Skip to main content
SpringerLink
Log in

Development and Psychometric Properties of the Self-Representation Questionnaire for Adolescents (SRQA)

  • Original Paper
  • Published:
Journal of Child and Family Studies Aims and scope Submit manuscript

Abstract

Given the lack of validated measures of adolescents’ self-representation, in this paper we present the development process and psychometric properties of a new self-representation questionnaire for adolescents (SRQA), aged 12–16 year old. We examined SRQA factor structure through two studies. In the first study, 32 attributes (16 positive and 16 negative), previously validated in three studies, were administered to 239 adolescents (M = 13.8; SD = 1.28). An exploratory factor analysis showed that 21 attributes (13 positive and 8 negative) were organized in five factors: instrumental, social, emotional, intelligence, and physical appearance. In the second study, these 21 attributes were administered to 232 adolescents (M = 13.8; SD = 1.23). A confirmatory factor analysis supported the SRQA five factor model (Model fit: χ 2/df ratio = 2.392; CFI = .90; RMSEA = .08). Internal consistency was acceptable, ranging between .60 and .85. Girls displayed higher scores in the instrumental and social factors, whereas boys presented higher scores on the physical appearance factor. In line with previous research, results regarding age differences were inconsistent: while in Study 1 results suggested that as, age increases, adolescents’ intelligence self-representation becomes more negative, in Study 2 no age differences were found. Concurrent validity of the SRQA was explored through correlations with the Teacher Report Form, filled out by the adolescents’ homeroom teachers. Results revealed significant negative correlations between two dimensions of self-representation (i.e., instrumental and intelligence) and several dimensions of adolescents’ internalizing and externalizing problems, providing evidence of concurrent validity for the SRQA.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Abela, J. R., & Véronneau-McArdle, M. H. (2002). The relationship between self-complexity and depressive symptoms in third and seven grade children: A short-term longitudinal study. Journal of Abnormal Child Psychology, 30(2), 155–166.

    Article  PubMed  Google Scholar 

  • Abikoff, H., Courtney, M., Pelham, W. E, Jr., & Koplewicz, H. S. (1993). Teachers’ ratings of disruptive behaviors: The influence of halo effects. Journal of Abnormal Child Psychology, 21(5), 519–533.

    Article  PubMed  Google Scholar 

  • Achenbach, T. M. (2006). As others see us: Clinical and research implications of cross-informant correlations for psychopathology. Current Directions in Psychological Science, 15, 94–98.

    Article  Google Scholar 

  • Achenbach, T. M., Becker, A., Döpfner, M., Heiervang, E., Roessner, V., Steinhausen, H. C., & Rothenberger, A. (2008). Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: Research findings, applications, and future directions. Journal of Child Psychology and Psychiatry, 49(3), 251–275.

    Article  PubMed  Google Scholar 

  • Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213–232.

    Article  PubMed  Google Scholar 

  • Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families.

    Google Scholar 

  • Achenbach, T. M., Rescorla, L. A., Dias, P., Ramalho, V., Lima, V. S., Machado, B. C., et al. (2014). Manual do Sistema de Avaliação empiricamente Validado (ASEBA) para o Período Pré-Escolar: Um Sistema Integrado de Avaliação com Múltiplos Informadores. Psiquilíbrios Edições.

  • Allgood-Merten, B., Lewinsohn, P. M., & Hops, H. (1990). Sex differences and adolescent depression. Journal of Abnormal Psychology, 99(1), 55–63.

    Article  PubMed  Google Scholar 

  • Arbuckle, J. (2007). Amos 16.0 user’s guide. Chicago, IL: Spss.

    Google Scholar 

  • Bauer, D. J. (2005). The role of nonlinear factor-to-indicator relationships in tests of measurement equivalence. Psychological Methods, 10(3), 305–316.

    Article  PubMed  Google Scholar 

  • Baumeister, R. F. (1998). The self. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (4th ed., Vol. 1, pp. 680–740). New York: McGraw-Hill.

    Google Scholar 

  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.

    Article  PubMed  Google Scholar 

  • Blakely-McClure, S. J., & Ostrov, J. M. (2016). Relational aggression, victimization and self-concept: Testing pathways from middle childhood to adolescence. Journal of Youth and Adolescence, 45(2), 376–390. doi:10.1007/s10964-015-0357-2.

    Article  PubMed  Google Scholar 

  • Bollen, K. A. (2014). Structural equations with latent variables. New York: Wiley.

    Google Scholar 

  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40.

    Article  Google Scholar 

  • Bracken, B. A., & Crain, R. M. (1994). Children’s and adolescents’ interpersonal relations: Do age, race, and gender define normalcy? Journal of Psychoeducational Assessment, 12, 14–32.

    Article  Google Scholar 

  • Brown, J. (1998). The self. New York: McGraw-Hill.

    Google Scholar 

  • Brown, T. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.

    Google Scholar 

  • Busch-Rossnagel, N. A., & Morgan, G. A. (2013). Introduction to section three: Overview and analysis. In K. C. Fox, G. A. Morgan, D. J. Fidler, & L. A. Daunhauer (Eds.), Handbook of self-regulatory processes in development (pp. 247–264). New York: Psychology Press.

    Google Scholar 

  • Caldwell, M. S., Rudolph, K. D., Troop-Gordon, W., & Kim, D. (2004). Reciprocal influences among relational selfviews, social disengagement, and peer stress during early adolescence. Child Development, 75, 1140–1154.

    Article  PubMed  Google Scholar 

  • Chubb, N. H., Fertman, C. I., & Ross, J. L. (1997). Adolescent self-esteem and locus of control: A longitudinal study of gender and age differences. Adolescence, 32, 113–129.

    PubMed  Google Scholar 

  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319.

    Article  Google Scholar 

  • Conners, C. K. (1997). Conners’ rating scales-revised technical manual. North Tonawanda, NY: Multi-Health Systems.

    Google Scholar 

  • Cross, S. E., Bacon, P. L., & Morris, M. L. (2000). The relational-interdependent self-construal and relationships. Journal of Personality and Social Psychology, 78(4), 791–808.

    Article  PubMed  Google Scholar 

  • Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender. Psychological Bulletin, 122(1), 5–37.

    Article  PubMed  Google Scholar 

  • Damon, W., & Hart, D. (1988). Self-understanding in childhood and adolescence. New York: Cambridge University Press.

    Google Scholar 

  • Davison, T., & McCabe, M. (2006). Adolescent body image and psychological functioning. Journal of Social Psychology, 146, 15–30.

    Article  PubMed  Google Scholar 

  • Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143.

    Article  Google Scholar 

  • Eccles, J., & Harold, R. (1993). Parent-school involvement during the early adolescent years. The Teachers College Record, 94(3), 568–587.

    Google Scholar 

  • Eccles, J., Wigfield, A., Harold, R., & Blumenfeld, P. B. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830–847.

    Article  PubMed  Google Scholar 

  • Epstein, S. (1990). Cognitive-experiential Self-theory. In L. Pervin (Ed.), Handbook of personality: Theory and research (pp. 165–192). NY: Guilford Publications Inc.

    Google Scholar 

  • Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87(6), 477–531.

    Article  Google Scholar 

  • Fiske, S., & Linville, P. (1980). What does the schema-concept buy us? Personality and Social Psychology Bulletin, 6, 543–557.

    Article  Google Scholar 

  • Fivush, R., & Buckner, J. P. (2003). Creating gender and identity through autobioagraphical narratives. In R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self (pp. 149–168). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Fontaine, A. M. (1991). O conceito de si próprio no ensino secundário: Processo de desenvolvimento diferencial. Cadernos de Consulta Psicológica, 7, 33–54.

    Google Scholar 

  • Greenwald, A. G. (1980). The totalitarian ego: Fabrication and revision of personal history. American Psychologist, 35(7), 603–618.

    Article  Google Scholar 

  • Harter, S. (1988). Manual for the self-perception profile for adolescents. Denver: University of Denver.

    Google Scholar 

  • Harter, S. (1990). Causes and correlates, and the functional role of global self-worth: A life-span perspective. In R. Sternberg & J. Kolligian Jr. (Eds.), Competence considered (pp. 67–97). New-Heaven, CT: Yale University Press.

    Google Scholar 

  • Harter, S. (1998). The development of self-representations. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 553–617). New York: Wiley.

    Google Scholar 

  • Harter, S. (2000). Is self-esteem only skin-deep? The Inextricable link between physical appearance and self-esteem. Reclaiming Children and Youth, 9(3), 133–138.

    Google Scholar 

  • Harter, S. (2003). The development of self-representations during childhood and adolescence. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 610–642). NY: The Guilford Press.

    Google Scholar 

  • Harter, S. (2015). The construction of the self: Developmental and sociocultural foundations. New York: Guilford Publications.

    Google Scholar 

  • Harter, S., Bresnick, S., Bouchey, H. A., & Whitesell, N. R. (1997). The development of multiple role-related selves during adolescence. Development and Psychopathology, 9(4), 835–853.

    Article  PubMed  Google Scholar 

  • Harter, S., & Monsour, A. (1992). Developmental analysis of conflict caused by opposing attributes in adolescent self-portrait. Developmental Psychology, 28(2), 251–260.

    Article  Google Scholar 

  • Hayne, H., & MacDonald, S. (2003). The socialization of autobiographical memory in children and adults: The roles of culture and gender. In R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives (pp. 99–120). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319–340.

    Article  PubMed  Google Scholar 

  • Higgins, E. T. (1991). Development of self-regulatory and self-evaluative processes: Costs, benefits and tradeoffs. In M. R. Gunnar & L. A. Sroufe (Eds.), Minesota symposiumon child psychology: Vol: 23. Self-processes and development (pp. 125–166). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Higgins, E. T., Van Hook, E., & Dorfman, D. (1988). Do self-attributes form a cognitive structure? Social Cognition, 6(3), 177–206.

    Article  Google Scholar 

  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185.

    Article  PubMed  Google Scholar 

  • Jacobs, J. E., Bleeker, M. M., & Constantino, M. J. (2003). The self-system during childhood and adolescence: Development, influences, and implications. Journal of Psychotherapy Integration, 13(1), 33–65.

    Article  Google Scholar 

  • Jordan, A., & Cole, D. A. (1996). Relation of depressive symptoms to the structure of self-knowledge in childhood. Journal of Abnormal Psychology, 105(4), 530–540.

    Article  PubMed  Google Scholar 

  • Keith, L. K., & Bracken, B. A. (1996). Self-concept instrumentation: A historical and evaluative review. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 91–170). Oxford: Wiley.

    Google Scholar 

  • Kihlstrom, J. F. (1993). What does the self look like? In T. K. Srull & R. S. Wyer Jr. (Eds.), The mental representation of trait and autobiographical knowledge about the self book: Advances in social cognition (Vol. 17, pp. 2–40). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Kihlstrom, J. F., & Cantor, N. (1984). Mental representations of the self. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 17). New York: Academic Press.

    Google Scholar 

  • Kihlstrom, J. F., & Hastie, R. (1997). Mental representations of persons and personality. In S. R. Briggs, R. Hogan, & W. H. Jones (Eds.), Handbook of personality psychology (pp. 711–735). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Kihlstrom, J. F., & Klein, S. B. (1994). The self as a knowledge structure. In R. S. Wyer & T. K. Srull (Eds.), Handbook of social cognition, vol. 1: Basic processes; Vol. 2: Applications (2nd ed., pp. 153–208). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.

    Google Scholar 

  • Klein, S. B., & Loftus, J. (1993). Behavioral experience and trait judgnents about the self. Personality and Social Psychology Bulletin, 19(6), 740–745.

    Article  Google Scholar 

  • Klein, S. B., Loftus, J., Trafton, J. G., & Fuhrman, R. W. (1992). Use of exemplars and abstractions in trait judgments: A model of trait knowledge about the self and others. Journal of Personality and Social Psychology, 63(5), 739–753.

    Article  Google Scholar 

  • Klein, S. B., Sherman, J. W., & Loftus, J. (1996). The role of episodic and semantic memory in the development of trait self-knowledge. Social Cognition, 14(4), 277–291.

    Article  Google Scholar 

  • Kline, R. B. (1998). Principles and practices of structural equation modelling. New York: Guilford.

    Google Scholar 

  • Kline, P. (2000). Handbook of psychological testing (2nd ed.). New York: Routledge.

    Google Scholar 

  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press.

    Google Scholar 

  • Larsson, B., & Drugli, M. B. (2011). School competence and emotional/behavioral problems among Norwegian school children as rated by teachers on the Teacher Report Form. Scandinavian Journal of Psychology, 52(6), 553–559.

    Article  PubMed  Google Scholar 

  • Linville, P. W. (1985). Self-complexity and affective extremity: Don’t put all of your eggs in one cognitive basket. Social Cognition, 3(1), 94–120.

    Article  Google Scholar 

  • Linville, P. W. (1987). Self-complexity as a cognitive buffer against stress-related illness and depression. Journal of Personality and Social Psychology, 52(4), 663–676.

    Article  PubMed  Google Scholar 

  • Linville, P. W., & Carlston, D. E. (1994). Social cognition of the self. In P. G. Devine, D. L. Hamilton, & T. M. Ostrom (Eds.), Social cognition: Impact on social psychology (pp. 143–193). San Diego, CA: Academic Press.

    Google Scholar 

  • Loeber, R., Green, S. M., & Lahey, B. B. (1990). Mental health professionals’ perception of the utility of children, mothers, and teachers as informants on childhood psychopathology. Journal of Clinical Child Psychology, 19(2), 136–143.

    Article  Google Scholar 

  • Loeber, R., Green, S. M., Lahey, B. B., & Stouthamer-Loeber, M. (1991). Differences and similarities between children, mothers, and teachers as informants on disruptive child behavior. Journal of Abnormal Child Psychology, 19(1), 75–95.

    Article  PubMed  Google Scholar 

  • Lowery, S., Kurpius, S., Befort, C., Blanks, E., Sollenberg, S., & Nicpon, M. (2005). Body image, self-esteem, and health-related behaviors among male and female first year college students. Journal of College Student Development, 46, 612–623.

    Article  Google Scholar 

  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149.

    Article  Google Scholar 

  • Markus, H. (1977). Self-schemas and processing information about the self. Journal of Personality and Social Psychology, 35, 63–78.

    Article  Google Scholar 

  • Markus, H., & Cross, S. (1990). The interpersonal self. In L. Pervin (Ed.), Handbook of personality: Theory and research (pp. 576–608). New York: Guilford.

    Google Scholar 

  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969.

    Article  Google Scholar 

  • Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, 38, 299–337.

    Article  Google Scholar 

  • Marsh, H. W., Craven, R., & Debus, R. (1998). Structure, stability, and development of young children’s self-concepts: A multicohort-multioccasion study. Child Development, 69(4), 1030–1053.

    Article  PubMed  Google Scholar 

  • Marsh, H. W., & Hattie, J. (1996). Theoretical perspectives on the structure of self-concept. In B. A. Bracken (Ed.), Handbook of self-concept. Developmental, social and clinical considerations (pp. 38–90). New York: Wiley.

    Google Scholar 

  • Marsh, H. W., Parker, J. W., & Barnes, J. (1985). Multidimensional adolescent self-concepts: Their relationship to age, sex, and academic measures. American Educational Research Journal, 22, 422–444.

    Article  Google Scholar 

  • Martins, A., & Calheiros, M. M. (2012). Construction of a self-complexity scale for adolescents. Psychological Assessment, 24(4), 973–982.

    Article  PubMed  Google Scholar 

  • McConnell, A. R. (2011). The multiple self-aspects framework: Self-concept representation and its implications. Personality and Social Psychology Review, 15(1), 3–27.

    Article  PubMed  Google Scholar 

  • McDonald, R. P., & Ho, M. H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64–82.

    Article  PubMed  Google Scholar 

  • Muthén, B. O. (2015). Re: Parallel analysis [Online forum comment]. Retrieved from http://www.statmodel.com/discussion/messages/8/20916.html?1429281795.

  • Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.

  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.

    Google Scholar 

  • O’Dea, J. A., & Abraham, S. (1999). Onset of disordered eating attitudes and behaviors in early adolescence: Interplay of pubertal status, gender, weight, and age. Adolescence, 34(136), 671–679.

    PubMed  Google Scholar 

  • Oosterwegel, A., Field, N., Hart, D., & Anderson, K. (2001). The relation of self-esteem variability to emotion variability, mood, personality traits, and depressive tendencies. Journal of Personality, 69(5), 689–708.

    Article  PubMed  Google Scholar 

  • Oosterwegel, A., & Oppenheimer, L. (2002). Jumping to awareness of conflict between self-representations and its relation to psychological wellbeing. International Journal of Behavioral Development, 26(6), 548–555.

    Article  Google Scholar 

  • Patrício, J., Calheiros, M. M., & Martins, A.C. (2016). Self-representation questionnaire for youths in residential care. Children and Youth Services Review, 61, 317–326.

    Article  Google Scholar 

  • Peixoto, F., & Mata, L. (1993). Efeitos da idade, sexo e nível sócio-cultural no autoconceito. Análise Psicológica, 11, 401–413.

    Google Scholar 

  • Peres-Neto, P. R., Jackson, D. A., & Somers, K. M. (2005). How many principal components? Stopping rules for determining the number of non-trivial axes revisited. Computational Statistics & Data Analysis, 49(4), 974–997.

    Article  Google Scholar 

  • Petersen, A. C., & Leffert, N. (1997). What is so special about adolescence? In M. Rutter (Ed.), Chalanges for prevention (pp. 3–36). Cambridge: Cambridge University Press.

    Google Scholar 

  • Pruzinsky, T., & Cash, T. F. (1990). Integrative themes in body-image development, deviance, and change. In T. F. Cash & T. Pruzinsky (Eds.), Body images: Development, deviance, and change (pp. 337–349). NY: Guilford Press.

    Google Scholar 

  • Ruble, D. N., Martin, C. L., & Berembaum, S. A. (2006). Gender development. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 858–932). New York: Wiley.

    Google Scholar 

  • Sainero, A., del Valle, J. F., & Bravo, A. (2015). Detección de problemas de salud mental en un grupo especialmente vulnerable: niños y adolescentes en acogimiento residencial. anales de psicología, 31(2), 472–480.

  • Salmivalli, C., & Isaacs, J. (2005). Prospective relations among victimization, rejection, friendlessness, and children’s self- and peer-perceptions. Child Development, 76, 1161–1171.

    Article  PubMed  Google Scholar 

  • Sette, S., Baumgartner, E., & MacKinnon, D. P. (2015). Assessing social competence and behavior problems in a sample of Italian preschoolers using the social competence and behavior evaluation scale. Early Education and Development, 26(1), 46–65.

    Article  Google Scholar 

  • Showers, C. J. (1992). Compartmentalization of positive and negative self-knowledge: Keeping bad apples out of the bunch. Journal of Personality and Social Psychology, 62, 1036–1049.

    Article  PubMed  Google Scholar 

  • Skaalvik, E. M., & Bong, M. (2003). Self-concept and self-efficacy revisited: A few notable differences and important similarities. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (pp. 67–89). Greenwich, Connecticut: Information Age Publishing.

    Google Scholar 

  • Spence, J. T., Deaux, K., & Helmreich, R. L. (1985). Sex roles in contemporary American society. In G. Lindzey & E. Aronson (Eds.), Handbook of social psychology (3rd ed., pp. 149–178). New York: Random House.

    Google Scholar 

  • Steinberg, L., & Morris, A. S. (2001). Adolescent development. Journal of Cognitive Education and Psychology, 2(1), 55–87.

    Article  Google Scholar 

  • Swailes, S., & McIntyre-Bhatty, T. (2002). The “Belbin” team role inventory: Reinterpreting reliability estimates. Journal of Managerial Psychology, 17(6), 529–536.

    Article  Google Scholar 

  • Swann, W. B, Jr., & Bosson, J. K. (2010). Self and identity. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (5th ed., pp. 589–628). Hoboken, NJ: Wiley.

    Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). New York: Harper Collins.

    Google Scholar 

  • Turner, J. C., & Onorato, R. (1999). Social identity, personality and the self-concept: A self-categorization perspective. In T. R. Tyler, R. Kramer, & O. John (Eds.), The psychology of the social self (pp. 11–46). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27(4), 552–565.

    Article  Google Scholar 

  • Wood, K. C., Becker, J. A., & Thompson, J. K. (1996). Body image dissatisfaction in preadolescent children. Journal of Applied Developmental Psychology, 17, 85–100.

    Article  Google Scholar 

  • Wylie, R. (1989). Measures of self-concept. Lincoln, NE: University of Nebraska Press.

    Google Scholar 

  • Youngstrom, E., Loeber, R., & Stouthamer-Loeber, M. (2000). Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology, 68(6), 1038–1050.

    Article  PubMed  Google Scholar 

Download references

Acknowledgments

This research was supported by Portuguese Foundation for Science and Technology Doctoral Grants SFRH/BD/21507/2005 and SFRH/BD/90354/2012, awarded respectively to Ana Martins and Carla Sofia Silva. We thank the schools for approving this study and are grateful to the adolescents and homeroom teachers for agreeing to participate.

Author information

Authors and Affiliations

  1. Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Investigação e Intervenção Social (Cis-IUL), Lisboa, Portugal

    Carla Sofia Silva & Maria Manuela Calheiros

  2. University College London Hospitals NHS Foundation Trust, London, England, UK

    Ana Catarina Martins

Authors
  1. Carla Sofia Silva
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ana Catarina Martins
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Maria Manuela Calheiros
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carla Sofia Silva.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Silva, C.S., Martins, A.C. & Calheiros, M.M. Development and Psychometric Properties of the Self-Representation Questionnaire for Adolescents (SRQA). J Child Fam Stud 25, 2718–2732 (2016). https://doi.org/10.1007/s10826-016-0438-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10826-016-0438-1

Keywords

Search

Navigation