Measuring Parent Inferred Self-Concept of Preschoolers: Factor Structure of a New Scale
Bibliographic record
Abstract
Parents often report that stuttering affects their preschooler's self-esteem and self-confidence, constructs that are subsumed under the overarching construct of self-concept. With a view to measuring self-concept before and after therapy with the least study burden on families, this study developed a parent version of the Self-Description Questionnaire for Preschoolers (SDQP) (Marsh et al., 2002). This report focuses on the construct validity of the scale with the addition of two new items. Participants were 104 parents of preschoolers (3;0 to 5;11) who were typically fluent. Items on the preschooler's version of the SDQP were converted to measure parent inferred self-concept and two items were added that measured a fear dimension that had not been included in the SDQP. The factor structure of the parent scale was analyzed using an exploratory factor analysis with varimax rotation. A six factor structure with three factors that were consistent with earlier research (physical abilities, physical appearance, and peer relationships) and three new factors (child- and parent initiated parent relationship factors, and pre-academic skills) emerged. The Fear items loaded most strongly on the Child-initiated Parent Relationship factor but in a negative direction (-.637). The model accounted for 65% of the total variance compared to 66% when the fear items were excluded. Results indicate that the Fear items did not represent a unique dimension but instead measured the construct underlying the Child-initiated Parent Relationship factor. This study is unique in its development of a parent inferred measure of preschooler's self-concept and in the addition of Fear items to the SDQP. The Fear items fit with the Shavelson et al. (1976) model of self-concept upon which the SDQP was based, represent a particular emotional state that was not previously included in the SDQP, and enhance the content validity of the scale.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".