Self-Awareness Scale – Chinese Version

Description

The concepts of self-cognition and self-awareness intersect, but they are essentially consistent in their specific content. Consequently, some researchers treat self-cognition and self-awareness as the same concept, which involves an individual’s subjective perception encompassing various aspects. A substantial amount of current research considers self-cognition to be a multidimensional structure. This includes an individual’s perception in various specific domains such as academics, physical appearance, emotions, and interpersonal relationships.

Authors and Contact Email

江光荣, 胡博 (Information not available)

Purpose

The research aims to analyze self-cognition and its impact on psychological health, forming a structured understanding of self-concept, particularly among adolescents.

Test Year

1979 (for the initial mention by Rosenberg, specific year for the survey not provided)

Administration Method and Scoring

Self-cognition was measured using the “Self-Cognition Scale” included in the “Adolescent Mental Health Quality Survey Table,” which consists of 19 items. The questionnaire employs a 5-point Likert scale: 5 for “strongly agree,” 4 for “agree,” 3 for “neutral,” 2 for “disagree,” and 1 for “strongly disagree.”

Reliability and Validity

The study used a stratified sampling method across different administrative regions in China, selecting 51,399 adolescents under strict criteria based on 15 background variables. The effective sample obtained was 44,063, representing an effective rate of 85.70%.

Factors and Subscales

The self-cognition scale theoretically includes four factors:
1. 学业自我认知 (Academic Self-Cognition)
2. 身体自我认知 (Physical Self-Cognition)
3. 社会自我认知 (Social Self-Cognition)
4. 情绪自我认知 (Emotional Self-Cognition)

The self-cognition and self-evaluation constructs can further be evaluated from various dimensions, resulting in a three-level structure.

Keywords

Self-Cognition, Multidimensional Structure, Psychological Health, Adolescents, Questionnaire

Items in Chinese

学业自我认知
1. 多数科目的考试，我的成绩糟糕
2. 我学习成绩好
3. 学校的功课很容易
4. 常常有同学请我在学习上帮助他
5. 我学东西比别人快

身体自我认知
6. 没人认为我好看
7. 我长相很好
8. 我的体形很好
9. 我的身体动作很协调

社会自我认知
10. 我知道自己在同伴中的位置
11. 我很容易结交到朋友
12. 父母喜欢我
13. 我经常被老师忽视
14. 我容易被人喜欢

情绪自我认知
15. 我常常感到抑郁
16. 我容易心烦
17. 我时常感到轻松
18. 我是个乐观的人
19. 我是个开心的人

Items in English

Academic Self-Cognition
1. My grades are poor in most subjects.
2. I perform well academically.
3. Schoolwork is very easy for me.
4. Classmates often ask me for help with their studies.
5. I learn things faster than others.

Physical Self-Cognition
6. No one thinks I am good-looking.
7. I look very good.
8. My physique is great.
9. My bodily movements are very coordinated.

Social Self-Cognition
10. I know my position among my peers.
11. I find it easy to make friends.
12. My parents like me.
13. I am often ignored by my teachers.
14. I am easily liked by others.

Emotional Self-Cognition
15. I often feel depressed.
16. I easily become annoyed.
17. I often feel relaxed.
18. I am an optimistic person.
19. I am a happy person.

References

江光荣,胡博.《青少年心理健康素质调查表》自我分量表的编制[J].心理与行为研究,2006(02):95-100.
金娟. 高中生自我认知、学习动机和学习自我效能感的关系研究[D].云南师范大学,2021.DOI:10.27459/d.cnki.gynfc.2021.001116.
周铁民,阴国恩.中国青少年心理健康素质·自我的研究[J].心理与行为研究,2007(04):252-258.