of the statements that comprise it.

Validity

The validity of the tool was confirmed through confirmatory factor analysis, conducted separately for the questionnaire in each academic domain (Mathematics and Language). The results supported the construct validity of the instrument.

Reliability

The internal consistency reliability (Cronbach’s alpha) of the questionnaire as a whole was 0.95 for Language and 0.96 for Mathematics. For the individual subscales, Cronbach’s alpha values ranged from 0.83 to 0.92, indicating high reliability.

Data Analysis and Use

The questionnaire was administered to a sample of 512 students in the 1st and 3rd grades of junior high school and the 2nd grade of senior high school. Student responses were analyzed using statistical techniques such as confirmatory factor analysis and calculation of internal consistency indices. The results can be used to understand students’ relationships with academic subjects, inform educational interventions, and support students with low academic self-concept.

References

Derritzaki, I., & Eukleidis, A. (2000). Different aspects of school language self-concept and its relationship with school performance and verbal ability. The American Journal of Psychology, 113, 621–638.
Derritzaki, E., & Eukleidis, A. (2002). The structure of cognitive and emotional factors related to academic performance in language and mathematics. Psychologia, 9, 58–74.