A Rasch Analysis of the Academic Self-Concept Questionnaire

International Education Journal, 2007, 8(2), 470-484.
ISSN 1443-1475 © 2007 Shannon Research Press. http://iej.com.au 470
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 [e-mail]
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
INTRODUCTION
Singapore was the top performing country in the 2003 Trends in International Mathematics and
Science Study (TIMSS), having significantly higher average achievement in mathematics and science than the rest of the participating countries (Ministry of Education, 2004). The TIMSS study conducted of Grade 4 (Singapore Primary 4) and Grade 8 (Singapore Secondary 2) students in 49 countries by the International Association for the Evaluation of

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