International Education Journal

Educational Research Conference 2006 and Cultural Inclusivity through Publishing Special Issue



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A Rasch analysis of the Academic Self-Concept Questionnaire

Joyce Bei Yu Tan
School of Education, Flinders University 

Shirley M. Yates 
School of Education, Flinders University


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This study used the Rasch model to assess the unidimensionality and item-person fit of an Academic Self-Concept Questionnaire (ASCQ) that is based on the Confucian Heritage Culture (CHC) perspective. Knowledge of the relationship between academic achievement and academic self-concept is particularly useful because academic achievement is overemphasized in the CHC. ASCQ largely satisfies the Rasch model for unidimensionality. However, four items had poor Infit statistics, suggesting that they do not contribute significantly to the scale hierarchy. Rasch model also confirmed the unidimensionality of the two subscales Academic Confidence and Academic Effort. The academic self-concept scale, academic effort and academic confidence subscales were also been found to be valid with students with learning disabilities. Results from this study will extend the predominantly Western based literature regarding Academic Self-Concept by reaffirming the construct of a CHC measure of academic self-concept that incorporates the values of academic effort and academic confidence. 

Academic self-concept, Confucian heritage culture, Rasch analysis, Singapore, learning disabilities


Tan, J.B.Y. and Yates, S.M. (2007) A Rasch analysis of the Academic Self-Concept Questionnaire. International Education Journal, 8 (2), 470-484.

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