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At least 19 recordsLinked to original sources
PubMed1989

The relative importance of global self-concept and self-concept of academic ability in predicting academic achievement.

The aim of this study was to establish whether the relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement among high school students. Data on these variables were collected from 229 tenth-grade students in the U.S. Pacific Northwest public school district. The results indicate that global self-concept and self-concept of academic ability correlate positively with academic achievement, but the relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement. The results suggest that educational intervention strategies geared to raising academic achievement would probably be more likely to succeed if they were to focus on enhancement of the self-concept of academic ability rather than global self-concept.

Achievement↗
PubMed1977

Relationships between area-specific measures of self-concept, self-esteem and academic achievement for junior high school students.

Physical maturity, peer relations, academic success and school adaptiveness self-concept and self-esteem measures were correlated with reading, language, mathematics, and composite achievement scores for 26 male and 48 female junior high school students. Academic success self-concept was significantly correlated with each of the achievement measures. Peer relations self-concept and self-esteem correlated with language, math, and composite achievement. Academic success self-esteem measures did not correlate with any of the measures of achievement.

Achievement↗
PubMed1978

Relationships between self-concept, self-esteem, popularity, and social judgments of junior high school students.

This study examined the relationship between social self-concept and popularity for 93 male and female seventh, eighth, and ninth graders. It also assessed ability to make accurate social judgments and social self-esteem as a function of self-concept. The results revealed a moderate relationship (r = .29) between self-concept and popularity. No evidence was found to suggest that either self-esteem or ability to make accurate social judgments was related to accuracy of self-concept.

Adolescent↗
PubMed1989

Relationship of divorce to self-concept, self-esteem, and grade point average of fifth and sixth grade school children.

61 children (33 in Grade 5 and 28 in Grade 6) participated and were administered the Piers-Harris Self-concept Test, the Coopersmith Self-esteem Inventory--School Form, and the Children's Depression Inventory. At the end of the school year grade point averages (GPAs; 12-point scale) were calculated and Iowa Tests of Basic Skills were taken from their transcripts. Among the 58, 21 children were from divorced homes (10 girls and 11 boys) and 37 were from nondivorced homes (21 girls and 16 boys). Other subjects' data were not used because some data were missing. Children from divorced homes scored significantly lower on the self-concept test, self-esteem tests, and GPAs than children from nondivorced homes, although both scores would be considered average. Girls had significantly higher GPAs than boys. Children from divorced homes scored significantly higher on the Children's Depression Inventory than children from nondivorced homes, but there were no significant effects for the composite score from the Iowa Tests of Basic Skills for marital status of parents. Present results agree with prior observations that divorce has negative effects upon the children involved.

Achievement↗
PubMed1979

Measurement of self-concept and self-esteem in older people: state of the art.

Self-concept and self-esteem instruments used in gerontological research were reviewed. Instruments were found to vary substantially in their conceptualization of self-concept and/or self-esteem as well as in the amount of attention given to assessing their psychometric properties. The assumptions made about the relationship of age to self-concept and/or self-esteem also varied. More careful attention to selection, construction, interpretation, and continued validation of instruments is recommended. Several instruments are particularly recommended for further use in gerontological research.

Adult↗
PubMedDate not supplied

[Analytical psychosomatics and medicine--self concept and self comprehension].

Psychoanalytic Psychosomatics derive their selfassessement from the fact that they have turned into a recognized speciality in medical science. High rates of epidemiological occurrance of psychogenetic diseases as well as the proofed efficiency of psychoanalytic methods of treatment encourage psychosomati specialists to take care of a great number of diseased, chronically disabled or high-risk persons. The differences to traditional organic medicine are shown up by ennumerating some of the common but rarely considered facts where supply with psychoanalytic-psychosomatic treatment of patients is concerned: All the therapeutic work is here done by the therapist himself. This is the cause for an exceptionally high Doctors'-time-expenditure for each patient. In spite of his psychotherapy is not expensive compared with average costs of other forms of medical treatment. Further topics are: The question of postgraduate training in psychoanalytic psychosomatics, the special patient-doctor reltionship and other special problems arising during psychotherapy in hospital and outpatient work. These problems are discussed in regard to cooperative collegues from other medical disciplines; dealing c.i. with their transference problems to patients they send to psychotherapy.

Education, Medical, Continuing↗
PubMed1990

The self-perception of a learning disability and its relationship to academic self-concept and self-esteem.

Eighty-seven children with learning disabilities, aged 9 through 11 years 11 months, completed measures of self-esteem, academic self-concept, and self-perception of their learning disability. The Self-Perception of Learning Disability (SPLD) instrument measures the extent to which children with learning disabilities perceive their disability as (a) delimited rather than global, (b) modifiable rather than permanently limiting, and (c) not stigmatizing. It was hypothesized that self-perception of one's learning disability would be related positively to both academic self-concept and self-esteem, and that each of these relationships would remain significant when controlling for sex, ethnicity, age, reading and math achievement, self-contained versus mainstreamed classroom setting, and age at diagnosis. Correlations and multiple regression analyses confirmed these hypotheses. Results were discussed in terms of helping children to develop less negative self-perceptions of their disabilities.

Achievement↗
PubMed1992

Self-concept change and self-presentation: the looking glass self is also a magnifying glass.

Studies 1 and 2 showed that identical behaviors had greater impact on the self-concept when performed publicly rather than privately. That is, the self-concept is more likely to change by internalizing public behavior than by internalizing behavior that is identical but lacks the interpersonal context. The self-concept change extends even to behavioral changes and occurs even when participants are unaware of being observed. In addition, those who are high in self-monitoring are more likely to internalize their behavior than those who are low in self-monitoring. Study 3 provided evidence about what components of a public situation affect the internalization of behavior. Choice about making the self-portrayal, drawing on episodes from one's own past rather than relying on a yoked script, and expecting future interaction with the audience all increased the internalization of a public behavior.

Adaptation, Psychological↗
PubMed1979

The impact of chronic pain on the self-concept.

Compared self-concepts of three groups, medical patients, chronic low back pain patients and chronic head pain patients (N = 60) to determine (1) whether chronic pain patients have self-perceptions that differ from other medical patients; (2) whether changes in self-perception are limited to physical attributes and capacities; and finally (3) whether persons who suffer different types of chronic pain would have differing self-concepts. Significantly lower self-concepts were obtained from groups of head pain and low back pain patients. Self-concept patterns for the two pain groups were quite similar with the exception of two self-concept components that were significantly lower for the head pain group. Differences were explained in terms of loss of many normal functions and disruption of normal life-styles. Implications for treatment of pain patients and for training of health professionals were discussed.

Adult↗
PubMed1989

Self-concepts, domain values, and self-esteem: relations and changes at early adolescence.

We assessed how children's self-concepts of ability for mathematics, English, social, and physical skills activities, ratings of the importance of these activities, and general self-esteem change across the transition to junior high school. Three types of change were assessed: change in mean levels, change in stability, and change in relationships. Twice each year during the sixth and seventh grades, 1,450 children completed questionnaires. Mean levels of children's self-esteem were lowest immediately after the transition, but recovered during seventh grade. Self-concept of ability and importance ratings for math and sports activities showed linear declines. Self-concept of ability for social activities showed a cubic trend, but importance ratings for social activities declined in a linear fashion. Children's self-concepts of ability for math and English became less stable across the junior high transition, whereas beliefs about other activities and general self-esteem were more stable in seventh grade.

Adolescent↗
PubMed1989

From self-conceptions to self-worth: on the sources and structure of global self-esteem.

Three factors were identified that uniquely contribute to people's global self-esteem: (a) people's tendencies to experience positive and negative affective states, (b) people's specific self-views (i.e., their conceptions of their strengths and weaknesses), and (c) the way people frame their self-views. Framing factors included the relative certainty and importance of people's positive versus negative self-views and the discrepancy between people's actual and ideal self-views. The contribution of importance to people's self-esteem, however, was qualified in 2 ways. First, importance contributed only to the self-esteem of those who perceived that they had relatively few talents. Second, individuals who saw their positive self-views as important were especially likely to be high in self-esteem when they were also highly certain of these positive self-views. The theoretical and therapeutic implications of these findings are discussed.

Affect↗
PubMed1975

The effects of self-concept, trust, and imagined positive or negative self-disclosures on psychological space.

This study focused on some of the determinants of schematic interactional distance based on an analysis of social learning processes. It was hypothesized that closer interpersonal constructions would be associated with a more positive rather than negative self-concept, a greater rather than lesser degree of trust, and a covert positive rather than negative self-disclosure to a significant other. One hundred fifty-nine male and female undergraduate students were administered the Tennessee Self Concept Scale and Jourard's Self-Disclosure Questionnaire. Of these Ss, 82 were also given either positive or negative covert self-disclosure conditions. Interactional distances consisted of "Self" placements in relation to several key social target representations. The results supported the hypothesis regarding the relationship between self-concept and psychological distance, but only for females. There was also a tendency for more trusting females to produce closer distances than less trusting females. These results, as well as the obtained significant sex differences in distancing responses and in renditions of vertical displacements, were discussed within the context of culturally determined sex role differences.

Hierarchy, Social↗
PubMed1990

Tourette syndrome: relation to children's and parents' self-concepts.

We investigated the self-concepts of Tourette Syndrome patients and their mothers. The subjects were 30 children with Tourette Syndrome and their mothers, and 30 children matched on age, sex, and socioeconomic status and their mothers. The results indicated that, while the children did not differ on self-concept, the mothers of the Tourette Syndrome patients had lower self-concepts than the mothers of the controls, suggesting that family members should be considered in the treatment of the Tourette Syndrome children. In addition, severity of illness was positively correlated with the children's reports of behavior disturbance and dysphoric mood, although not with over-all self-concept. These results indicate that in more severe cases of Tourette Syndrome, children may experience emotional problems requiring therapeutic intervention.

Adolescent↗