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Article: Validation of the Chinese version of the Sense of Self (SOS) Scale
| Title | Validation of the Chinese version of the Sense of Self (SOS) Scale |
|---|---|
| Authors | |
| Keywords | Sense of self Validation Personal investment theory Hong Kong Chinese students |
| Issue Date | 2012 |
| Publisher | Springer Netherlands. |
| Citation | Asia Pacific Education Review, 2012, v. 13 n. 2, p. 323-331 How to Cite? |
| Abstract | This study explored the cross-cultural applicability of the Sense of Self (SOS) Scale in the Hong Kong Chinese cultural context. The SOS Scale is a 26-item questionnaire designed to measure students’ sense of purpose, self-reliance, and self-concept in school. Six hundred ninety-seven Hong Kong Chinese high school students participated in the study. Both within-network and between-network approaches to construct validation were adopted. Responses to this questionnaire are shown to have good internal consistency reliability, and support is provided for its construct validity in terms of its factorial structure and correlations with other educational outcomes such as learning strategies. In addition, multigroup confirmatory factor analysis also indicated invariance of the instrument across males and females, across students of different year levels, and across students from different types of school. Implications for cross-cultural research are discussed. |
| Persistent Identifier | http://hdl.handle.net/10722/147113 |
| ISSN | 2023 Impact Factor: 2.3 2023 SCImago Journal Rankings: 0.700 |
| 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 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. 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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 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 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | King, RB | en_US |
| dc.contributor.author | Ganotice, FA | en_US |
| dc.contributor.author | Watkins, DA | en_US |
| dc.date.accessioned | 2012-05-28T08:17:59Z | - |
| dc.date.available | 2012-05-28T08:17:59Z | - |
| dc.date.issued | 2012 | en_US |
| dc.identifier.citation | Asia Pacific Education Review, 2012, v. 13 n. 2, p. 323-331 | en_US |
| dc.identifier.issn | 1598-1037 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10722/147113 | - |
| dc.description.abstract | This study explored the cross-cultural applicability of the Sense of Self (SOS) Scale in the Hong Kong Chinese cultural context. The SOS Scale is a 26-item questionnaire designed to measure students’ sense of purpose, self-reliance, and self-concept in school. Six hundred ninety-seven Hong Kong Chinese high school students participated in the study. Both within-network and between-network approaches to construct validation were adopted. Responses to this questionnaire are shown to have good internal consistency reliability, and support is provided for its construct validity in terms of its factorial structure and correlations with other educational outcomes such as learning strategies. In addition, multigroup confirmatory factor analysis also indicated invariance of the instrument across males and females, across students of different year levels, and across students from different types of school. Implications for cross-cultural research are discussed. | - |
| dc.language | eng | en_US |
| dc.publisher | Springer Netherlands. | en_US |
| dc.relation.ispartof | Asia Pacific Education Review | en_US |
| dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | en_US |
| dc.subject | Sense of self | en_US |
| dc.subject | Validation | en_US |
| dc.subject | Personal investment theory | - |
| dc.subject | Hong Kong Chinese students | - |
| dc.title | Validation of the Chinese version of the Sense of Self (SOS) Scale | en_US |
| dc.type | Article | en_US |
| dc.identifier.openurl | http://www.springerlink.com/link-out/?id=2104&code=N17231422876T5N1&MUD=MP | en_US |
| dc.description.nature | published_or_final_version | en_US |
| dc.identifier.doi | 10.1007/s12564-011-9195-4 | en_US |
| dc.identifier.scopus | eid_2-s2.0-84862228542 | - |
| dc.relation.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. | en_US |
| dc.relation.references | doi: 10.1037/0033-2909.103.3.411 | en_US |
| dc.relation.references | Baldwin, 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.references | doi: 10.1037/0022-3514.71.6.1130 | en_US |
| dc.relation.references | 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. | en_US |
| dc.relation.references | doi: 10.1111/1529-1006.01431 | en_US |
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| dc.relation.references | doi: 10.1080/00207590701837834 | en_US |
| dc.relation.references | 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. | en_US |
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| dc.relation.references | 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. | en_US |
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| dc.relation.references | 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. | en_US |
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| dc.relation.references | 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. | en_US |
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| dc.relation.references | 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. | en_US |
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| dc.relation.references | Marsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling, 1, 5–34. | en_US |
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| dc.relation.references | 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. | en_US |
| dc.relation.references | doi: 10.1111/j.1745-6916.2006.00010.x | en_US |
| dc.relation.references | 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. | en_US |
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| dc.relation.references | 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. | en_US |
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| dc.relation.references | 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. | en_US |
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| dc.relation.references | doi: 10.1007/BF03216797 | en_US |
| dc.relation.references | McInerney, 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 |
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| dc.relation.references | doi: 10.1080/00049530412331283363 | en_US |
| dc.relation.references | McInerney, D. M. (2004). A discussion of future time perspective. Educational Psychology Review, 16, 141–151. | en_US |
| dc.relation.references | doi: 10.1023/B:EDPR.0000026610.18125.a3 | en_US |
| dc.relation.references | 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. | en_US |
| dc.relation.references | doi: 10.1080/00207590701836364 | en_US |
| dc.relation.references | McInerney, D. M., & Ali, J. (2006). Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology, 26, 595–612. | en_US |
| dc.relation.references | doi: 10.1080/01443410500342559 | en_US |
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| dc.relation.references | 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. | en_US |
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| dc.identifier.volume | 13 | - |
| dc.identifier.issue | 2 | - |
| dc.identifier.spage | 323 | en_US |
| dc.identifier.epage | 331 | en_US |
| dc.identifier.eissn | 1876-407X | en_US |
| dc.identifier.isi | WOS:000305127800013 | - |
| dc.description.other | Springer Open Choice, 28 May 2012 | en_US |
| dc.identifier.issnl | 1598-1037 | - |