The Reliability and Factorial Validity of the Self Concept as a Learner (SCAL) Measure for Year Seven Students in Australia

Abstract

Research on the reliability and validity of Waetjen's (1967) Self-Concept as a Learner Scale (SCAL) was reviewed, and the factorial validity of SCAL's four rational subscales was examined using two samples of year seven Anglo-Australian students. An analysis of reliability estimates suggested that the total scale and three of the subscale scores were consistently reliable measures. Results of the factor analyses of SCAL failed either to confirm the validity of the four rational subscales or to provide a solution which adequately accounted for the total test variance.