The problem of this study is that there is lack of valid and reliable self-concept instruments that measure thernhierarchical and multidimensional facets of self-concept. While there are many such kind of validatedrninstruments in other parts of the world, particularly in the West, no significant validation of instruments isrncarried out in Ethiopia, and particularly in the Amhara cultural community. The validation of the SelfrnDescription Questionnaire I (SDQI) by this study helps to conduct further studies by the instrument so thatrnmore self-concept theories will be supported and interventions will be designed based on findings than whatrnwas done before. The purpose of the study is to find out the validity and reliability of the Self DescriptionrnQuestionnaire I and the applicability of its related theories among the Amhara community.rnIn the study 132 students whose age is from 8 to 12 were selected from Amhara community in North Showarnusing convenient sampling. A questionnaire was administered on the children and focus groups discussionsrnwere held. The children completed the 76-item SDQI that measures the 8 facets self-concept. The analysesrnwere done using the AMOS approach to Confirmatory Factor Analysis. Sex and Age effects in the multiplerndimensions of self-concept were tested using multivariate and univariate Analysis of Variance.rnValidity, reliability and factor structure of the SDQI scales is established by the responses that supports thernuse of the SDQI on children of the Amhara community; the reliability median estimates have shown somernincrement with age. Individual indicator reliability is established while there are high levels of internalrnconsistency reliability in all eight factors. While convergent validity among the factors is partly confirmedrndiscriminant validity was not well established.rnThe hierarchical and multidimensional structure of self-concept of children is dominantly demonstrated asrnstipulated by the one general factor, two factor, and 8 factor models and the qualitative data. The 8-factorrnmodel has the highest fits to the data both for total group and for each age group and its parameter estimatesrnshow that all 8 factors are distinctly demonstrated. Some data imply that the children rate themselves less inrnolder ages than they used to do in their earlier ages. It is inconclusive, however, as to whether children betterrndifferentiate the eight self-concept dimensions as their age increases. The highest correlations involve thernmath and school scales while general self is affected most by math and school selves. With regard to the totalrngroup it is ability and peer relation that have the highest correlation. The sizes of the uniquenesses decreasernwith age. When total self-concept that is averaged across all 8 scales is assessed the effects of age wasrnsignificant, while the effect of sex and their interaction were non-significant.rnSince the validity, reliability and factor structure of the Self Description Questionnaire I scales is establishedrnby the study it can be an inducement to do further similar studies in this regard in the future or therninstrument can be used to study most of the 8 facets of self-concept in future studies than focusing on arnsingle or two dimensions of self-concept. Since care and socialization practices in the culture may be groundsrnfor most of the differences in differentiating the facets of self-concept by the children the situation has to bernstudied further. As general self-concept seems to be affected most by school related factors, the reasons forrnthis need to be further studied. Since the decline or increase of level of self-concept rating with age is notrnconclusively supported in the targeted age groups future studies may clarify the precedence behind thisrnfinding