Theoretical and methodological considerations of self-concept measurement.

H. Wayment, A. G. Zetlin

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Partially replicating a study by Savin-Williams and Jaquish (1981), assessment of self-concept was explored by investigating the relationships of "presented" and "experienced" selves among seven adolescent girls participating in a team sport at a high school in Southern California. Behavior observations and self- and peer ratings were used to assess three dimensions of self (self-confidence, popularity, and athletic skill) and examine relationships between these multimethods of self-concept measurement. In general, significant correlations between behavior observations and peer ratings were found, but not between behavior observations and self-ratings, or peer and self-ratings. A behavioral approach to measuring self-concept across situations appeared to be more indicative of the multidimensionality of the self than sole reliance on self-report. The authors concluded that self-concept measurement requires increased sensitivity to definition of, saliency of, and vacillation within a domain, the reference group used for social comparison, and the impact of previous experience on current views of self.

Original languageEnglish (US)
Pages (from-to)339-348
Number of pages10
Issue number94
StatePublished - Jun 1989

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)


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