Description of the Questionnaire

The Self Description Questionnaire I was developed by H. W. Marsh and adapted in Greece by P. Gavriil, Ch. Chatzichristou, A. Sotiriou, and M. Zafeiropoulou. It is based on the multidimensional-hierarchical model of self-concept (Shavelson, Hubner & Stanton, 1976) and includes 76 items answered by the students themselves. The items correspond to eight subscales assessing mathematics, language, school competence, physical appearance, physical abilities, peer relations, parent relations, and general self-esteem. Responses are given on a five-point Likert scale (1=false, 5=true) and completion requires approximately 20–25 minutes.

Data Analysis and Use

Data analysis is carried out through factor analysis and reliability testing (Cronbach’s α). The structure of the questionnaire has been confirmed through exploratory and confirmatory factor analyses, verifying the distinction of the individual factors. In the Greek adaptation, the data demonstrated satisfactory distribution and adequate factor loadings. The instrument has been used with students aged 6–12 years and in samples of over 300 children, with gender balance.

Purpose

The aim of the questionnaire is to measure general and academic self-concept, children’s relationships with parents and peers, as well as general self-esteem. It is used to evaluate how students perceive their abilities and themselves, both in academic and social-emotional domains.

Scoring

Responses are scored by summing the values in each subscale, and the mean of the responses is used to evaluate the level of self-concept. The reliability of internal consistency is high, with Cronbach’s α ranging from 0.67 to 0.92 depending on the factor. In the Greek adaptation, reliability coefficients range from 0.67 to 0.84.

References

Marsh, H. W. (1990). Self Description Questionnaire I Manual. Sydney: University of Sydney.
Marsh, H. W., Craven, G. R., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83(3), 377–392.
Marsh, H. W., Craven, R., & Debus, R. (1998). Structure, stability, and development of young children’s self-concepts: A multicohort-multioccasion study. Child Development, 69(4), 1030–1053.
Gavriil, P. (2002). Intrapersonal and interpersonal adjustment of elementary school students with low academic achievement. Doctoral Dissertation, Department of Psychology, University of Athens.
Sotiriou, A., & Zafeiropoulou, M. (2003). Changes in children’s self-concept during the transition from kindergarten to elementary school. Psychology, 10(1), 96–118.
Leach, F. L., Henson, R. K., Odom, R. L., & Cagle, S. L. (2006). A Reliability Generalization Study of the Self-Description Questionnaire. Educational and Psychological Measurement, 66(2), 285–304.