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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
KeywordsSense of self
Validation
Personal investment theory
Hong Kong Chinese students
Issue Date2012
PublisherSpringer Netherlands.
Citation
Asia Pacific Education Review, 2012, v. 13 n. 2, p. 323-331 How to Cite?
AbstractThis 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 Identifierhttp://hdl.handle.net/10722/147113
ISSN
2023 Impact Factor: 2.3
2023 SCImago Journal Rankings: 0.700
ISI Accession Number ID
References

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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

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

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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

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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.issued2012en_US
dc.identifier.citationAsia Pacific Education Review, 2012, v. 13 n. 2, p. 323-331en_US
dc.identifier.issn1598-1037en_US
dc.identifier.urihttp://hdl.handle.net/10722/147113-
dc.description.abstractThis 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.languageengen_US
dc.publisherSpringer Netherlands.en_US
dc.relation.ispartofAsia Pacific Education Reviewen_US
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en_US
dc.subjectSense of selfen_US
dc.subjectValidationen_US
dc.subjectPersonal investment theory-
dc.subjectHong Kong Chinese students-
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.identifier.volume13-
dc.identifier.issue2-
dc.identifier.spage323en_US
dc.identifier.epage331en_US
dc.identifier.eissn1876-407Xen_US
dc.identifier.isiWOS:000305127800013-
dc.description.otherSpringer Open Choice, 28 May 2012en_US
dc.identifier.issnl1598-1037-

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