Abstracts
Résumé
Cet article présente la démarche de validation d’un questionnaire en langue française dont l’objectif est de mesurer le concept de soi des élèves âgés de 10 à 12 ans. Le Questionnaire de description de soi (QDS) a été rédigé à partir d’une traduction du Self-Description Questionnaire-I (SDQ-I) élaboré par Marsh (1988). L’instrument initial, enrichi de nouvelles dimensions et d’items originaux, a été administré dans 24 classes de cinquième et/ou sixième année primaire (n = 450). Les analyses menées sur l’instrument témoignent de propriétés psychométriques intéressantes et rejoignent en partie les résultats de recherche antérieurs.
Mots-clés :
- Concept de soi,
- description de soi,
- self-concept,
- instrument,
- validation,
- psychométrie
Abstract
This article presents a validation of a French questionnaire which has the objective of measuring the self-concept of pupils aged from 10 to 12. The Questionnaire de description de soi (QDS) is based on a translation of the Self-Description Questionnaire-I (SDQ-I) developed by Marsh (1988). The initial instru ment, enriched by new dimensions and items, was administered in 24 classes of grades 5 and/or 6 (n = 450). The analyses conducted on the data show interesting psyhometric properties and partly join former research results.
Keywords:
- Self-concept,
- self-description,
- instrument,
- validation,
- psychometrics
Resumo
Neste artigo, apresenta-se o procedimento de validação de um questionário em língua francesa cujo objectivo é o de medir o auto-conceito dos alunos, com idades compreendidas entre os 10 e os 12 anos. O questionário de auto-descrição (QDS) foi redigido a partir de uma tradução do Self-Description Questionnaire- I (SDQ-I) elaborado por Marsh (1988). O instrumento inicial, enriquecido com novas dimensões e com itens originais, foi administrado em 24 turmas de 5ª e/ou 6ª ano do ensino básico (n = 450). As análises aos dados revelam propriedades psicométricas importantes e estão na continuidade dos resultados de anteriores investigações.
Palavras chaves:
- Auto-conceito,
- auto-descrição,
- instrumento,
- validação,
- psicometria
Appendices
Références
- Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
- Boersma, F.J., & Chapman, J.W. (1992). Perception of ability scale for students. Los Angeles, CA: Western Psychological Services.
- Byrne, B.M. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In B.A. Bracken (éd.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 287-316). New York: Wiley.
- Byrne, B.M. (2002). Validating the measurement and structure of self-concept: Snapshots of past, present, and future research. American Psychologist, 57, 896-909.
- Chapman, D. (1991). Vision, instruction, and action. Cambridge, MA: MIT Press.
- Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco, CA: W.H. Freeman & Company.
- Crain, R.M. (1996). The influence of age, race and gender on child and adolescent multidimensional self-concept. In B.A. Bracken (éd.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 395-420). New York: Wiley.
- Dickes, P., Tournois, J., Flieller, A., & Kop, J.-L. (1994). Lapsychométrie. Paris: PUF.
- Eccles, J.S. (1987). Gender roles and women’s achievement-related decisions. Psychology of Women Quarterly, 11, 135-172.
- Eccles, J.S., & Blumenfeld, P. (1985). Classroom experiences and student gender: Are there differences and do they matter? In L.C. Wilkinson & C.B. Marrett (éds), Gender influences in classroom interaction. Orlando, FL: Academic Press.
- Eccles, J.S., Wigfield, A., Harold, R.D., & Blumenfeld, P. (1993). Ontogeny of children’s self-perceptions and subjective task values across activity domains during the early elementary school years. Child Development, 64, 830-847.
- Gauthier, J., Samson, P., & Turbide, D. (1981). Adaptation française du «Social SelfEsteem Inventory». Revue canadienne des sciences du comportement, 13, 218-225.
- Harter, S. (1985). Manual for the self-perception profile for children. Denver, CO: University of Denver.
- Harter, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R. F. Baumeister (éd.), Self-esteem: The puzzle of low self regard (pp. 87-116). New York: Plenum Press.
- Kling, K.C., Hyde, J.S., Showers, C.J., & Buswell, B.N. (1999). Gender differences in selfesteem: A meta-analysis. Psychological Bulletin, 125, 470-500.
- L’Écuyer, R. (1981). The development of the self-concept through the life span. In M.D. Lynch, A.A. Norem-Hebeison & K. Gergen (éds) Self-concept: Advances in theory and research (pp. 203-210). Cambridge, MA: Ballinger.
- Maltais, C., & Herry, Y. (1997). Le concept de soi des élèves éprouvant des difficultés d’apprentissage. Revue de l’ACELF, 25(2). En ligne: [http://acelf.ca/revue/XXV2/articles/r252-04.html] (page consultée le 11.10.2007).
- Marsh, H.W. (1988). Self-Description Questionnaire: A theoretical and empirical basis for the measurement of multiple dimensions ofpreadolescent self-concept. A test manual and a research monograph. San Antonio, TX: Psychological Corporation.
- Marsh, H.W. (1990). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172.
- Marsh, H.W. (1993). Academic self-concept: Theory measurement and research. In J. Suls (éd.), Psychological perspectives on the self (vol. 4, pp. 59-98). Hillsdale, NJ: Erlbaum.
- Marsh, H.W., & Ayotte, V. (2000). Development of an increasingly multidimensional selfconcept for young children: French version of the Self-Description Questionnaire. Sydney: SELF Research Centre, University of Western Sydney.
- Marsh, H.W., & Ayotte, V. (2003). Do multiple dimensions of self-concept become more differentiated with age? The differential distinctiveness hypothesis. Journal of Educational Psychology, 95, 687-706.
- Marsh, H.W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (éd.), Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 131-198). Orlando, FL: Academic Press.
- Marsh, H.W., & Yeung, A.S. (1997). Causal effects of academic self-concept on academic achievement: structural equation models of longitudinal data. Journal of Educational Psychology, 89(1), 41-54.
- Ninot, G., Delignières, D., & Fortes, M. (2000). L’évaluation de l’estime de soi dans le domaine corporel. Revue S.T.A.P.S., 53, 35-48.
- Piers, E.V.,& Harris, D.B. (1969). Piers-Harris Children’s Self-Concept Scale (Revised Manual). Los Angeles, CA: Western Psychological Services.
- Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
- Schermelleh-Engel, K., Moosbrugger, H. & Müller, H. (2003), Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures, Methods of psychological research online, 8 (2), 23-74.
- Shavelson, R.J., Hubner, J.J., & Stanton, G.C. (1976). Validation of construct interpretations. Review of Educational Research, 46, 407-441.
- Staats, A.W., (1975). Social Behaviorism. Homewood, IL: Dorsey Press.
- Toulouse, J.-M. (1971). Mesure du concept de soi (Manuel de cours). Montréal: École des Hautes Études Commerciales de Montréal.
- Vallières, E.F., & Vallerand, R.J. (1990). Traduction et validation canadienne-française de l’échelle de l’estime de soi de Rosenberg. International Journal of Psychology, 25, 305-316.
- Wigfield, A., Harold, R.D., Freedman-Doan, C., Eccles, J.S., Yoon, K.S., Arbreton, A.J., & Blumenfeld, P.C. (1997). Change in children’s competence beliefs in subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469.
- Wylie, R.C. (1979). The self-concept. Vol. 2. Lincoln, NE: University of Nebraska Press.
10.7202/1080660ar