Repeat oestradiol implants: features of dependence?
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Journal Article↗
Biomedical subjects
J Granleese
Publications and source records attributed to J Granleese.
Reliability of the Harter Self-Perception Profile for Children and predictors of global self-worth.
Harter's (1985) Self-Perception Profile for Children is one of the measures most widely used by developmental social psychologists. The aim of the present study was to investigate the test-retest reliability of the subscales for 24 children over a 3-year period. The results show that scores on the global self-worth subscale at age 8 correlated highly with scores at age 11 (r = .61) and did not change over time, t(23) = 0.22. These results suggest that perceptions of global self-worth remain highly stable. However, domain-specific measures of competence did not show the same level of stability. Harter (1990) has suggested that global self-worth is a function of domain-specific measures. The relationship between global self-worth and the domain-specific measures was also investigated at each age; although the perception of physical appearance was the single best predictor of global self-worth at both age 8 and age 11, the second best predictor at age 8 was perception of social acceptance, whereas at age 11 it was scholastic competence.
Achievement↗
Self-perception profile of adolescent girls at a single-sex and a mixed-sex school.
The aim of this study was to investigate the association between attendance at either a single- or a mixed-sex school and scores on the Self-Perception Profile for Children (Harter, 1985). Subjects included 143 Northern Irish adolescent girls from a single-sex secondary school in Belfast and 24 adolescent girls from a mixed-sex secondary school matched for location and religious affiliation. Results indicated that girls from the single-sex school were less happy than girls at the mixed-sex school with respect to their physical appearance, but more satisfied with their behavioral conduct. In addition, physical appearance was the best predictor of global self-worth for girls at the mixed-sex school, whereas behavioral conduct was the best predictor of global self-worth for girls at the single-sex school.
Adolescent↗
Teachers' and boys' and girls' perceptions of competence in the primary school: the importance of physical competence.
Research into the role of teachers in maintaining self-concepts which reflect gender stereotypes has been hampered by the lack of parallel multidimensional instruments. The development of the Teachers' Rating Scale of the Child's Competence (TRSCC) and the Perceived Competence Scale for Children (PCSC) (Harter, 1982) answers this problem. Thirty-six boys and 38 girls of mean ages 10 years 8 months (SD = 3.6 months) and 10 years 9 months (SD = 3.3 months) respectively completed the PCSC while their teachers (N = 12) completed the TRSCC. It was found that: (1) teachers' mean ratings of boys' competence did not significantly differ from their ratings of girls' competence; (2) teachers' ratings demonstrated significant differences between boys and girls in the pattern of interrelationships of the domains of competence; (3) teachers' perceptions and pupils' self-perceptions in the patterns of interrelationships amongst the domains of competence showed similar patterns for teachers and boys, and almost similar patterns for teachers and girls; (4) teachers were more important for girls' self-perceived competence than for boys' self-perceived competence; (5) both teachers and pupils use perceived physical competence as a construct associated with significantly differentiating between boys and girls in other domains of competence. These findings have pedagogical implications for the treatment of girls.
Achievement↗