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Article: Validation of the Chinese version of the Sense of Self (SOS) Scale

TitleValidation of the Chinese version of the Sense of Self (SOS) Scale
Authors
KeywordsEducation
Education & Society
Issue Date2011
PublisherSpringer Netherlands
Citation
Asia Pacific Education Review, 2011, p. 1-9 How to Cite?
Persistent Identifierhttp://hdl.handle.net/10722/147113
ISSN
2013 Impact Factor: 0.375
2013 SCImago Journal Rankings: 0.422
ISI Accession Number ID
References

Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modelling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423. doi: 10.1037/0033-2909.103.3.411

Baldwin, M. W., & Sinclair, L. (1996). Self-esteem and “if then” contingencies of interpersonal acceptance. Journal of Personality and Social Psychology, 71, 1130–1141. doi: 10.1037/0022-3514.71.6.1130

Baumeister, R. F., Campbell, J. D., Kreuger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44. doi: 10.1111/1529-1006.01431

Bernardo, A. B. I. (2008). Individual and social dimensions of Filipino students’ achievement goals. International Journal of Psychology, 43, 886–891. doi: 10.1080/00207590701837834

Biggs, J. B., Kember, D., & Leung, D. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149. doi: 10.1348/000709901158433

Murphy-Berman, V., & Berman, J. J. (2003). Introduction. In V. Murphy-Berman & J. J. Berman (Eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on the self (Vol. 49, pp. ix–xv). Lincoln: University of Nebraska Press. doi: 10.1023/A:1021302408382

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9, 233–255. doi: 10.1207/S15328007SEM0902_5

Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender. Psychological Bulletin, 122, 5–37. doi: 10.1037/0033-2909.122.1.5

Cross, S. E., Morris, M., & Gore, J. (2002). Thinking about oneself and others: The relational-interdependent self-construal and social cognition. Journal of Personality and Social Psychology, 82, 399–418. doi: 10.1037/0022-3514.82.3.399

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227–268. doi: 10.1207/S15327965PLI1104_01

Dmitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121–149. doi: 10.1177/0748175610373459

Fischer, R. (2004). Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP. Journal of Cross-Cultural Psychology, 35, 263–282. doi: 10.1177/0022022104264122

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3–13. doi: 10.1037/0022-0663.93.1.3

Goyette, K., & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 72, 22–36. doi: 10.2307/2673184

Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3, 5–58. doi: 10.1007/BF01323661

Hambleton, R. K. (2001). The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17(3), 164–172. doi: 10.1027//1015-5759.17.3.164

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1–55. doi: 10.1080/10705519909540118

Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented Korean students? Journal of Educational Psychology, 101, 644–661. doi: 10.1037/a0014241

Lau, S., Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78, 639–662. doi: 10.1348/000709907X270261

Marsh, H. W. (1990). A multidimensional hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77–172. doi: 10.1007/BF01322177

Marsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling, 1, 5–34. doi: 10.1080/10705519409539960

Marsh, H. W., & Craven, R. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and multidimensional perspectives. Perspectives on Psychological Science, 1, 133–163. doi: 10.1111/j.1745-6916.2006.00010.x

Marsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56–67. doi: 10.1037/0022-0663.96.1.56

Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542–552. doi: 10.1177/0146167207312313

Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34, 155–167. doi: 10.1207/s15326985ep3403_2

Marsh, H. W., Hau, K. T., & Kong, C. K. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal, 39, 727–763. doi: 10.3102/00028312039003727

Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., et al. (2008). The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350. doi: 10.1007/s10648-008-9075-6

Martin, A. J. (2003). Boys and motivation: Contrasts and comparisons with girls’ approaches to schoolwork. Australian Educational Researcher, 30, 43–46. doi: 10.1007/BF03216797

Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56, 133–146. doi: 10.1080/00049530412331283363

McInerney, D. M. (2004). A discussion of future time perspective. Educational Psychology Review, 16, 141–151. doi: 10.1023/B:EDPR.0000026610.18125.a3

McInerney, D. M. (2008). Personal investment, culture and learning: Insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia. International Journal of Psychology, 43, 870–879. doi: 10.1080/00207590701836364

McInerney, D. M., & Ali, J. (2006). Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology, 26, 595–612. doi: 10.1080/01443410500342559

McInerney, D. M., Dowson, M., & Yeung, A. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement, 65, 1046–1066. doi: 10.1177/0013164405278561

Ratelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743–754. doi: 10.1037/0022-0663.96.4.743

Scheff, T. J., & Fearon, D. S. (2004). Cognition and emotion? The dead end in self-esteem research. Journal of the Theory for Social Behavior, 34, 73–91. doi: 10.1111/j.1468-5914.2004.00235.x

Swann, W. B., Chang-Schneider, C., & McClarty, K. L. (2007). Do people’s self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62, 84–94. doi: 10.1037/0003-066X.62.2.84

Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193–226. doi: 10.1037/0033-2909.103.2.193

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111–133. doi: 10.1207/s15326985ep3902_3

Van de Vijver, F., & Hambleton, R. K. (1996). Translating test: Some practical guidelines. European Psychologist, 1, 89–99. doi: 10.1027/1016-9040.1.2.89

Watkins, D., Regmi, M., & Astilla, E. (1991). The Asian learner-as-a-rote-learner stereotype: Myth or reality? Educational Psychology, 11, 21–34. doi: 10.1080/0144341910110102

Wong, M. S. W., & Watkins, D. A. (2001). Self-esteem and ability grouping: A Hong Kong investigation of the big fish little pond effect. Educational Psychology, 21, 79–87. doi: 10.1080/01443410123082

 

Author Affiliations
  1. Palawan State University
  2. The University of Hong Kong
DC FieldValueLanguage
dc.contributor.authorKing, RBen_US
dc.contributor.authorGanotice, FAen_US
dc.contributor.authorWatkins, DAen_US
dc.date.accessioned2012-05-28T08:17:59Z-
dc.date.available2012-05-28T08:17:59Z-
dc.date.issued2011en_US
dc.identifier.citationAsia Pacific Education Review, 2011, p. 1-9en_US
dc.identifier.issn1598-1037en_US
dc.identifier.urihttp://hdl.handle.net/10722/147113-
dc.languageEngen_US
dc.publisherSpringer Netherlandsen_US
dc.relation.ispartofAsia Pacific Education Reviewen_US
dc.rightsThe Author(s)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectEducationen_US
dc.subjectEducation & Societyen_US
dc.titleValidation of the Chinese version of the Sense of Self (SOS) Scaleen_US
dc.typeArticleen_US
dc.identifier.openurlhttp://www.springerlink.com/link-out/?id=2104&code=N17231422876T5N1&MUD=MPen_US
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s12564-011-9195-4en_US
dc.identifier.scopuseid_2-s2.0-84862228542-
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dc.relation.referencesdoi: 10.1037/0033-2909.103.3.411en_US
dc.relation.referencesBaldwin, M. W., & Sinclair, L. (1996). Self-esteem and “if then” contingencies of interpersonal acceptance. Journal of Personality and Social Psychology, 71, 1130–1141.en_US
dc.relation.referencesdoi: 10.1037/0022-3514.71.6.1130en_US
dc.relation.referencesBaumeister, R. F., Campbell, J. D., Kreuger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44.en_US
dc.relation.referencesdoi: 10.1111/1529-1006.01431en_US
dc.relation.referencesBernardo, A. B. I. (2008). Individual and social dimensions of Filipino students’ achievement goals. International Journal of Psychology, 43, 886–891.en_US
dc.relation.referencesdoi: 10.1080/00207590701837834en_US
dc.relation.referencesBiggs, J. B., Kember, D., & Leung, D. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149.en_US
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dc.relation.referencesDeci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227–268.en_US
dc.relation.referencesdoi: 10.1207/S15327965PLI1104_01en_US
dc.relation.referencesDmitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121–149.en_US
dc.relation.referencesdoi: 10.1177/0748175610373459en_US
dc.relation.referencesFischer, R. (2004). Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP. Journal of Cross-Cultural Psychology, 35, 263–282.en_US
dc.relation.referencesdoi: 10.1177/0022022104264122en_US
dc.relation.referencesGottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3–13.en_US
dc.relation.referencesdoi: 10.1037/0022-0663.93.1.3en_US
dc.relation.referencesGoyette, K., & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 72, 22–36.en_US
dc.relation.referencesdoi: 10.2307/2673184en_US
dc.relation.referencesGraham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3, 5–58.en_US
dc.relation.referencesdoi: 10.1007/BF01323661en_US
dc.relation.referencesHambleton, R. K. (2001). The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17(3), 164–172.en_US
dc.relation.referencesdoi: 10.1027//1015-5759.17.3.164en_US
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dc.relation.referencesdoi: 10.1080/10705519909540118en_US
dc.relation.referencesJang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented Korean students? Journal of Educational Psychology, 101, 644–661.en_US
dc.relation.referencesdoi: 10.1037/a0014241en_US
dc.relation.referencesLau, S., Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78, 639–662.en_US
dc.relation.referencesdoi: 10.1348/000709907X270261en_US
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dc.relation.referencesMarsh, H. W., & Craven, R. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and multidimensional perspectives. Perspectives on Psychological Science, 1, 133–163.en_US
dc.relation.referencesdoi: 10.1111/j.1745-6916.2006.00010.xen_US
dc.relation.referencesMarsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56–67.en_US
dc.relation.referencesdoi: 10.1037/0022-0663.96.1.56en_US
dc.relation.referencesMarsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542–552.en_US
dc.relation.referencesdoi: 10.1177/0146167207312313en_US
dc.relation.referencesMarsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34, 155–167.en_US
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dc.relation.referencesMarsh, H. W., Hau, K. T., & Kong, C. K. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal, 39, 727–763.en_US
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dc.relation.referencesMarsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., et al. (2008). The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350.en_US
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dc.relation.referencesMartin, A. J. (2003). Boys and motivation: Contrasts and comparisons with girls’ approaches to schoolwork. Australian Educational Researcher, 30, 43–46.en_US
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dc.relation.referencesMcInerney, D. M. (2008). Personal investment, culture and learning: Insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia. International Journal of Psychology, 43, 870–879.en_US
dc.relation.referencesdoi: 10.1080/00207590701836364en_US
dc.relation.referencesMcInerney, D. M., & Ali, J. (2006). Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology, 26, 595–612.en_US
dc.relation.referencesdoi: 10.1080/01443410500342559en_US
dc.relation.referencesMcInerney, D. M., Dowson, M., & Yeung, A. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement, 65, 1046–1066.en_US
dc.relation.referencesdoi: 10.1177/0013164405278561en_US
dc.relation.referencesRatelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743–754.en_US
dc.relation.referencesdoi: 10.1037/0022-0663.96.4.743en_US
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dc.identifier.spage1en_US
dc.identifier.epage9en_US
dc.identifier.eissn1876-407Xen_US
dc.identifier.isiWOS:000305127800013-
dc.description.otherSpringer Open Choice, 28 May 2012en_US

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