a MANUAL | | _/ “| FOR SELF CONCEPT QUESTIONNAIRE Dr. Raj Kumar Saraswat “Reader in Psychology Dept. of Education, Psychology, Counselling & Guidance National Council for Educational Research & Training NEW DELHI-110 016 TM Re Copyright Regd. No. © A-7 0005 Dt. 135.05, Estd. : 1971 © : (0562) 2464926 |] anki PSYCHOLOGICAL CORPORATION | E 2 4/230, | KACHERI GHAT, AT, AGRA-282 82 004MANUAL FOR SELF CONCEPT QUESTIONNAIRE ’ (S C Q) INTRODUCTION Self-concept is a dominant element in personality pattern, therefore, the measurement of self-concept becomes essential. A variety of methods and techniques have been developed to measure self-concept. The problem of measuring the self-concept to a large extent still remains unsolved. The difficulty in conducting research in such an area is that the concept of self is not very well defined and is in a state of flux. There are several terms that are virtually synonymous with self-concept among them are “Self-image”, the “Ego” “Selfunderstanding”, "Seltperception” and “Phenomenal Self” he we iananntte Self-concept has been referred by Lowe (1961) as one’s attitude towards self, and by Paderson (1965) as an organized configuration, of perceptions, beliefs, feelings, attitudes and values which the individual views as a Part of characteristics of himself. Rogers (1951) defined self-concept as “An organized configuration of perceptions of the self which are admissible to awareness. It is es of ‘elements as the perceptions of one’s characteristics and sa ‘ee and concepts of the self in relation to others and to the ar he value q Ss which are perceived as associated with S and ideals whichLynche, Norem-Hebeisen and Gergen (1981) have itt's Uggestion that attention should be shifted from global measures of the ? — ne UlSS Of thi Self-concept to configurations of responses across self-concept dimensions. Such configurational patterns should be mere sensitive to environmental effects. An examination of various instruments developed to measure self-concept ~ 3veals that these measures have not incorporated many important components f self-concept presumed in theory and in observation. These Measures do not eal with all aspects of self-concept, but Provide narrow and limited information pending upon Purpose and interest of investigators. Adolescence. is a period of life with its own peculiar characteristics and roblems. Hence for deep penetration into their perceptions their own physical, 1 Scial, temperamental, educational, moral and intellectual spheres of self- : 2ncept need to be explored. As such, an attempt has been made in this _ Jestionnaire for eliciting information regarding adolescent’: NS ani Jaracteristics,) escription of Self-Concept Inventory t The self-concept inventory provides six separate dimensions of \ salf-concept, viz., physical, Social, Intellectual, Moral, Educational and temperamental Self-concept. It also gives a total self-concept score. The sperational definitions of self-concept dimensions measured by this inventory e: | 1. Physical — Individuals’ view of their body, health, physical annearance and strength. pie Gi 2. Social — individual's sense of worth in social interactions. be Temperamental — Individuals view of their4. Educational —Individual’s view of themselves in relation to school, teachers and extracurricular activities. 5. Moral—Individual’s estimation of their moral worth; right and wrong activities. 6. Intellectual —Individuals’ awareness of their intelligence and capacity of problem solving and judgements. Table 1 indicates item numbers included in different self-concept dimensions TABLE 1 Self-concept Dimensions Alongwith their tem Numbers _ { Self-concept Dimensions | Code No. Item Numbers Physical A 2,3,9, 20, 22, 27, 29,31 Social B_ | 1.8,21,37, 40, 43, 46, 48 Temperamental ic 4,10, 14, 16, 18,23, 24, 28 | Educational D 5,13, 15, 17, 25, 26,30,32 | E F 6, 34, 35, 41, 42, 44, 45, 47 7,11, 12, 18, 33, 36, 38, 39 | Moral | Intellectual | cw. The inventory contains 48 items. Each dimension contains eight items. Each item is provided with five alternatives. Responses are obtained on the test booklet | itself There is no-time Jimit but generally 20 minutes have been found sufficient for responding ail the items. Instructions for the time of administration of the inventory } | are also given on the test booklets. Instructions for Administering the Inventory 4. Let the students be seated with proper seating arrangement. 2 Before the test starts, let all books and note-books be keptMake sure that the respondent has a pencil or pen, Tell students the Purpose of the test. Assure students that the responses obtained on the test will be kept secret. Any doubts raised by the students should be answered frankly. Distribute the test booklet of Seit- ‘Concept inventory to the students. Let all the entries of the response booklet be filled in one by one. Read the instructions Clearly from the test booklet, while the individuals read silently. Ensure that the instructions have been understood correctly. Invite doubts or querries and clear them before they start responding the items. Supervise the group, i. e. take rounds in the room and make sure that all are responding in a desired way. = 2 Ss hy If Someone needs to know the meaning of certain words, he/she should be told. However the responses have to be decided independently by the candidates themselves. 14. Count the test booklets at the end of the testing and be sure that all the test booklets have been returned. Instructions to Students Read the following instructions from the inventory in Hindi of English-as the case may be — “The is a self-concept inventory. There are 48 items in it. Against each item there are five responses. You have to read each item carefully and respond to it by marking atick (V ) on any ‘one of the five responses given against that item, which8 | Manual forS CQ There is no right or wrong answer. The right answer is only what you feel about yourself. Try to give your responses according to what you feel about yourself with reference to that a statement. Your answers will be kept confidential.” \-After the above instructions, administrator should explain the EXAMPLE given on the inventory. Scoring Method The respondent provided with five alternatives to give his responses ranging from most acceptable to least acceptable description of his self-concept. The alternatives or responses are arranged in such a way that the scoring system for all the items will remain the same i.e. 5, 4, 3, 2, 1 whether the items are positive or negative. If the respondent put ( v ) mark for first alternative the score is 5, for second alternative the score is 4, for third alternative score is 3, for the fourth it is 2 and for the fifth and last alternative the score is one. The summated score of all the forty-eight items provide the total self concept score of an individual. A high score on this inventory indicates a higher self-concept, while a low score shows low self-concept. Transfer the score of each item on the front page against that item. Now add all the scores of eight items given in that column, this will give you score for that particular dimension of Self-concept. Reliability \ ee of the inventory was found by resets maths, and itTABLE 2 Test-Retest Reliability of the Self-concept Inventory Code No. Self-concept Dimension | No. of Items | Reliability Coefficients A Physical 8 77 B _|__ Social 8 83 aes ‘Temperamental 8 73 D Educational 8 88 & Moral 8 67 F Intellectual 8 79 ie Total Self-Concept ag Fl 91 Validity Experts opinion were obtained to establish the validity of the inventory. 100 items were given,to 25 psychologists to classify the items to the category to which it belongs. Items of highest agreement and not less than 80% of agreement were selected. Thus the content and construct validity were established Standardization and Norms The Self-concept Questionnaire was standardized on 1000 students of 20 Higher Secondary school of Delhi pertaining to Delhi Administration and Central Schools. The students were from IXth and Xth classes ranging from 14 to 18 years of both the sexes TABLE 3 Interpretation and Classification of Raw Scores for all Dimensions Self-conceptDimension Score | Interpretation (Category) 33to 40 High Self-concept 25 to 32 Above Average Self-concept | 17to 24 Average Self-concept | 90 16 Below Average Self-concept Upto 8 Low Self-conceptTABLE 4 3 Interpretation and Classification of Raw Scores for otal Self. Concept Raw Score Interpretation 193 to 240 High Self-concept 145 to 192 Above Average Self-concept 97 to 144 Average Self-concept 49 to 96 Below Average Self-concept 1to 48 Low Self-concept REFERENCES Lowe, C. M. (1961). The Self-concept : Fact or artifact ? Psychological Bulleti 58, 325-326. Lynche, M.D. ; Norem-Hebeisen, A.A. and Gergen, K.J. (1981). Sei Contemplations-self-concept, Advance in Theory and Research: Cambridge, Mass Ballinger. Pedersen, D. M. (1965). Ego strength and discrepancy between conscious and unconscious self-concept. Perceptual and Motor skills, 20, 691-692. Rogers, C. R. (1951). Client Centered Therapy —its current Practice, Implications and Theory. Boston, Houghton. Saraswat, R. K. and Gaur, J.S. (1981). Approaches for the measurement of self concept — An Introduction. Indian Educational Review, 16(3), 114-119. © 2011 . Al rights reserved. No portion of this inventory material should be rep «A ten permission of the publisher, Manual or Sell- Concept Questonnaie