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The AF5, Five-Factor Self-Concept Questionnaire (Garca &Musitu, 1999), was originally validated and normed in Spain on alarge sample of almost 6,500 participants between the ages of 10and 62 years old, providing Spanish national norms for sex and age.The AF5 consists of ve subscales (academic, social, emotional,

family, and physical self-concept) of six items each (a total of30 items, with response choices ranging from 1 to 99). The ve-dimensional structure of the questionnaire was de ned theoreticallybased on the hierarchical and multidimensional theoretical modelof the self-concept proposed by Shavelson and colleagues (Byrne& Shavelson, 1996; Shavelson, Hubner, & Stanton 1976).

Structural validity evidence for the AF5 is supportive. Inaddition to the initial scale development study, other studies, usingexploratory (e.g., Cerrato, Sallent, Aznar, Prez, & Carrasco, 2011;Martnez, Musitu, Garca, & Camino, 2003), and con rmatory factoranalysis (Garca, Musitu, & Veiga, 2006; Murgui, Garca, Garca, &

Garca, 2012) supported the correlated

ve-factor model of the AF5,and showed no method effects associated with negatively wordeditems (Garca, Musitu, Riquelme, & Riquelme, 2011; Toms &Oliver, 2004). Two studies analyzing the structure invariance of aBasque language version showed the same results (see Elosua &Muiz, 2010). All these studies reported that all AF5 items loadedon their assigned subscales and that there were no complex items.Additionally, reliability estimates for the AF5 subscale scores in theliterature are in the .71 to .88 range, providing adequate evidencefor the internal consistency of the subscales (Garca & Gracia, 2009;Fuentes, Garca, Gracia, & Lila, 2011ab; Martnez et al., 2003).

Available evidence also shows adequate convergentvalidity of the AF5. For example, statistically signi cant and

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Validation of the English version of the Five-Factor Self-ConceptQuestionnaire

Fernando Garca1, Enrique Gracia1 and Alina Zeleznova21 Universidad de Valencia and2 Rutgers State University of New Jersey

Abstract Resumen

Background: The Spanish Five-Factor Self-Concept Questionnaire (AF5)is one of the most widely used instruments assessing self-concept withSpanish-speaking samples. It is also one of the few psychometrically soundinstruments assessing self-concept from a multidimensional perspective.The availability of the AF5 in both languages (Spanish and English)would expand its potential, and would facilitate cross-cultural research.Method: To validate the English version of the AF5, we used multi-samplecon rmatory factor analysis. The sample was 624 USA respondents, 301males (48%) and 323 females, ranging in age from 14 to 18 (M = 16.21,SD = 1.08).Results: The English version of the AF5 does not change theoriginal factor weights, the variances and covariances of the factors, orthe error variances of items, with regard to the original Spanish ve-factormodel. The ve factors proposed academic, social, emotional, family,and physical satisfactorily reproduce the inter-item relationships of theoriginal Spanish version. The reliability for all items and dimensions of theEnglish version was also good, with similar results as the original version.Conclusions: This preliminary validation study of the English version of

the AF5 showed that it is an acceptable measure to be used with English-speaking adolescents. Keywords: Questionnaire, self-concept, Spanish, translation, validation.

Validacin de la versin inglesa del Cuestionario de Autoconcepto AF5.Antecedentes: la escala multidimensional de autoconcepto Forma 5(AF5) es uno de los instrumentos de evaluacin del autoconcepto msampliamente utilizados con muestras de habla espaola. Es uno de lospocos instrumentos que miden multidimensionalmente el autoconceptocon slidos fundamentos psicomtricos. La disponibilidad del AF5 enambos lenguajes (espaol e ingls) ampliara su potencial, y facilitara lainvestigacin intercultural.Mtodo: para validar la versin inglesa delAF5 se utiliz el anlisis factorial con rmatorio multimuestra. La muestrafue de 624 norteamericanos, 301 hombres (48%) y 323 mujeres, de 14 a 18aos (M = 16.21, DT = 1.08).Resultados: la versin en ingls del AF5 nocambia los pesos factoriales originales, las varianzas o covarianzas de losfactores, o los errores de la varianza de los tems, comparados con el modelode cinco factores del original. Los cinco factores propuestos acadmico,social, emocional, familiar y fsico reproducen satisfactoriamente lasrelaciones inter-tem de la versin original espaola. La abilidad detodos los tems y dimensiones de la versin inglesa fue tambin adecuada,

con resultados similares a los de la versin original.Conclusiones: estavalidacin preliminar de la versin inglesa del AF5 muestra que es unamedida aceptable para su uso con adolescentes de habla inglesa.

Palabras clave: autoconcepto, cuestionario, espaol, traduccin, vali-dacin.

Psicothema 2013, Vol. 25, No. 4, 549-555 doi: 10.7334/psicothema2013.33

Received: February 4, 2013 Accepted: June 20, 2013Corresponding author: Fernando GarcaFacultad de PsicologaUniversidad de Valencia46010 Valencia (Spain)e-mail: [email protected]


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meaningful relationships have been found between AF5 scalesand psychosocial adjustment in adolescence (Garca & Gracia,2010), depression and anxiety (Garaigordobil & Prez, 2007),peer perceived popularity (Koir & Pe jak, 2005), emotionalintelligence (Gorostiaga, Balluerka, Aritzeta, Haranburu, &Alonso-Arbiol, 2011), the improvement of the physical resistancein teenagers (Bernal, 2006), and family functioning (Martnez& Garca, 2007, 2008; Martnez, Garca, & Yubero, 2007). Withrespect to the relationships between the AF5 and other theoreticallyrelevant variables, numerous empirical studies have also reportedresults generally in line with theoretical predictions. For example,relationships have been observed between scores on the AF5 andadolescent eating disorders (Guarnido, Cabrera, & Osuna, 2012);victimization (Estvez, Ingls, Emler, Martnez-Monteagudo, &Torregrosa, 2012), school violence (Garay, vila, & Martnez,2013) and victimization at school (Jimnez, Musitu, Ramos, &Murgui, 2009); prejudices toward immigrants (del Barco, Castao,& Carroza, 2010) and sexist prejudices (Garaigordobil & Aliri,2011); substance use (Fuentes et al., 2011b); suicidal behavior(Prez-Amezcua, Rivera-Rivera, Atienzo, Castro, Leyva-Lpez,& Chvez-Ayala, 2010) and suicidal ideation (Snchez-Sosa,Villarreal-Gonzlez, Musitu, & Martnez Ferrer, 2010); perceivedsocial support (Rodrguez-Fernndez, Droguett, & Revuelta,2012) and pro-social behavior (Ingls, Martnez-Gonzlez, Garca-Fernndez, Torregrosa, & Ruiz-Esteban, 2012).

Additionally, AF5 scales have been used as criteria to validateself-concept (Goi, Madariaga, Axpe, & Goi, 2011; Garaigordobil& Aliri, 2011) and self-esteem measures (Martn-Albo, Nez,Navarro, & Grijalvo, 2007), as well as criteria to validate scalesof related measures. For example, effective personality (Pellerano,Trigo, del Buey, Palacio, & Zapico, 2006), sport motivation(Martn-Albo, Nez, Navarro, Leite, Almiron, & Glavinich,2007), peer mentoring (Alonso, Castao, Calles, & Snchez-

Herrero, 2010) and academic motivation (Nez, Martn-Albo,Navarro & Surez, 2010).The aim of this paper is to validate the English translation

of the Spanish Five-Factor Self-Concept Questionnaire (AF5,Garca & Musitu, 1999). The AF5 is one of the most widelyused instruments assessing self-concept with Spanish-speakingsamples, both in Spain (e.g., Fuentes et al., 2011a; Garca &Gracia, 2009), and other Spanish-speaking countries (e.g.,Villareal-Gonzlez, Snchez-Sosa, Veiga, & Del Moral, 2011).It has been translated to Portuguese (e.g., Rodrigues, Veiga,Fuentes, & Garca, 2013) and other languages (Basque, Elosua &Muiz, 2010; Catalan, Cerrato et al., 2011; and Italian, Marchetti,1997). In addition, the AF5 is one of the few psychometricallysound instruments available in Spanish assessing self-conceptfrom a multidimensional perspective (Garca & Musitu, 1999;Garca et al., 2011; Toms & Oliver, 2004). The English andSpanish languages are two of the most widely used languages inthe world. The availability of the AF5 in both languages (as wellas in other languages where it is already available) would expandits potential, and would facilitate cross-cultural research. For thevalidation process, we applied a multi-sample con rmatory factoranalysis following two steps. First, we examined the t of thecorrelated ve-factor model of the AF5 factor structure (Garca& Musitu, 1999) versus one-dimensional and ve-dimensionalorthogonal alternative models. Second, we tested the factorialinvariance of the English translation of AF5 respect to the originalSpanish version.

Method

Participants

The English sample was comprised of 624 students, 301 me(48%) and 323 women, with age ranging from 14 to 18 years ( M = 16.21,SD = 1.08). Each age group had the following number oparticipants (in parentheses): 14 (33), 15 (136), 16 (211), 17 (165and 18 (79). The participants identi ed themselves according totheir background as follows: 62.6% were White/Caucasian; 11.3%Black/African American; 9.3%, Hispanic/Latino; and 2.7%Asian. The remaining participants, 14.1%, were from other ethngroups. The Spanish sample was larger, 7,320 students, 3,228 me(44%) and 4,092 women, ranged in age from 14 to 18 years ( M =16.25,SD = 1.11). Each age group had the following number oparticipants (in parentheses): 14 (360), 15 (1584), 16 (2385), 1(1847), and 18 (1144).

Instrument

The Five-Factor Self-Concept Questionnaire (AF5, Garc& Musitu, 1999) was designed to measure ve self-conceptdimensions: Academic (e.g. I do my homework well),Social (e.g. I make friends easily), Emotional (e.g., reverse scored, Iam afraid of some things),Family (e.g., I feel that my parentslove me), andPhysical (e.g. I take good care of my physicalhealth). The 30 items are answered on a 99-point scale, ranginfrom 1: complete disagreement, to 99: complete agreement.

Procedure

Sample selection. To obtain the English-speaking students wecontacted the heads of three High Schools of United States o

America. Trained groups of undergraduate psychology studenadministered the psychometric tests in northwestern (WallaWalla, Washington), southwestern (Angwin, California) andnortheastern (South River, New Jersey) states of the United Stateof America. Note that thousands of kilometers separate thesUnited States regions, so the total sample is not restricted to particular geographical area (Reise et al., 2000). All students whparticipated in this study (89% response rate): (a) were Englishspeaking, as were their parents and four grandparents; (b) werstudents from 9th through 12th grades and ranged in age from 1to 18; (c) had received their parents approval; and (d) attended thdesignated classroom where the research was conducted. Spanishspeaking students was obtained from previous studies using thSpanish version of the AF5 (previously published data,n = 6,852,94%; unpublished data,n = 468, 6%).

Sample-size. Ana priori analysis was computed for estimatingthe minimum sample size required to accurately recover apopulation factor pattern (Guadagnoli & Velicer, 1988). We xedthe average of discrepancy at least as small as .05 between thpopulation parameters values and the estimated samples values ofactor loadings, with a cautious average target loading of .5 oa factor (Garca & Musitu, 1999), determining a sample size oat least 625. At the end of the sampling process, there were 62English participants (only one less than we had planned). Fromsample size of 7,320, Spanish participants with an average targeloading of .5 on a factor, we obtained that the average discrepancbetween the population parameter values and the estimated samp


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values of factor loadings should be only .018 (Guadagnoli &Velicer, 1988).

Translation of the AF5. To translate the AF5 from Spanishto English, we followed the back-translation method proposedby Brislin (1970). With this procedure, the original version istranslated into the target language and then is translated backto the original language by different translators. This method isconsidered particularly appropriate for identifying translation errorsand achieving concept equivalence. We followed two steps. In the rst step, ten bilingual individuals, selected for their pro ciency inEnglish and the Spanish language, translated the scale from Spanishto English. Then, four judges discussed and decided on the besttranslation for each item. In the second step, the selected Englishitems were then translated back into Spanish by four bilingualindividuals who did not know the original Spanish text. The judgesonce again discussed and compared the translations to the originalSpanish scale. The English version was nalized by includingthe translations that most closely matched the original scale. TheEnglish version of the AF5 was distributed to ten English studentsof Psychology for comments on understanding and clarity of theitems. It was ascertained that they had no previous knowledge ofthe AF5 items. The scale was considered ready for use when thestudents showed no dif culty comprehending and completing thequestionnaire (Muiz, Elosua, & Hambleton, 2013).

Data analysis

We compared the t of the ve-factor correlated model of ve AF5 dimensions with four alternative models. First, wetested a one-factor model. This model represented a view of self-concept as a one-dimensional construct. Second, we tested anorthogonal ve-factor model. This model speci ed self-concept asa multidimensional construct, consisting of ve AF5 dimensions

academic, social, emotional, family, and physical structurebut as orthogonal (separate) dimensions underlying self-concept.Third, we tested the correlated ve-factor model based on the AF5.This is the same model as the previous one, with the ve dimensionscorrelated. Finally, and fourth, we freed error covariances for thestrongly correlated pairs of items in each factor of the third model(Byrne & Shavelson, 1986). We used maximum likelihood (ML)as the estimation method in the con rmatory factor analyses.

To prove the negative effect of long standard errors oncon rmatory t indexes, we followed the variance reductionmethod used in a previous study (Garca et al., 2006). We repeatedall analyses for the four models after transforming the 99 pointsscale item into a shortest dichotomous response scale (< medianor median). This would correspond to employing a dichotomous(Yes/No) response format, but making sure to obtain a precisesymmetric distribution (i.e., the long 99 points scale item of theAF5 allows splitting into two equal groups; Garca et al., 2006).As the new scale was dichotomous, tetrachoric correlations wereestimated from the data. The Satorra-Bentler chi-squared statistic(Satorra & Bentler, 2001) and associated robust con rmatory t index provided by EQS6.1 (Byrne, 2006) were examined toevaluate model t. The rest of analysis was provided by AMOS7.Also, as large sample size errors decrease as the degree that samplesize increase (Bentler & Yuan, 1999), we expected systematically abetter t for the Spanish sample than for the English sample.

Finally, we compared four nested models among samples of bothcountries. All the analyses described in this study were conducted

separately for the Spanish and English versions. However, once thebaseline model was established with each version, to test if CFAmodel t both versions well, they were also tted simultaneouslyfor both Spanish and English samples. We conducted the followingsequence of increasingly restrictive tests of invariance across bothsamples via AMOS7: (a) unconstrained, without any restrictionsacross parameters, (b) factor pattern coef cients, (c) factor variancesand covariances, and (d) the equality of the error variances.

Results

Preliminary item analyses

The skew and kurtosis indexed of each of AF5 items wereexamined and found to be in Spanish sample between |2.163| and|.005| and between |4.433| and |.192|, respectively; only two items(19 and 29) had a skew index higher than |2.0|, the rest were alwayslower than |1.5|. In the English sample, between |2.338| and |.005|and between |4.852| and |.095|, respectively; only two items (9 and27) had a skew index higher than |2.0|, the rest were always lowerthan |1.7|.

Previous con rmatory factor analysis

Fit indexes for the four alternative models of the AF5 arereported in Table 1. As expected, when models were applied onthe transformed dichotomous scales, all indexes systematicallyachieved better t. The negatively skewed pattern greatly increasesthe error variance, reducing model t. As expected, when modelswere applied on the large Spanish sample, all indexes systematicallyachieved better t.

In the rst step, we constrained both samples data to beconsistent with the single one-factor model (see Table 1). Statistics

generally fail to meet conventional standards, indicating a bad t. In the second step, we constrained both samples data to the ve factors model proposed by AF5-structure, but as orthogonaldimensions. This model provided a considerable increase of twith respect to the one-factor model. In the third step, the same vefactors model was analyzed but with correlated ve dimensions.The correlated model produced an improved t over the orthogonalmodel. Finally, in the fourth step, we freed error covariances forthe strongly correlated item pairs in each factor of third model.This model provided a new increase of t with respect to Model3. Overall, the results conducted separately for the Spanish andEnglish versions indicated that the AF5 model was supported andresulted in a better t than all alternative models.

Multi-sample con rmatory factor analysis of invariance acrossboth samples

The unconstrained model (consisting of the baseline Model 4for both samples) showed a good t, suggesting a common factorstructure across the two samples (see end of Table 2). Constrainingthe pattern coef cients across the two groups resulted in continuedgood t, | CFI| = .002, suggesting that factor weights wereinvariant across the two samples. Constraining structural variancesand covariances yielded non-signi cant changes in t, | CFI|= .002, suggesting no difference in structural variances andcovariances across the two samples. Finally, constraining the errorvariances resulted in no changes in goodness-of- t, | CFI| = .006.


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Thus, the general picture that emerges from these studies is thatthe AF5-structure holds well across international contexts. Whenconducting international research, measures of psychologicalconstructs cannot simply be translated into another language withthe assumption that they can be interpreted in the same way acrossgroups (Garca & Gracia, 2009; Lila & Gracia, 2005; Lila, Garca,& Gracia, 2007). Evidence for measurement invariance must beprovided; without it, the basis for comparison is weak, and theconclusions drawn from differences among groups cannot beeasily interpreted (Balluerka & Gorostiaga, 2012; Gracia, Fuentes,Garca, & Lila, 2012; Yin & Fan, 2003). The AF5-structureshowed a satisfactory evidence of invariance when the samplesfrom the two countries were compared simultaneously. In spiteof the signi cant differences in the hierarchical chi-square tests,there was support for multigroup invariance (factor forms, factorloadings, factor variances and covariances, and error variances)from the tests usingCFI, which has been recommended aspreferable to the use of 2 as a test of measurement invariancewhen conducting multigroup con rmatory factor analysis (Cheung

& Rensvold, 2002).This preliminary validation of the English version of the AF5showed that it is an acceptable measure to be used with English-speaking adolescents. In this regard, the AF5 provides scholarswho favour a multidimensional approach to assess self-conceptwith a measure for comparative studies that displays a strongconceptual and theoretical foundation, coupled with soundpsychometric properties. However, this study, like all scienti cwork, is not without limitations. First, the English-speaking samplewas recruited from a single country (United States), which has itsown cultural characteristics, which are different from those of theUnited Kingdom or Australia, for example. It would be of greatinterest to carry out more cross-cultural or cross-national studiesto verify whether the results of our work are equivalent for otherEnglish-speaking countries. Second, the questionnaire was appliedto a sample of adolescents; in subsequent studies we suggestapplying this validation process to more divergent samples as wellas to representative samples of the general population. And third,as in any measure regarding the self, there are limitations related tothe dif culty for some subjects to self-report their own behaviors,cognitions and affects.

To conclude, this study is the rst step to validate the Englishversion of the Spanish Five-Factor Self-Concept Questionnaire.The psychometric properties of the English version of the AF5found in the present study clearly replicated those reported byGarca and Musitu (1999) for the normed Spanish sample andalso those presented by other numerous studies. The questionnaire

is useful for assessingve different domains of self-concept(academic, social, emotional, family, and physical) when applied

to persons from different cultures and contexts (Muiz et al.,2013). Additional research should focus on using and testing thepsychometric characteristics of the English version of the AF5with a more divergent sample and in the general population.However, our results showed that the instrument is comprehensive,psychometrically sound, brief, easy to complete, and adequate forthe multidimensional assessment of self-concept.

Table 2Summary of parameter estimates (and standard errors) for multi-sample

con rmatory factor analysis model

AC SO EM FA PH

Item Factor loading Errors

1 .72 219.8 (04.0)

6 .83 193.1 (04.3)

11 .75 276.0 (05.2)

16 .57 405.3 (06.9)

21 .81 205.2 (04.4)

26 .74 244.1 (04.6)

2 .74 205.0 (04.8)

7 .68 170.6 (03.5)

12 .46 522.7 (09.2)

17 .60 248.6 (04.7)

22 .25 811.4 (13.1)

27 .70 220.2 (04.7)

3 .43 629.2 (11.0)

8 .64 480.4 (10.3)13 .52 567.2 (10.5)

18 .57 532.6 (10.3)

23 .51 690.0 (12.6)

28 .68 475.2 (10.9)

4 .48 603.5 (10.1)

9 .75 240.6 (04.9)

14 .51 494.0 (08.3)

19 .70 226.0 (04.3)

24 .76 251.5 (05.2)

29 .80 144.9 (03.3)

5 .49 508.5 (09.1)

10 .43 888.7 (15.3)

15 .52 532.3 (09.6)

20 .69 428.9 (09.5)

25 .52 617.0 (11.2)

30 .73 359.3 (08.9)

AC SO EM FA PH

Factor variances, covariances, and [correlations$]

AC 238.3 (6.7) [.15] [-.03] [.35] [.30]

SO 59.2 (3.4) 243.5 (7.3) [.21] [.22] [.33]

EM -7.3 (2.6) 24.0 (2.9) 141.0 (8.4) [.09] [.15]

FA 84.1 (3.5) 73.2 (3.4) 10.3 (2.3) 183.6 (8.6) [.19]

PH 64.5 (3.3) 92.8 (4.0) 25.5 (2.4) 49.3 (2.9) 158.1 (8.0)

Error [correlations]

Pairs E16-26 E2-12 E3-13 E4-14 E10-25Spain [.21] [.25] [.26] [.36] [.59]

USA [.30] [.29] [.26] [.66] [.53]

Note: AC = Academic; SO = Social; EM = Emotional; FA = Family; PH = Physical. Allestimated parameters were statistically signi cant for = .001, except the covariancebetween EM and AC ( p = .008). Negatively worded items (3, 4, 8, 12, 13, 14, 18, 22, 23,and 28) were inverted.$These correlations between factors were calculated on raw scores (Garca & Musitu, 1999)


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