Six Factor Self-Concept Scale
Jayne E. Stake (1994) developed the Six-Factor Self-Concept Scale, a 36-item self-rating scale that assesses how individuals feel about themselves. Participants were asked to reply to 36 items written both favourably and negatively. Items were given in random order, using a 7-point rating scale. Participants read each sentence and circled their preferred answer. The assignment also asked for a description of how factual each item was.
This inventory uses a seven-alternative, forced-choice format. The anchor points for the scale were never or nearly never true of me (1), generally not true of me (2), sometimes but seldom true of me (3), occasionally true of me (4), frequently true of me (5), usually true of me (6), and always or almost always true of me (7). Items are graded on a positive or negative scale to offer an overall assessment of self-concept. A high score indicates a good self-concept, whilst a low number implies a negative self-concept. The positive tendency for high self-concept scores extends to all subscales except one, which is Vulnerability. The high scores on vulnerability suggest a poor self-concept. The scale is meant to be used with children, adolescents, and adults.
The Six-Factor Self-Concept Scale is a multidimensional assessment of adult self-concept that may be applied to a wide range of life contexts, jobs, and activities. Developed through a series of exploratory factor analytic experiments, the measure consists of six subscales: Likeability, Morality, and Four Aspects of Agentic Functioning Task Completion-the capacity to execute tasks efficiently and capably; Giftedness-natural aptitude and talent; Power-the ability to influence others successfully; and Vulnerability refers to self-criticism and the inability to perform under pressure.
The congruence coefficients based on the rotational factor loadings for the adults and students’ EFAs varied from.90 to.96 (median =.94), After 6 weeks, test-retest reliability coefficients in a sample of 61 students were as follows: power (.85), morality (.74), likeability (.74), task achievement (.85), vulnerability (.68), and giftedness (.72). After four weeks, a sample of 57 students produced somewhat higher coefficients: power,.84; morality,.88; likeability,.74; task accomplishment,.78; vulnerability,.80; and giftedness,.82. In both samples, the coefficient for composite scores was 0.97. The stability estimates and internal consistency value meet the dependability requirements for research measures (Nunnally, 1978).
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