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Studies adopting a construct validity approach can be categorized into within- and between-network studies. Few studies have applied between-network approach and tested the correlations of the social (same-sex relations, opposite-sex relations, parent relations), moral (honesty-trustworthiness), and emotional (emotional stability) facets of the Self-Description Questionnaire II with external criteria. Using a sample of high school students (n = 628), the authors examined the relations of these 5 nonacademic self-concept facets with nonacademic external criteria (between-network studies) besides examining the factor structure of these five facets of self-concept (within-network studies). Results provided strong support for the convergent validity in that each predicted correlation was statistically significant. Also, the discriminant validity of the 5 nonacademic subscales was clearly demonstrated by showing that each external criterion was more highly correlated with the predicted (matching) Self-Description Questionnaire II subscale than any of the Self-Description Questionnaire II subscales. Hence, these facets of self-concept are 5 distinct factors.

The aims of this study are to: (a) assess if cognitive self-concept (competence) and affective self-concept in mathematics and science are different constructs, (b) evaluate the construct validity of self-concept in the context of conflation and separation, and (c) test if the relationships among cognitive and affective variables are invariant across gender. The data for this study were obtained from the Trends in International Mathematics and Science Study 2007 database. Data about 2,687 out of 4,099 eighth grade Saudi students were subject to various analyses. The variables used in this study were mathematics and science self-concepts, and mathematics and science subject value as part of the Students Background Questionnaire. The relationships among constructs were examined with the use of SPSS16 and the structural equation modeling software, AMOS16. The results demonstrated that subject value and self-concept were different constructs. Also, the results demonstrated that cognitive and affective self-concepts were independent, but strongly related constructs, and the structure of the construct was clearer when self-concept was separated into cognitive and affective components than when it was conflated. The relationships among cognitive, affective, and subject value in mathematics and science were invariant across gender. However, their relationships with achievement were not invariant across gender.

Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants ("n" = 50) who had received an academically oriented peer support intervention on verbal subject matter improved significantly in verbal self-concept--but not other areas of self-concept--as compared with a control group that had not participated in the intervention. In Study 2, participants ("n" = 53) who had received a socially oriented peer support intervention that focused on interpersonal skills and communication improved significantly in same-sex relations self-concept--but not in other areas of self-concept--as compared with the control group. Hence, there is a compelling need for reconceptualizing peer support into academic and social domains in terms of domain specificity. (Contains 2 tables.)

Studies on the construct validity of the Self-Description Questionnaire II (SDQII) have not compared the factor structure between the English and Chinese versions of the SDQII. By using rigorous multiple group comparison procedures based upon confirmatory factor analysis (CFA) of measurement invariance, the present study examined the responses of Australian high school students (N = 302) and Chinese high school students (N = 322) using the English and Chinese versions of the SDQII, respectively. CFA provided strong evidence that the factor structure (factor loading and item intercept) of the Chinese version of the SDQII in comparison to responses to the English version of the SDQII is invariant, therefore it allows researchers to confidently utilize both the English and Chinese versions of the SDQII with Chinese and Australian samples separately and cross-culturally. [ABSTRACT FROM AUTHOR]

The aims of this study are to: (a) assess if cognitive self-concept (competence) and affective self-concept in mathematics and science are different constructs, (b) evaluate the construct validity of self-concept in the context of conflation and separation, and (c) test if the relationships among cognitive and affective variables are invariant across gender. The data for this study were obtained from the Trends in International Mathematics and Science Study 2007 database. Data about 2,687 out of 4,099 eighth grade Saudi students were subject to various analyses. The variables used in this study were mathematics and science self-concepts, and mathematics and science subject value as part of the Students Background Questionnaire. The relationships among constructs were examined with the use of SPSS16 and the structural equation modeling software, AMOS16. The results demonstrated that subject value and self-concept were different constructs. Also, the results demonstrated that cognitive and affective self-concepts were independent, but strongly related constructs, and the structure of the construct was clearer when self-concept was separated into cognitive and affective components than when it was conflated. The relationships among cognitive, affective, and subject value in mathematics and science were invariant across gender. However, their relationships with achievement were not invariant across gender. [ABSTRACT FROM AUTHOR]

Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants (n = 50) who had received an academically oriented peer support intervention on verbal subject matter improved significantly in verbal self-concept—but not other areas of self-concept—as compared with a control group that had not participated in the intervention. In Study 2, participants (n = 53) who had received a socially oriented peer support intervention that focused on interpersonal skills and communication improved significantly in same-sex relations self-concept—but not in other areas of self-concept—as compared with the control group. Hence, there is a compelling need for reconceptualizing peer support into academic and social domains in terms of domain specificity. [ABSTRACT FROM AUTHOR]

We explored the frequency and indices of smartphone addiction in a group of King Saud University students and investigated whether there were differences in smartphone addiction based on gender, social status, educational level, monthly income and hours of daily use. We developed a questionnaire probing smartphone addiction consisting of five dimensions: 1) overuse of smartphone, 2) the psychological-social dimension, 3) the health dimension, 4) preoccupation with smartphones, and 5) the technological dimension. After being validated, the questionnaire was administered to 416 students, both male and female, at King Saud University. Results revealed that addiction percentage among participants was 48%. The order of smartphone addiction indices were as follows: overuse of smartphone, the technological dimension, the psychological-social dimension, preoccupation with smartphones, and the health dimension. Significant gender differences were found in the degree of addiction on the whole questionnaire and all of its dimensions with the exception of the technological dimension in favor of males. Significant differences by social status were found in favor of the unmarried. Bachelor degree students were found to have the highest degree of addiction. Significant differences by hours of daily use were also detected in favor of participants using the smartphone for more than 4 h a day. As to the monthly income dimension, significant differences were found on the health dimension in favor of participants with lower monthly income. [ABSTRACT FROM AUTHOR]