Abstract
This study is to examine the model of multi-dimensional self-concept on adolescents and the relationships with the other variables. Based on Michael & Smith (1976) and Shavelson et alos (1976) multidmensional theory of self-concept, adolescent self-concept will be deposited into different domain areas (academic and non-academic) and into different components. Each of the two main domain areas may furthermore develop into different parts, depending on different domains of academic activities; also, non-academic self-concept may have different dimensions, depending on different contents of developmental targets. The sample is 1576 high-school level students with a mean age of 17.27. These students were randomly selected from several high schools located in three different areas (south, north, and middle) of Taiwan. Research instruments include a multifaceted self-concept scale along with measures of self-esteem, self-monitoring, anxiety, and needs. The theoretical structure of multidimensional self-concept was examined by confirmatory factor analysis of structural equation modeling, proving the factorial validity of the scale. A correlated ten-dimensional/four-component self-concept model was proved as the best model. Validity examination was followed by correlated related-concepts with self-concept. The influences of family types, sex, school types, and psychological need on self-concept were analyzed. Finally, the limitations and further research suggestions were discussed.
| Keywords: | self-concept; academic self-concept; non-academic self-concept; structural equation modeling; adolescent running head |
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