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PubMed1989

Self-concept of early primary school age children with visible or invisible defects.

This study compares self-concept scores on the Primary Self-Concept Inventory (PSCI) of 58 7-year-old children. The experimental groups included the three following subgroups: those with visible defects (cleft lip), mixed visible and invisible defects (cleft lip and palate), and invisible defects (cleft palate). The control consisted of first grade students with no physical defects. Significant differences between the subjects with clefts and controls were found. Children with cleft lip and palate (visible and invisible defects) demonstrated the lowest self-concept scores. These test results suggest that early primary school age children experience significant stigma. Therefore, early evaluation of psychosocial stress factors for children with clefts is suggested. School personnel can contribute to addressing self-concept concerns of children with defects. Suggestions for further research are presented.

Body Image↗
PubMed1987

Change in self-concept during adolescence.

Malaysian adolescents, like their Western counterparts, undergo rapid growth and development. It is hypothesized that self-concept improves as adolescents mature and become more adjusted to the changes. This study therefore sought to ascertain whether the self-concept changes with age, not only in the global sense but in the various components of the self-concept. The Tennessee Self-Concept Scale and the Brookover Scale of Academic Ability were administered to 375 adolescent boys, ranging in age from 14.7 to 17.0 years, and to 289 adolescent girls, ranging in age from 14.4 to 17.2 years. The findings show that the self-concept of adolescent boys changes with age in the direction predicted. The trend is less obvious and less consistent for girls.

Achievement↗
PubMed1994

[Especially gifted: especially happy, especially satisfied? On the self-concept of highly gifted and average children].

This study investigates the relation between intelligence and self-concept. 287 fourth-grade elementary-school students (151 intellectually gifted children and 136 children of average intelligence) participating in the Marburg Giftedness Project responded to an extended version of the Piers-Harris Children's Self-Concept Scale. Results show that gifted children score higher in all facets of self-concept. However, this difference is only in the scale "intellectual and school status" statistically significant. Compared with gifted and non-gifted "achievers", gifted "underachievers" score lower in most self-concept facets. Independently of their intelligence level, children of this age group have developed a very positive self-concept.

Achievement↗
PubMed1991

Self-concepts of mothers who show mental retardation.

The Tennessee Self-concept Scale was orally administered to 27 mothers with mental retardation and self-administered to 95 mothers whose children attended daycare in the areas in which the former mothers lived. Analyses showed that the mothers with mental retardation scored significantly lower on all subscales. Where 72% of the comparison group scored above a recommended cut-off indicative of a positive self-concept, only 33% of the mothers with mental retardation did. Comparisons of the 27 mothers with mental retardation (18 with positive versus 9 with negative self-concepts) on personal, child, family, and other background variables suggested different relationships for the two groups. Cross-validation of the present work and studies of the actual childcare of these latter two groups of mothers are needed.

Adult↗
PubMed1991

From high school to college: changes in women's self-concept and its relationship to eating problems.

A longitudinal panel study of a sample of college women was undertaken to assess changes in women's self-concept from high school to college and during their college years and the relationship between changes in self-concept ratings and eating disorders. Self-concept was measured at Time Change 1 (senior year of high school to sophomore year of college), Time Change 2 (sophomore year of college to senior year of college), and Time Change 3 (senior year of high school to senior year of college) using Brownfain's (1952) self-rating scale. Eating behavior in college was measured at two points, sophomore and senior year, by the Eating Attitudes Test (Garner, Olmsted, Bohr, & Garfinkel, 1982). The women were placed into three eating groups: Group 1 (eating pattern becomes or remains abnormal). Group 2 (eating pattern gets better), and Group 3 (eating pattern remains normal). Results revealed that all women's self-concept ratings declined in Time 1 with only a slight increase on a few traits in Time 2. Analysis of variance (ANOVA) showed that Group 1 experienced a significant overall decline in self-concept ratings between Time 1 and Time 3 compared with Group 2 and Group 3. Group 2 reported significantly greater increases in assertiveness at Time 1 compared with Group 3. We suggest an interactional model for understanding the relationship between self-concept and eating problems.

Adolescent↗
PubMed1981

Self-concept of young children with cerebral palsy.

Several measures of self-concept and self-esteem were applied to a sample of 15 'mainstreamed', upper-middle-class, cerebral-palsied children aged between four and eight years, and to 15 matched controls. Over-all self-concept scores were similar for both groups, although they tended to be lower for the handicapped group. Teachers rated the handicapped children as having lower self-esteem than the controls in the classroom, but behavioral ratings by parents of their own children at home revealed no group differences in self-esteem. These tentative findings, supplemented by interview data, support the hypothesis that children with cerebral palsy begin to regard themselves as different as early as four years of age. However, these self-views and their potentially negative effects on self-esteem do not appear to crystallize until the children are in the primary grades at school.

Cerebral Palsy↗
PubMedDate not supplied

Effect of acquisition of knowledge on self-evaluation and the relationship of self-evaluation to perception of real and ideal self-concept.

To investigate the effect of knowledge acquisition on self-evaluation and self-concept 69 graduate nursing students--25 in an experimental group, 18 in control group I, and 26 in control group II--enrolled in three nursing courses provided demographic data, self-evaluation of entering behavior, and personality test data. The latter two tests were given on pre- and posttest bases. Seven hypotheses were tested. Overall results showed: The experimental group which was taught by means of mastery learning acquired significantly more knowledge than the control groups which received the traditional lecture-discussion method of learning; there was an inverse relationship between knowledge acquisition and self-evaluation of entering behavior; positive correlation between "amount of overestimation or underestimation of previous knowledge'' and extremes of self-concept was partially supported; in general, single students were less able to evaluate accurately by what they thought they knew than were married subjects; employment was inversely related with knowledge acquisition and course grade. The relationship between self-concept and acquisition of knowledge was not significant.

Education, Nursing, Graduate↗
PubMed1975

The effects of vasectomy on postoperative psychological adjustment and self-concept.

Twenty men undergoing vasectomies completed the Tennessee Self Concept Scale shortly before the operation and again at 6- and 18-month postoperative follow-up periods. Twenty nonvasectomy comparison subjects completed the test at the same points in time. Results indicated that vasectomy adversely affects psychological adjustment, and this effect fluctuates over time as a function of preoperative level of defensiveness. In contrast, vasectomy was not found to effect changes in self-concept.

Adaptation, Psychological↗
PubMed2005

Relationship of perceived physical self-concept and physical activity level and sex among young children.

The aim of this study was to investigate the relationship between level of physical activity and perceived physical self-concept of young children. The sample comprised 364 children from Slovenia, aged 6.4 yr. (SD = 0.3), of which 179 were boys and 185 girls. Parents and teachers reported children's physical activity using the Harro questionnaire. We divided children into Low and High Activity groups based on their mean scores. The children completed Stein's Children's Physical Self-concept Scale, which assesses Global Physical Self-concept and the subdomains of Physical Performance, Physical Appearance, and Weight Control behavior. Two-way analysis of variance with both sex and physical activity levels, and their interaction were used to examine differences in Physical Self-concept. There were significant differences between the Low and High Activity groups on scores for global Physical Self-concept Scale, Physical Performance, and Weight Control, on which children from the High Activity group scored higher; whereas on the subscale Physical Appearance, there were no significant differences. There were no significant sex differences on the Physical Self-concept Scale. The most important conclusion of this research indicates the theoretical assumptions that Physical Activity and perceived Physical Self-concept are related. Direction of the relationship remains unclarified.

Body Constitution↗
PubMed2002

When a grandiose self-image is threatened: narcissism and self-concept clarity as predictors of negative emotions and aggression following ego-threat.

Two studies examined the relation between narcissism, self-concept clarity, negative emotions, and aggression based on theoretical assumptions proposed by Baumeister, Smart, and Boden (1996). Narcissism and self-concept clarity were examined as predictors for anger, depression, and verbal aggression following ego-threat, which was operationalized by a bogus performance feedback on an intelligence test. The second study also examined the mediating effects of participants' negative emotions to provide an additional explanation for the aggressive reactions after failure. As expected, narcissism and self-concept clarity were significant predictors of negative emotions and aggression after failure. In accordance with our hypothesis, high narcissists with low self-concept clarity reacted with anger and aggression after failure, whereas less narcissistic individuals with high self-concept clarity showed feelings of depression and no aggression. The results also indicated that aggression was always directed toward the source of the ego-threatening feedback. Additionally, anger and depression could predict the aggressive response after failure but they did not mediate the relation between narcissism, self-concept clarity, performance feedback, and aggression.

Achievement↗
PubMedDate not supplied

Self-concept: younger vs older black pregnant adolescents.

This article compares the self-concept scores on the Offer Self-Image Questionnaire (OSIQ) of younger versus older black pregnant adolescents and nonpregnant adolescents. It was hypothesized that the self-concepts of adolescents differed from one another on the basis of age, race, and pregnancy. Two alternative schools for first-time pregnant teenagers were used as data collection sites for the pregnant adolescents, and published data was used for the nonpregnant adolescents. The results indicated that 141 pregnant subjects (13 to 15-year-olds and 16 to 19 year-olds) had almost identical self-concept scores, but their scores differed significantly from the nonpregnant adolescents.

Adolescent↗
PubMed1993

Body satisfaction and self-concept of third- and sixth-grade students.

Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.

Age Factors↗
PubMed2006

Measuring changes in self-concept: a qualitative evaluation of outcome questionnaires in people having acupuncture for their chronic health problems.

BACKGROUND: Changes in self-concept are an important potential outcome for many interventions for people with long-term conditions. This study sought to identify and evaluate outcome questionnaires suitable for quantifying changes in self-concept in people with long-term conditions, in the context of treatment with acupuncture and Chinese medicine. METHODS: A literature search was followed by an evaluation of three questionnaires: The Wellbeing Questionnaire W-BQ12, the Patient Enablement Instrument (PEI), and the Arizona Integrative Outcome Scale (AIOS). A convenience sample of 23 people completed the questionnaires on two occasions and were interviewed about their experience and their questionnaire responses. All acupuncturists were interviewed. RESULTS: Changes in self-concept were common and emerged over time. The three questionnaires had different strengths and weaknesses in relation to measuring changes in self-concept. The generic AIOS had face validity and was sensitive to changes in self-concept over time, but it lacked specificity. The PEI was sensitive and specific in measuring these changes but had lower acceptability. The sensitivity of the W-BQ12 was affected by initial high scores (ceiling effect) and a shorter timescale but was acceptable and is suitable for repeated administration. The PEI and W-BQ12 questionnaires worked well in combination. CONCLUSION: Changes in self-concept are important outcomes of complex interventions for people with long-term illness and their measurement requires carefully evaluated tools and long-term follow-up. The literature review and the analysis of the strengths and weaknesses of the questionnaires is a resource for other researchers. The W-BQ12 and the PEI both proved useful for this population and a larger quantitative study is planned.

Acupuncture Therapy↗
PubMed1980

Effects of a training program on teacher behavior and handicapped children's self-concepts.

The purpose of this research was to assess the effectiveness of the revised Utah State University Self-Concept Protocol Program in changing teacher behaviors presumed to be related to pupil self-concept. This program was focused on teachers with handicapped pupils in mainstreamed classrooms (grades 4 through 6). Ten volunteer teachers were trained in the self-concept behaviors as part of an inservice course. Eight additional volunteer teachers served as a no-treatment control group. Program-related teacher behaviors were observed and a pupil self-concept measure was administered before and after the inservice course. Results indicated that, although no changes occurred in program-related behaviors for the control group teachers, experimental group teachers showed significant increases on six of the 12 program-related behaviors. No gains in self-concept were made by handicapped children; however, there was some evidence for differential effectiveness of the program for learning disabled and emotionally handicapped children.

Affective Symptoms↗
PubMed1999

Association between self-concept and body weight, gender, and pubertal development among male and female adolescents.

This study examined the effects and interactions of gender, pubertal status, and body weight on the self-concept of 462 young adolescent Australian students from two different schools. All students enrolled in Years 7 and 8 completed the Self-Perception Profile for Adolescents, which includes several self-concept subscales and ratings of the importance of each subscale. The self-concept subscales ranked as most important by male and female students were Close Friendship, Scholastic Competence, and Job Competence. Females rated their ability to form close friendships significantly higher and of greater importance than did males. Standard body weight was related to students' Physical Appearance subscale scores, with higher weight students having lower self-concept, and postmenarcheal females having the poorest opinion of their physical appearance. Higher body weight males had lower scores on Athletic Competence, Job Competence, and Behavioral Conduct than did other males. Overweight females and normal weight males considered athletic competence to be more important than did other students. Pubertal status was related to students' scores on Athletic Competence, with postpubertal males who were not overweight scoring highest, and on Physical Appearance, with postmenarcheal females having the lowest opinion of their appearance. The mean self-concept score was significantly related to students' standard body weight, and there was an interaction between gender and puberty, with postpubertal males having the highest and postmenarcheal females the lowest self-concept score. The discrepancy score suggested that females felt they had failed to meet their ideal self-concept significantly more than did males. The results suggest that school programs should be implemented to provide exercise and job skill training suitable for all students, especially those who are overweight. These programs, while taking into account students' pubertal status, should aim to improve self-image without resulting in feelings of failure.

Adolescent↗
PubMed2006

The self-concept of adolescents with cleft lip and palate: a pilot study using a multidimensional/hierarchical measurement instrument.

OBJECTIVE: To pilot the use of a multidimensional/hierarchical measurement instrument called the self-description questionnaire II to determine whether specific areas of self-concept in a group of adolescents with cleft lip and palate would be affected by their condition when compared with a normative sample. PARTICIPANTS AND DESIGN: The self-concept of 23 adolescents with a cleft of the lip and palate was compared to an Australian normative sample. Adolescents attending the dental department of a paediatric hospital in Australia. MAIN OUTCOME MEASURE: The main outcome measure was a self-report questionnaire (102 items) with 10 domain-specific scales and a global measure of general self-concept. RESULTS: When compared to the normative data the study group showed significant differences in 4 of the 11 domain-specific scales: Parent Relations (P < 0.001), Physical Abilities (P < 0.001), Opposite-Sex Relations (P < 0.01) and Physical Appearance (P < 0.01) self-concepts. These differences were in a positive direction. Global self-concept as measured by the General Self scale was not significantly different from the normative sample. CONCLUSION: These results suggest that adolescents with clefts of the lip and palate have normative if not better self-concept than their peers. The study also suggests that having a cleft of the lip and palate has specific rather than broad associations with psychosocial adjustment. This justifies the use of instruments designed to assess specific areas of self-concept rather than more global measures.

Adolescent↗
PubMed2006

Childhood sexual abuse and multiple dimensions of self-concept.

The purpose of this investigation was to examine the relationship between child sexual abuse (CSA) and self-concept in a nonclinical sample of female college students. Participants with a history of CSA had lower scores than participants without a history of CSA on four domains of self-concept: familial, affect, competence, and physical. History of CSA was not associated with lower self-concept in the social and academic domains. The primary conclusions to be drawn from this study are that CSA may be differentially associated with various domains of self-concept, and thus multidimensional assessment of self-concept can yield useful information that cannot be gathered from global measures which yield a single composite score.

Adult↗
PubMed1998

Preliminary development of the Children's Physical Self-Concept Scale.

The development of a healthy eating style and physical fitness regimen in adolescence or adulthood might be contingent on physical self-concept in childhood. Most available measures of physical self-concept are inappropriate for use with 1st and 2nd grade children, so the present study developed, piloted, and partially validated the 27-item Children's Physical Self-Concept Scale (CPSS), which assesses Global physical self-concept and subscales of Physical Performance, Physical Appearance, and Weight Control behaviors in children 6 to 11 years of age. The test exhibits adequate test-retest reliability and internal consistency. A comparison of 316 normal and overweight children indicated that normal-weight children obtained higher Global physical self-concept scores and higher subscale scores. In addition, the CPSS distinguished test groups of diabetic, overweight, and normal-weight children in a contrasted-groups analysis.

Body Image↗