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Dimensions Of Self Concept (DOSC)
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Self-esteem and self-concept are important aspects of student development and the measurement of self-concept may be valuable in student guidance. The literature on the relationship between achievement and self-concept in adolescents provides evidence that academic self-concept can be a predictor of academic performance (Darakjian & Michael, 1982; Hunter, 1994; Trautwein and Ludtke, 2006; and Witherspoon, Speight, & Thomas, 1997). Trautwein and Ludtke (2006) present an interesting and timely discussion of self-esteem, academic self-concept and achievement in an article in the Journal of Personality and Social Psychology. The authors point out the definitions and differences between global self-esteem, domain specific academic self-concept, and achievement. They do report that reciprocal effects have been found between domain specific academic self-concept (which may be measured with the DOSC) and achievement. One of the conclusions was that domain specific academic self-concept is a significant predictor of later achievement.
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The DOSC Dimensions
The five factor dimensions measured by the DOSC scales may be described as follows:
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A. LEVEL OF ASPIRATION reflects behavior patterns that portray the degree to which achievement levels and academic activities are consistent with students perceptions of their scholastic potentialities.
B. ANXIETY reflects behavior patterns and perceptions associated with emotional instability, lack of objectivity and heightened or exaggerated concern about tests and preserving self-esteem in relation to academic performance.
C. ACADEMIC INTEREST AND SATISFACTION portrays the degree of intrinsic motivation, involving love of learning for its own sake, gained by students doing academic work and in studying new subject matter.
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D. LEADERSHIP AND INITIATIVE represents those behavior patterns and perceptions that are associated with star-like qualities, as when a student demonstrates mastery of knowledge and willingness and ability to help and give guidance to others, and takes pride without display of conceit in the capability of doing a job quickly and well.
E. IDENTIFICATION VS. ALIENATION represents the extent to which a student feels accepted by the academic community and respected by teachers and peers for his or her own personal worth and integrity as opposed to feeling isolated or rejected by the academic environment. |
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Figure 1. The five DOSC Dimensions.
The Dimensions Of Self Concept (DOSC) is a measure of non-cognitive factors associated with self-concept in the school setting that may be used as a diagnostic assessment tool. The use of the DOSC in school settings identifies students who
Figure 2. Norms for DOSC Forms E, S grades
7-9 and H Plotted Against Form S grades 10-12 |
might experience difficulty in their schoolwork because of low self-esteem and it may be used to diagnose broad areas and activities that might
contribute to low self-esteem and to impaired learning associated with negative affectivity. Scores on the DOSC show areas of strength and can give direction to help students increase academic self-concept and improve academic performance. There are five broad areas or dimensions measured by the DOSC that can be attributed to self-esteem and definitions of these dimensions may be found in Figure 1.
In order to improve the measurement characteristics of the DOSC, the three forms (Form E for Elementary, Form S for Secondary, and Form H for College) were renormed in 1999 and a brief description of the sample along with means and standard deviations for each form are presented in Tables 1 and 2. Data are plotted in Figure 2. The samples were all samples of convenience, which were divided into regional areas as presented in Table 1. In Table 2 the means and standard deviations are listed by Form. The profile sheets, which are currently available, reflect the data presented in this article.
The DOSC may be used as a pre/posttest measure to assess the efficacy of self-esteem building programs within the school setting and the updated normative data make it a more relevant assessment. Academic performance is made up of many facets of student behavior and achievement levels and self-concept may be a larger predictor of student success and retention than is currently thought. Perhaps future research with the DOSC may be of help in clarifying the relationship between academic achievement and self-concept.
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Table 1.
Description of DOSC Norm Groups by Region.
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Table 2.
Normative Data in the Form of Means and
Standard Deviations of the Five DOSC Scales.
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References
Darakjian, G. P., & Michael, W. B. (1982). Comparative validities of standardized academic self-concept scales and achievement test measures and of teacher ratings of citizenship and effort in forecasting performance of junior high school students. Educational & Psychological Measurements, 42, 629-641.
Hunter, N. H. (1994). The effects of a classroom-based self-esteem training program on the scholastic performance of underachieving adolescents. Dissertation Abstracts International, Section B: The Sciences & Engineering, 54 (9-B).
Trautwein, U. & Ludtke, O. (2006). Self-esteem, academic self-concept and achievement: How the learning environment moderates the dynamics of self-concept. Journal of Personality and Social Psychology, 90, 334-349.
Witherspoon, K. M., Speight, S. L., & Thomas, A. J., (1997). Racial identity attitudes, school achievement, and academic self-efficacy among African-American high school students. Journal of Black Psychology, 23, 344-357.
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