Self-esteem and self-concept are important aspects of student development and the measurement of self-concept may be valuable in student guidance. The literature on the relationship between achievement and self-concept in adolescents provides evidence that academic self-concept can be a predictor of academic performance (Darakjian & Michael, 1982; Hunter, 1994; Trautwein and Ludtke, 2006; and Witherspoon, Speight, & Thomas, 1997). Trautwein and Ludtke (2006) present an interesting and timely discussion of self-esteem, academic self-concept and achievement in an article in the Journal of Personality and Social Psychology. The authors point out the definitions and differences between global self-esteem, domain specific academic self-concept, and achievement. They do report that reciprocal effects have been found between domain specific academic self-concept (which may be measured with the DOSC) and achievement. One of the conclusions was that domain specific academic self-concept is a significant predictor of later achievement.
The DOSC Dimensions
The five factor dimensions measured by the DOSC scales may be described as follows:
A. LEVEL OF ASPIRATION reflects behavior patterns that portray the degree to which achievement levels and academic activities are consistent with students perceptions of their scholastic potentialities.
B. ANXIETY reflects behavior patterns and perceptions associated with emotional instability, lack of objectivity and heightened or exaggerated concern about tests and preserving self-esteem in relation to academic performance.
C. ACADEMIC INTEREST AND SATISFACTION portrays the degree of intrinsic motivation, involving love of learning for its own sake, gained by students doing academic work and in studying new subject matter.
D. LEADERSHIP AND INITIATIVE represents those behavior patterns and perceptions that are associated with star-like qualities, as when a student demonstrates mastery of knowledge and willingness and ability to help and give guidance to others, and takes pride without display of conceit in the capability of doing a job quickly and well.
E. IDENTIFICATION VS. ALIENATION represents the extent to which a student feels accepted by the academic community and respected by teachers and peers for his or her own personal worth and integrity as opposed to feeling isolated or rejected by the academic environment.