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guek@leibniz-psychology.org
rsSK2
Fragebogen zur Erfassung des rechtschreibbezogenen Selbstkonzepts von Grundschulkindern (revidierte und erweiterte Form 07-3-24)
Short abstract
The rsSK2-questionnaire is intended to assess essential aspects of the spelling-related self-concept of primary school children and enables a differentiated exploration of their cognitive-motivational orientations in this learning area. It consists of three sub-scales for recording performance problems and helplessness experienced in spelling , for recording confidence and coping skills experienced in dictation and for recording negative affective evaluations of spelling requirements at school. Reliability: The internal consistencies (Cronbach's Alpha) for the three scales are at Alpha = .79-.87 at the first measurement time and between Alpha = .81 and Alpha = .87 at the second measurement time. After a repetition interval of almost 11 months, the stabilities are rtt = .76, rtt = .72 and rtt = .59. Validity: In particular, the school subject specific differential relationships of the individual rsSK2 scale values with selected achievement and cognitive-motivational reference variables prove the construct validity of the procedure. Three subscales could be extracted by factor analysis.
Leibniz Institute for Psychology (ZPID). (2019). Open Test Archive: rsSK2. Fragebogen zur Erfassung des rechtschreibbezogenen Selbstkonzepts von Grundschulkindern (revidierte und erweiterte Form 07-3-24). Available at: https://www.testarchiv.eu/en/test/9006277
Citation
Faber, G. (2010). rsSK2. Fragebogen zur Erfassung des rechtschreibbezogenen Selbstkonzepts von Grundschulkindern (revidierte und erweiterte Form 07-3-24) [Verfahrensdokumentation, Autorenbeschreibung mit Fragebogen, Fragebogen mit Auswertung]. In Leibniz-Institut für Psychologie (ZPID) (Hrsg.), Open Test Archive. Trier: ZPID.
https://doi.org/10.23668/psycharchives.4679
Short information
Short Name rsSK2
English Name Questionnaire for Measuring Children's Spelling-Specific Self-Concept - revised and enlarged version
Authors Faber, G.
Published in Test archive 2010
Copyright/Licence Copyright Author; CC-BY-SA 4.0
Key words Elementary School Students, Schools, Academic Self Concept, Orthography, Competence, Counseling Psychology, Spelling, Academic Achievement
Language versions deu
Construct Self Concept
Application age Fourth graders
Item number 24 items
Subscales (1) spelling-related performance problems and helplessness, (2) dictation-related confidence and coping skills, (3) negative affective assessment
Application Time 15-20 min.
Interpretation time approx.. 10 min.
Internal consistency: Cronbach's alpha = .79-.87. Stabilities (interval: 11 months): rtt = .59-.76.
Findings on construct validity.
None.
Applications Research, Evaluation
There is no abstract in English available. Short information about the measure can be found under Overview. More can be found on the German pages.
There is no review in English available. Short information about the measure can be found under Overview. More can be found on the German pages.
First published in
Faber, G. (2007). Selbstkonzept, Kausalattributionen und Leistungsangst im Rechtschreiben. Schulfachspezifische Analysen zu den Selbsteinschätzungen von Grundschulkindern. Saarbrücken: VDM Verlag Dr. Müller.
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Contact information
Prof. Dr. Günter Faber † ; Neuer Kontakt: Geschäftsführende Leitung des Instituts für Pädagogische Psychologie, Leibniz Universität Hannover, Schloßwender Straße 1, D-30159 Hannover