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Article: Validation of the Chinese version of the Sense of Self (SOS) Scale
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TitleValidation of the Chinese version of the Sense of Self (SOS) Scale
 
AuthorsKing, RB2
Ganotice, FA
Watkins, DA2
 
KeywordsEducation
Education & Society
 
Issue Date2011
 
PublisherSpringer Netherlands
 
CitationAsia Pacific Education Review, 2011, p. 1-9 [How to Cite?]
DOI: http://dx.doi.org/10.1007/s12564-011-9195-4
 
ISSN1598-1037
2012 Impact Factor: 0.5
2012 SCImago Journal Rankings: 0.483
 
DOIhttp://dx.doi.org/10.1007/s12564-011-9195-4
 
ISI Accession Number IDWOS:000305127800013
 
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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

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1–40.

Marsh, H. W. (1993). The multidimensional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and Sport, 64, 256–273.

Marsh, H. W. (1997). The measurement of physical self-concept: A construct validation approach. In K. Fox (Ed.), The physical self-concept: From motivation to well-being (pp. 27–58). Champaign, IL: Human Kinetics.

Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and Adjustment. San Diego, CA: Academic Press.

Marsh, H. W., Craven, R., & McInerney, D. M. (Eds.). (2003). International advances in self research. Greenwich, Connecticut: Information Age Publishing.

McInerney, D. M., & Liem, G. A. D. (2009). Achievement motivation in cross-cultural context: Application of personal investment theory in educational settings. In A. Kaplan, S. A. Karabenick, & E. De Groot (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr (pp. 213–241). Greenwich, CT: Information Age Publishing.

McInerney, D. M., & Van Etten, S. (Eds.). (2002). Sociocultural influences on motivation and learning. Greenwich, CT: Information Age.

McInerney, D. M., Yeung, S. Y., & McInerney, V. (2001). Cross cultural validation of the inventory of school motivation (ISM). Journal of Applied Psychological Measurement, 2, 134–152.

McInerney, D. M., Marsh, H. W., & Yeung, A. S. (2003). Toward a hierarchical model of school motivation. Journal of Applied Measurement, 4, 335–357.

McInerney, D. M., Maehr, M. L., & Dowson, M. (2004). Cross-cultural studies of motivation and achievement: Implications for applied settings. In C. D. Spielberger (Ed.), Encyclopedia of applied psychology. Oxford, UK: Elsevier Academic Press.

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

Salili, F., Chiu, C. Y., & Lai, S. (2001). The influence of culture and context on students: Motivational orientation and performance. In F. Salili, C. Chiu, & Y. Hong (Eds.), Student motivation: The culture and context of learning (pp. 221–247). London: Plenum.

Stevens, J. (2002). Applied multivariate statistics for the social sciences. New York: Routledge.

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Watkins, D., McInerney, D. M., & Lee, C. (2002a). Assessing the school motivation of Hong Kong students. Psychologia, 45, 145–154.

Watkins, D., McInerney, D., Lee, C., Akande, A., & Regmi, M. (2002b). Motivation and learning strategies: A cross-cultural perspective. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning vol 2: sociocultural influences on motivation and learning (pp. 329–343). Greenwich, CT: Information Age.

Watkins, D., McInerney, D. M., & Boholst, F. A. (2003). The reliability and validity of the Inventory of School Motivation: A Philippine Investigation. The Asia Pacific Education Researcher, 12, 87–100.

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

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DC FieldValue
dc.contributor.authorKing, RB
 
dc.contributor.authorGanotice, FA
 
dc.contributor.authorWatkins, DA
 
dc.date.accessioned2012-05-28T08:17:59Z
 
dc.date.available2012-05-28T08:17:59Z
 
dc.date.issued2011
 
dc.description.naturepublished_or_final_version
 
dc.description.otherSpringer Open Choice, 28 May 2012
 
dc.identifier.citationAsia Pacific Education Review, 2011, p. 1-9 [How to Cite?]
DOI: http://dx.doi.org/10.1007/s12564-011-9195-4
 
dc.identifier.doihttp://dx.doi.org/10.1007/s12564-011-9195-4
 
dc.identifier.eissn1876-407X
 
dc.identifier.epage9
 
dc.identifier.isiWOS:000305127800013
 
dc.identifier.issn1598-1037
2012 Impact Factor: 0.5
2012 SCImago Journal Rankings: 0.483
 
dc.identifier.openurl
 
dc.identifier.scopuseid_2-s2.0-84862228542
 
dc.identifier.spage1
 
dc.identifier.urihttp://hdl.handle.net/10722/147113
 
dc.languageEng
 
dc.publisherSpringer Netherlands
 
dc.relation.ispartofAsia Pacific Education Review
 
dc.relation.referencesAnderson, 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
 
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.. doi: 10.1037/0022-3514.71.6.1130
 
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.. doi: 10.1111/1529-1006.01431
 
dc.relation.referencesBernardo, A. B. I. (2008). Individual and social dimensions of Filipino students’ achievement goals. International Journal of Psychology, 43, 886–891.. doi: 10.1080/00207590701837834
 
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.. doi: 10.1348/000709901158433
 
dc.relation.referencesBong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1–40.
 
dc.relation.referencesMarsh, H. W. (1993). The multidimensional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and Sport, 64, 256–273.
 
dc.relation.referencesMarsh, H. W. (1997). The measurement of physical self-concept: A construct validation approach. In K. Fox (Ed.), The physical self-concept: From motivation to well-being (pp. 27–58). Champaign, IL: Human Kinetics.
 
dc.relation.referencesMarsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and Adjustment. San Diego, CA: Academic Press.
 
dc.relation.referencesMarsh, H. W., Craven, R., & McInerney, D. M. (Eds.). (2003). International advances in self research. Greenwich, Connecticut: Information Age Publishing.
 
dc.relation.referencesMcInerney, D. M., & Liem, G. A. D. (2009). Achievement motivation in cross-cultural context: Application of personal investment theory in educational settings. In A. Kaplan, S. A. Karabenick, & E. De Groot (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr (pp. 213–241). Greenwich, CT: Information Age Publishing.
 
dc.relation.referencesMcInerney, D. M., & Van Etten, S. (Eds.). (2002). Sociocultural influences on motivation and learning. Greenwich, CT: Information Age.
 
dc.relation.referencesMcInerney, D. M., Yeung, S. Y., & McInerney, V. (2001). Cross cultural validation of the inventory of school motivation (ISM). Journal of Applied Psychological Measurement, 2, 134–152.
 
dc.relation.referencesMcInerney, D. M., Marsh, H. W., & Yeung, A. S. (2003). Toward a hierarchical model of school motivation. Journal of Applied Measurement, 4, 335–357.
 
dc.relation.referencesMcInerney, D. M., Maehr, M. L., & Dowson, M. (2004). Cross-cultural studies of motivation and achievement: Implications for applied settings. In C. D. Spielberger (Ed.), Encyclopedia of applied psychology. Oxford, UK: Elsevier Academic Press.
 
dc.relation.referencesMurphy-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
 
dc.relation.referencesSalili, F., Chiu, C. Y., & Lai, S. (2001). The influence of culture and context on students: Motivational orientation and performance. In F. Salili, C. Chiu, & Y. Hong (Eds.), Student motivation: The culture and context of learning (pp. 221–247). London: Plenum.
 
dc.relation.referencesStevens, J. (2002). Applied multivariate statistics for the social sciences. New York: Routledge.
 
dc.relation.referencesTao, V., & Hong, Y. Y. (2000). A meaning system approach to Chinese students’ achievement goals. Journal of Psychology in Chinese Societies, 1, 13–38.
 
dc.relation.referencesWatkins, D. A., & Biggs, J. B. (Eds.). (1996). The Chinese learner: Cultural, psychological and contextual influences. Hong Kong/Melbourne: Comparative Education Research Center, The University of Hong Kong/Australian Council for Educational Research.
 
dc.relation.referencesWatkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong/Melbourne: Comparative Education Research Center, The University of Hong Kong/Australian Council for Educational Research.
 
dc.relation.referencesWatkins, D., McInerney, D. M., & Lee, C. (2002a). Assessing the school motivation of Hong Kong students. Psychologia, 45, 145–154.
 
dc.relation.referencesWatkins, D., McInerney, D., Lee, C., Akande, A., & Regmi, M. (2002b). Motivation and learning strategies: A cross-cultural perspective. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning vol 2: sociocultural influences on motivation and learning (pp. 329–343). Greenwich, CT: Information Age.
 
dc.relation.referencesWatkins, D., McInerney, D. M., & Boholst, F. A. (2003). The reliability and validity of the Inventory of School Motivation: A Philippine Investigation. The Asia Pacific Education Researcher, 12, 87–100.
 
dc.relation.referencesCheung, 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
 
dc.relation.referencesCross, 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
 
dc.relation.referencesCross, 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
 
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.. doi: 10.1207/S15327965PLI1104_01
 
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.. doi: 10.1177/0748175610373459
 
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.. doi: 10.1177/0022022104264122
 
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.. doi: 10.1037/0022-0663.93.1.3
 
dc.relation.referencesGoyette, K., & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 72, 22–36.. doi: 10.2307/2673184
 
dc.relation.referencesGraham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3, 5–58.. doi: 10.1007/BF01323661
 
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.. doi: 10.1027//1015-5759.17.3.164
 
dc.relation.referencesHu, 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
 
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.. doi: 10.1037/a0014241
 
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.. doi: 10.1348/000709907X270261
 
dc.relation.referencesMarsh, H. W. (1990). A multidimensional hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77–172.. doi: 10.1007/BF01322177
 
dc.relation.referencesMarsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling, 1, 5–34.. doi: 10.1080/10705519409539960
 
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.. doi: 10.1111/j.1745-6916.2006.00010.x
 
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.. doi: 10.1037/0022-0663.96.1.56
 
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.. doi: 10.1177/0146167207312313
 
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dc.rightsThe Author(s)
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.subjectEducation
 
dc.subjectEducation & Society
 
dc.titleValidation of the Chinese version of the Sense of Self (SOS) Scale
 
dc.typeArticle
 
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<date.available>2012-05-28T08:17:59Z</date.available>
<date.issued>2011</date.issued>
<identifier.citation>Asia Pacific Education Review, 2011, p. 1-9</identifier.citation>
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<subject>Education</subject>
<subject>Education &amp; Society</subject>
<title>Validation of the Chinese version of the Sense of Self (SOS) Scale</title>
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<identifier.spage>1</identifier.spage>
<identifier.epage>9</identifier.epage>
<identifier.eissn>1876-407X</identifier.eissn>
<identifier.isi>WOS:000305127800013</identifier.isi>
<description.other>Springer Open Choice, 28 May 2012</description.other>
<bitstream.url>http://hub.hku.hk/bitstream/10722/147113/1/fulltext.pdf</bitstream.url>
</item>
Author Affiliations
  1. Palawan State University
  2. The University of Hong Kong