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PubMed1981

An investigation of self-concept and body image in the mentally retarded.

Explored the relationship of self-drawings to scores on a measure of self-concept in a sample of 31 mentally retarded Ss. Five variables hypothesized to be related to self-concept including overall self-drawing score, size of self-drawing, age, sex, and IQ were subjected to forward (stepwise) multiple regression analysis. Data analysis revealed that four of the five variables shared significant variance with self-concept scores. It is suggested that these variables can provide additional information in evaluating the self-concept of the mentally retarded.

Adolescent↗
PubMed1981

Sexual identity and self-concept.

This study investigated the relationship among gender, social sex roles, and sexual orientation as components of sexual identity, and the relationship of these components to the overall self-concept. It was found that each component was individually important in the relationship of sexual identity to self-concept. The interaction between sex and sexual orientation suggested that different combinations of the female, male, heterosexual, and homosexual components had different relationships to self-concept. Women had higher scores than men on moral-ethical and family self-concepts. Homosexual persons as a group had self-concepts in the normal range, though they showed a greater number of minor deviations across several areas of self-concept than did their heterosexual counterparts. The homosexual sample endorsed more sex roles typical of the opposite sex than did the heterosexual sample, but the two groups did not differ in frequency of same-sex roles. Sex roles were related to self-concept in men but not in women. Among men, masculine and androgynous sex roles were associated with positive self-concept while feminine and undifferentiated sex roles were associated with less positive self-concepts. This supports the model of sex roles in which femininity and masculinity are conceived of and measured as separate dimensions.

Adult↗
PubMed1979

Physical conditioning and altered self-concept in rehabilitated hemipelegic patients.

Level of physical conditioning and self-concept are two factors important to all functions of physically disabled persons, both during and after formal rehabilitation. The level of physical conditioning as a determinant of physical fitness and functional status and the measure of self-concept as a determinant of behavior were studied in seven hemiplegic patients who had completed a formal rehabilitation program. Before the rehabilitation program, subjects were physically deconditioned and had altered self-concepts, including lowered self-esteem and other devaluations of the self. Following a 12-week physical conditioning program, subjects demonstrated improvements in physical fitness and functional status and a return to more normal values in some aspects of self-concept.

Activities of Daily Living↗
PubMed1988

The effects of dance team participation on female adolescent physical fitness and self-concept.

The purpose of this study was to determine to what extent female physical fitness and self-concept are affected by dance team participation in high school. Eight dancers were tested once prior to and once four months after dance team participation. Eight participants from physical education classes, matched for age, weight, height, grade, and race, were tested once at the same time as the second dance team test. Physiological tests were maximum oxygen uptake, sit-and-reach, one-repetition maximum bench press, skinfolds, and hydrostatic weighing. The self-concept tests were Coopersmith Self-Esteem Inventory, Tennessee Self-Concept Scale, and Body Cathexis Scale. Dependent one-tailed t tests were run to determine differences between dance team pre- and posttests and control and dance team posttests. Dance subjects increased maximum oxygen uptake and one-repetition maximum bench press in addition to improving their body composition as evidenced by a significant decrease in total skinfolds and a near significant decrease in percent body fat. The dance team had a significantly higher maximum oxygen uptake than did controls. No other significant differences were seen between groups. Dance team participants significantly improved physical self and social self on the Tennessee Self-Concept Scale. No other significant differences were seen. A factor that may have affected the self-concept results in this study was low dance team status, due to a combination of unsuccessful previous dance teams and a losing football season. Within the limitations of this study, these results indicate that physical fitness is improved as a result of dance team participation; however, self-concept seems to be affected only minimally, if at all, as compared with participation in physical education classes.

Adolescent↗
PubMed2002

How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure.

Theoretical models suggest that 4- and 5-year-old children should be able to differentiate between multiple dimensions of self-concept, but empirical support is limited. A new 38-item Self Description Questionnaire for Preschoolers (SDQP) that measures 6 self-concept factors (Physical, Appearance, Peers, Parents, Verbal, and Math) was developed and tested. Through an individual-interview procedure, young children (4.0-5.6 years) completed the SDQP and achievement tests. The self-concept scales were reliable (.75-.89), first-order and higher order confirmatory factor analysis models fit the data, and factor correlations were mostly moderate (-.03-.73; Mdn = .29). Achievement test scores correlated modestly with academic self-concept factors (rs = .15-40) but were nonsignificantly or significantly negatively related to nonacademic self-concepts. The results contribute to the critical debate about the validity of self-reports for preschool children, who distinguished between multiple dimensions of self-concept at an even younger age than suggested by previous self-concept research.

Achievement↗
PubMed1999

Coping with failure: relationship with self-concept discrepancy and attributional style.

In the relationship of attributional style and self-concept discrepancy with coping behavior among 10th-grade Hong Kong Chinese students, 3 significant canonical variate pairs were identified. The total criterion redundancy showed that self-concept discrepancy and attributional style predicted about 20% of the variance of coping behavior. The 1st variate pair indicated that students with small self-concept discrepancy and low-depressive attributional style tended to cope with failure by planful problem solving and by positive reappraisal. The 2nd variate pair showed that students, particularly girls, with small self-concept discrepancy in verbal ability and same-sex peer relations tended to cope with failure by seeking social support. The last variate pair showed that students with great self-concept discrepancy in same-sex peer relations and parent relations tended to cope with failure by avoiding or escaping. The 3 canonical variate pairs also suggested a new taxonomy for coping behavior: mobilization of internal coping resources, mobilization of external coping resources, and the inability to mobilize any coping resources.

Adaptation, Psychological↗
PubMed2004

Self-concept in adult survivors of childhood acute lymphoblastic leukemia: a cooperative Children's Cancer Group and National Institutes of Health study.

BACKGROUND: Self-concept was compared between adult survivors of childhood acute lymphoblastic leukemia (ALL) and sibling controls. Adult survivor subgroups at greatest risk for negative self-concept were identified. PROCEDURE: Survivors (n = 578) aged > or =18 years, treated before age 20 years on Children's Cancer Group (CCG) ALL protocols, and 396 sibling controls completed a telephone interview and the Harter Adult Self-Perception Profile (ASPP). RESULTS: Survivors global self-worth scores were significantly lower than sibling controls (mean 3.09 vs. 3.18; P = 0.022). Unemployed survivors reported lower global self-worth scores than employed (mean 2.77 vs. 3.12; P = 0.0001), whereas employment status was not associated with self-worth in controls. Among survivors, predictors of negative self-concept included unemployment (odds ratio (OR) = 2.87; 95% CI: 1.50-5.50), and believing that cancer treatment limited employability (OR = 3.17; 95% CI: 1.79-5.62). Unemployment increased the odds for negative self-concept among survivors who received combinations of central nervous system (CNS) irradiation (CRT) and intrathecal methotrexate (IT-MTX), except high CRT with no or low dose IT-MTX. Employed survivors who perceived that treatment limited their employability showed increased odds of negative self-concept for all treatment groups compared to those who did not. Minority ethnic group membership was a borderline significant predictor of negative self-concept (OR = 1.79; 95% CI: 0.94-3.33). CONCLUSIONS: Global self-worth was significantly lower in ALL survivors than sibling controls, however, 81% of survivors had positive self-concept. Survivor subgroups most vulnerable to negative self-concept were the unemployed survivors, believing that cancer treatment affected employability, and ethnic minority group members. Targeted intervention may have greater clinical relevance for these subgroups.

Adolescent↗
PubMed1991

Perceived somatotype as related to self-concept in Nigerian adolescent high school students.

Some 288 Nigerian high school male adolescents in two different age brackets were administered the perceived somatotype scale and the Tennessee self-concept scale to determine the trend of self-concept ratings among subjects differentiated according to perceived somatotype-self, ideal and self-ideal discrepancy. Series of one-way ANOVA revealed significant differences in global self-concept among the perceived somatotype-self (PSS), the perceived somatotype-ideal (PSI) and perceived somatotype discrepancy (PSD) groups. Univariate analyses showed that the PSS groups differ significantly in all dimensions of self-concept except moral-ethical dimension. The PSI groups differed significantly on all self-concept dimensions except the behavioural and the moral-ethical self subscales. This study, which also revealed that perceived-ideal somatotype and self-ideal somatotype discrepancy differentiated markedly among measures of self-concept, is consistent with those obtained from other parts of the world.

Adolescent↗
PubMed1990

Self-esteem and clarity of the self-concept.

This article examines the association between evaluative and knowledge components of the self. Four studies tested the hypothesis that the self-concepts of low-self-esteem (LSE) people are characterized by less clarity or certainty than those of high-self-esteem (HSE) people. LSE Ss exhibited less extremity and self-reported confidence when rating themselves on bipolar trait adjectives (Study 1), less temporal stability in their trait ratings over a 2-month interval (Study 2), less congruence between their self-concepts and their subsequent perceptions of situation-specific behavior and memory for prior behavior (Study 3), and less internal consistency, lower self-rated confidence, and longer reaction times when making me/not me responses to pairs of opposite traits (Study 4). Alternative accounts of the results and the implications of self-concept clarity for understanding the pervasive impact of self-esteem on behavior are discussed.

Adaptation, Psychological↗
PubMed2004

Validity of test score interpretations for three self-concept measures based on differing theoretical models.

Three theoretical models have been proposed to represent self-concept: (a) unidimensional; (b) multidimensional; (c) multidimensional hierarchical. Inventories have been developed under each of the three competing theoretical models; which model best represents self-concept is unclear. Typically, self-concept construct validation has utilized various approaches including correlational, multitrait-multimethod, and factor analytic methods. Another method, however, for assessing validity would be to determine the consequences of score interpretations using different measures specific to each of the theoretical models. This paper examined Messick's notion (1989) of the validity of test-score interpretations as applied to three of the most widely used measures derived under each of the three different theoretical models of self-concept. Results suggest that overall multidimensional measures are more consistent in classifying individual's self-concept than unidimensional measures.

Adolescent↗
PubMed1989

[Self-concept of school-age children: the norm in Kaohsiung].

This study has two objectives: (1) to establish the norm of three graphical projective tests (Children's Social-Self Test, Children's Attitude Inventory and Children's Self-Concept Inventory), and (2) to explore the influence of sex, order of birth, social economic status of family, and leadership of class that effect self-concept of the school-age children. These subjects are selected from elementary schools in Kaohsiung, twenty-two classes are drawn out from each grade by systemic-random sampling. Then two classes are drawn out from 22 classes at random to arrange retest for reliability. The total subjects are 6207 students. From October 1987 to June 1988, six researchers are divided into three group to conduct the test. Besides establishing the norm, we find results from analysis of data as follow: 1. The reliability and validity of three graphical projective tests are good, they can be used for assessing the self-concept of school-age children. 2. The grade, sex, order of birth, social economic status of family, leadership of class all influence the self-concept of school-age children. 3. The self-concept and the grade has negative correlation. 4. The self-concept and the social economic status of family has positive correlation. 5. The girls have higher self-concept than the boys. 6. The order of first-born or second-born has higher self-concept than the others. 7. The ones who are leaders of class have higher self-concept than the others.

Adolescent↗
PubMed2002

Aspects of the construct validity of a preliminary self-concept questionnaire.

The aim of the study was to assess the construct validity of a Preliminary Self-concept Questionnaire and an Afrikaans version of the Self-description Questionnaire of Marsh, Smith, and Barnes. Questionnaires were administered to 57 boys and 57 girls in Grades 5 and 7. Their self-concepts were rated by their teachers on a teacher's rating scale, based on the four subscales of the Preliminary Self-concept Questionnaire. Correlations among the total scores of the three self-concept measures were calculated, as well as correlations among corresponding subscale scores. These values supported the construct validity of the Preliminary Self-concept Questionnaire and the convergent validity of three of the four subscales.

Adolescent↗
PubMed1995

Actual and perceived parental social status: effects on adolescent self-concept.

This paper proposes a model in which parental social status (PSS) and perceived parental social status (PEPSS) affect adolescent self-concept in distinct ways: PSS affects school achievement and consequently self-concept in the academic domain, whereas PEPSS affects self-concept in the social domain. Two studies of Israeli high school students (N = 569), one on kibbutz and one on urban youth, were carried out. PSS was measured by father's education and occupation, and PEPSS by a new scale. Academic and social self-concepts were tapped by Marsh's SDQ II in the urban sample, and by a combination of the latter and Harter's SPPA in the kibbutz sample. The findings supported the model with one exception: in the urban setting, PSS was not related to academic self-concept. The findings rejected a model underlying the theory of Rosenberg and Pearlin, in which perceived parental social status mediates the effect of parental social status on adolescent self-concept.

Adolescent↗
PubMed2006

General self-concept and life satisfaction for boys with differing levels of physical coordination: the role of goal orientations and leisure participation.

Participation in leisure-time activities, self-concept perceptions and individual dispositional goal orientations were examined as mediators of relationships between physical coordination and self-evaluations of life satisfaction and general self-concept for 173 boys aged 10-13 years. Participants completed seven-day activity diaries and 12-month retrospective recall questionnaires recording participation in leisure-time activities. Self-report measures of self-concept, global life satisfaction and dispositional goal orientations were also completed. Results showed that boys with moderate to severe physical coordination difficulties had significantly lower self-concept perceptions of physical ability and appearance, peer and parent relations and general self-concept, as well as lower life satisfaction than boys with medium to high levels of physical coordination. The relationships between boys' physical coordination and their self-perceptions of life satisfaction and general self-concept were significantly influenced by individual self-concept appraisals of physical ability and appearance, peer and parent relations. Adopting task-oriented goals was found to positively change the relationship between physical coordination and both general self-concept and life satisfaction. Team sport participation positively mediated the relationship between physical coordination and life satisfaction. The potential for team sport participation and adoption of task-oriented goals to influence life satisfaction for boys with differing levels of physical coordination was discussed.

Adolescent↗
PubMed2005

A longitudinal study of students' academic self-concept in a streamed setting: the Singapore context.

BACKGROUND: Although several studies support the existence of a negative stream effect on lower-ability stream students' academic self-concept, there is not enough longitudinal research evidence to preclude the possibility that the stream effect may only be temporary. In addition, not much is known about the effect of streaming on changes in students' academic self-concept over time. AIMS: The main aims of the study were to examine the effect of streaming on (a) the students' academic self-concept immediately after the streaming process, and at yearly intervals for 3 consecutive years, and (b) the changes in students' academic self-concept over a 3 year period. SAMPLE: The sample comprised 495 Secondary 1 students (approximate age 13) from three government coeducational schools in Singapore. METHOD: A longitudinal survey using a self-reported questionnaire. RESULTS: Results showed that the lower-ability stream students had a more negative academic self-concept than the higher-ability stream students immediately after streaming, but they had a more positive academic self-concept 3 years after being streamed. In addition, it was established that the students' academic self-concept declined from Secondary 1 to Secondary 3. Nonetheless, the decline was more pronounced for the higher-ability stream students than the lower-ability stream students. CONCLUSIONS: Streaming may have a short-term negative impact on lower-ability stream students' academic self-concept. However, in the long run, being in the lower-ability stream may not be detrimental to their academic self-concept.

Achievement↗