Measuring Self-Concept: Within- and Between-Group Comparisons of English Language Learners and English-Proficient Children

• In Event: Poster Session 11
  In Poster Session: Bilingual Education Research: Theory, Policy, and Practice Poster Session

Abstract

This study examined the measurement and interpretation of self-concept among the growing population of English Language Learners (ELLs). Both between-group analyses (comparing ELL and English-proficient [EP] children) and within-group analyses (comparing ELLs from different language backgrounds) were conducted. Data were drawn from the Early Childhood Longitudinal Study (ECLS-K), in which the Self-Description Questionnaire-I (SDQ-I) was used to measure children’s self-concept with 12,006 EP students and 1,023 ELL students in third grade. Multigroup confirmatory factor analyses showed that the SDQ-I measured self-concept similarly for EP and ELL students, as well as for ELL students from different language backgrounds. Comparisons of latent means indicated significant differences in self-concept between ELL and EP students and among ELL children speaking different native languages.

Authors

• Kate Niehaus, University of South Carolina

• Jill L. Adelson, University of Louisville