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PubMed1995

Impact of functional severity on self concept in young people with spina bifida.

This study examines the relationship between medical and functional severity of disability and levels of self esteem and self concept in 79 young people with spina bifida. Greater feelings of global self worth and of self esteem in physical appearance were associated with greater severity of disability. This was only in part an effect of lower IQ among the most disabled young people. Many of the least disabled had marked impairment of self esteem. Analysis of the impact of individual aspects of disability confirmed the association between increased self esteem in physical appearance and global self worth, and diminished functional ability. Academic self ratings, however, were higher in the less disabled. Hydrocephalus and continence appeared to have minimal effect on self esteem. The relationship between severity of disability in spina bifida and self concept is complex and mediated by a range of factors. It is incorrect to assume that the psychological impact is less in the mildly disabled young person.

Adolescent↗
PubMed2006

The belief in a negative interdependence of math and verbal abilities as determinant of academic self-concepts.

BACKGROUND: The internal/external frame of reference (I/E) model by Marsh (1986) assumes intra-individual dimensional comparisons in which students compare their own achievements in one subject with their achievements in other subjects. These comparison processes should lead to negative paths from achievement in one subject (e.g. maths) on self-concept in another subject (e.g. verbal domains). AIMS: Within this study, we investigated the impact of students' belief in a negative interdependence of maths and verbal abilities, that is, whether students think of maths and verbal abilities as negatively correlated or not, on the impact of dimensional comparisons. METHODS: Maths and German grades, academic self-concepts in maths and German, and a new scale on the beliefs in a negative interdependence of maths and verbal abilities students were assessed (N = 1,443). RESULTS: The importance of the negative interdependence beliefs could be shown: stronger beliefs in a negative interdependence of maths and verbal ability are accompanied by more negative path coefficients from grades in one subject to academic self-concepts in the other subject. CONCLUSIONS: Dimensional comparisons seem to be of particular importance for students with negative interdependence beliefs.

Adolescent↗
PubMed2000

Relationships between physical education classes and the enhancement of fifth grade pupils' self-concept.

Physical education classes given to a group of 46 pupils (27 boys and 19 girls) over a 6-mo. term differed from the usual program (control group of 29 pupils) in identifying individual goals, promoting participative and noncompetitive games, and praising students every chance possible during the classes. The enhancement of self-concept, particularly the physical self-concept, was significant for the experimental group as measured by the Self-description Questionnaire and the Child and Youth Physical Self-perception Profile.

Body Image↗
PubMed1996

Self-concept and questions of life: identity development during late adolescence

The purpose of the present study was to explore identity development in late adolescent (18-20) years. Three areas were examined: (a) self-concept, (b) existential questions; content and communication patterns, and (c), connections between (a) and (b). The population consisted of 44 Swedish college students. Three methods were used: a questionnaire, the writing of a short essay and a self-evaluation test, Structural Analysis of Social Behavior (SASB). The results demonstrated a positive and stable self-concept for the majority of the group, and that questions of life mainly concerned questions of future. The quality of the self-concept (positive vs. negative) was significantly related to how subjects experienced adults' interest in their existential questions. Several issues are discussed: the importance of the social environment for identity development not only during early childhood but also during adolescence, the use of the SASB method in this age group and the need for placing processes of integration into focus in research concerning late adolescence.

Journal Article↗
PubMed1996

Relationship between self-concept and classroom behavior among learning and nonlearning disabled students in regular classes.

To investigate the relationships of the self-concept with classroom behaviors, the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Self-perception Profile for Learning Disabled Students were administered to 140 learning disabled and 246 nonlearning disabled pupils while teachers completed the Questionnaire on Approach/Avoidance Classroom Behavior toward schoolwork. Correlations showed a meaningful association between scores on the self-concept Behavioral Conduct subscale and rated classroom behavior for subjects of Grades 1 to 4. Also, while the relationship was meaningful for the high achievers, analysis showed few significant relationships for learning-disabled pupils.

Achievement↗
PubMed1989

Residential mobility, social support and adolescent self-concept.

The effects of residential relocation on children has been a topic of interest to social science researchers for decades. Early research attributed school phobias, classroom behavior problems, lack of academic success, and poor peer relationships to residential mobility. Although most current literature has disputed many of these early findings, a question remains regarding the relationship between self-concept and residential relocation. Significant negative findings have been found in previous studies of this relationship. This study attempts to expand the research in two ways: first, by providing a theoretical framework and, second, by testing the role of social support from parents and peers as a mediator in the relationship. The investigation benefits from theory on life events and stress which guides the analysis of mobility and self-concept in a sample of 205 students in the sixth, seventh, and eighth grades. Findings indicate that social support attenuates a negative effect of mobility on specific measures of self-concept.

Adolescent↗
PubMed1993

[Formation of self concept in the transition from adolescence to adulthood. An empirical comparative study of psychiatric patients and healthy control probands].

The psychosocial development of psychiatrically ill and mentally healthy young adults is being explored in a series of comparative studies based on developmental tasks typical of this age. In a first study a patient group was compared with a control group with the Offer Self-Image Questionnaire as an indicator of patterns of psychosocial adaptation thus far. The patients showed significantly poorer adaptation on 10 dimensions of psychosocial life. In relation to a representative sample of young adults they especially reported disturbances in their own personality development and in family relations, but judged their adaptation to norms for behavior in public as less impaired. The nonpsychotic patients had a significantly less favorable pattern of self-concepts than the psychotic patients. The patients with affective disorders had a relatively healthy profile of psychosocial development compared with the schizophrenic patients. There was no significant difference between patients with schizophrenia of the disorganized type and other schizophrenic patients. There was a close relationship between subjective measures of self-concept and objective measures of psychosocial development, e.g. premorbid adaptation and current psychosocial development, e.g. premorbid adaptation and current psychosocial competence, in the different subgroups. The findings on self-concept seemed to be largely independent of the present severity of psychopathology.

Activities of Daily Living↗
PubMed1977

Self-concept and the control of diabetes.

Patients who have difficulty in the control of diabetes often have negative self-concepts, feel hopeless and, therefore, become lax about following their regimen. Diabetes, like any chronic disease, does not affect the patient alone. By treating diabetes as a disease involving the whole family, the family physician can help the patient shape a positive self-concept and build a base for good clinical control.

Adult↗
PubMed2000

[Identity measurement with the Frankfurt self concept scales and their relationship to parental bonding].

Psychiatric inpatients and nonpatients were compared using the Frankfurt Self-Concept Scales (FSKN). Firstly, we tried to validate FSKN as a measure of identity using the DSM-III-R identity rating as an external criterion. Then the FSKN ratings of patients and nonpatients were compared. Lastly, we correlated individual FSKN ratings with certain demographic variables, clinical diagnoses, and the two dimensions of the Parental Bonding Instrument (PBI). All FSKN scores of patients with identity disorders differentiated significantly from those without identity disorder, thus confirming FSKN validity. The most significant differences were found in practically all FSKN results comparing patients with nonpatients of both sexes, always in favor of nonpatients. Male patients presented better self-concepts than female patients, whereas practically no significant relationships were found between FSKN scales and sex in nonpatients or between FSKN, vocational category, and diagnosis. Also, the relationship between the scales and age appears to be slight, showing positive in patients and negative in nonpatients. Many significant correlations were found between FSKN scales and PBI dimensions which were negative between the scales and PBI "control" and positive between the scales and PBI "care", both especially in men with regard to their relationship with the father.

Adult↗
PubMed1995

Blood pressure and self-concept among African-American adolescents.

Differences in blood pressure among individuals of African ancestry living in the United States compared with those living in Africa suggest that the high prevalence of hypertension among African Americans may be due in part to environmental factors. There are a number of environmental models that attempt to account for the high rate of hypertension among African Americans. One model proposes that a strong African self-concept protects African-American adolescents from the hypertensive effects of social stress. This model was tested during a blood pressure survey of 333 adolescents in three urban Los Angeles high schools. African self-concept was assessed using a three-item scale. The average score for the three items was strongly related to systolic blood pressure among African-American male adolescents. After controlling for age, body mass index, and parent's education in regression analyses, the relation was reduced, but an effect remained. The model suggests that the hypertensive effects of the environment will operate unless the pathway from environmental stress to hypertension is blocked by a strong African-American self-concept.

Adolescent↗
PubMed2000

The development and construct validation of a Spanish version of an Academic Self-Concept scale for middle school Hispanic students from families of low socioeconomic levels.

For a sample of 305 6th, 7th and 8th grade students, of whom 95% was from economically disadvantaged Hispanic families and for whom English was their second language, evidence was sought regarding the reliability and construct validity of scores on a Spanish version of an academic self-concept measure entitled Dimensions of Self-Concept (DOSC), comprising five subscales bearing the same names as those of the five hypothesized constructs that they were intended to operationalize: Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification versus Alienation. Reliability estimates varying between .72 and .80 were judged to be reasonably satisfactory. Results from oblique factor analysis lent empirical support for the hypothesized constructs of Anxiety, Leadership and Initiative, and Identification versus Alienation. Scores associated with the subscales of Level of Aspiration and Academic Interest and Satisfaction generated a factor interpreted as a fusion of the two constructs of Level of Aspiration and Academic Interest and Satisfaction.

Achievement↗
PubMed1989

Effects of sports instruction on children's self-concept.

A sample of 120 children (69 boys and 51 girls), ranging in age from 9 to 14 yr., was administered the Harter Self-perception Profile for Children before and after a 5-wk. program of swimming instruction. It is predicted that children who improve most in swimming will also have the largest gains in athletic self-concept. The data supported the prediction for an association between gains in swimming skill and self-concept for certain skill groups.

Adolescent↗
PubMed1985

Self-concept responses of children to participation in an eight-week precision jump-rope program.

Two measures of self-concept were administered to 11 children, aged from 9 to 11 yr., before and after 8 wk. of participation in a guided exercise program of precision rope jumping. Despite the fact that the children evidenced as a group high self-concept at the outset, a significant improvement on this measure appeared after the jump-rope regimen. This psychological change was noted while there was no alteration in the physiological indices of body composition and cardiovascular fitness.

Adipose Tissue↗
PubMedDate not supplied

Self-concept and attitudes toward adoption: a comparison of searching and nonsearching adult adoptees.

This study showed that nonsearchers and searchers are different from each other on almost every measure that was applied. Research on and experience with searching adult adoptees should not be applied to nonsearching adult adoptees. Likewise, research on and experience with nonsearching adult adoptees should not be generalized to searchers . The results of this study do not support the belief that adoptees, in general, have low self-concepts and identity conflicts, or that adoptees need information about their biological families and reunions to resolve their identity conflicts. Although the sample of pre- and post-reunion searchers was small, reunions did not make a significant difference in self-concept or identity conflicts, as measured by the TSCS . The results of this study do not support the theoretical bases often cited to justify open records. Specifically, adult adoptees in this study do not have negative self-concepts, did not experience poor adoptor - adoptee relationships, and the majority did not experience revelation of adoptive status as disruptive or late. Although significant differences exist between the comparison groups, an important finding is that of all the adult adoptees, the majority scored above the sixtieth percentile on the TSCS and had positive scores on the Attitude Toward Parents Scales. Furthermore, they were happy growing up, with only 12% reporting being unhappy. These findings support the conclusions of Day [1979] and Norvell and Guy [1977] as well as the belief that adoption is a legitimate way of building families.(ABSTRACT TRUNCATED AT 250 WORDS)

Adoption↗
PubMed1998

A scale to measure the impact of a schizophrenic illness on an individual's self-concept.

This study was conducted to assess the reliability and validity of the Modified Engulfment Scale (MES) which measures the impact of schizophrenia on self-concept. The concept of engulfment offers a theoretical framework for understanding how a person's self-concept incorporates the experience of mental illness. In a homogeneous sample of 100 outpatients with a Diagnostic and Statistical Manual of Mental Disorders-III-R diagnosis of schizophrenia or schizoaffective disorder increased engulfment was found to correlate positively with hopelessness and low self-esteem and negatively with self-efficacy. In addition, clinical findings revealed that increased levels of engulfment were associated with an earlier age of onset, a longer illness, a greater number of hospitalizations and decreased social adjustment. These results suggest that individuals with a more severe form of the illness are vulnerable to engulfment. The study results also show substantial evidence for the reliability and validity of the MES.

Adult↗
PubMed2000

[Self concept and object relations of patients with affective disorders--individual centered diagnosis with the repertory-grid technique].

Significant dimensions of the self concept and the object relations of 127 depressive patients and 34 orthopaedic patients were investigated with the repertory-grid-technique. Self concept and object relations were compared by means of nomothethically used idiographic results after recovery from manifest depression. The object relations of the depressive sample were characterised by the dimension "symbiotic near"; "ambivalent" and "indifferent" partnership relationships were found much more frequently in the controls. The idiographic results contribute to a differentiation of the spectrum of affective disorders. They underline the importance of the interpersonal dimension of depression and may be used as a basis of a therapeutic orientation.

Adult↗
PubMed2005

Pupils' liking for school: ability grouping, self-concept and perceptions of teaching.

BACKGROUND: Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school. AIMS: The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the amount of setting implemented in school. SAMPLE: A stratified sample of 45 mixed secondary comprehensive schools was selected for the research. Schools represented a variety of ability-grouping practices in the lower school (Years 7-9), from completely mixed-ability to setting in all academic subjects. All Year 9 pupils were included in the sample. METHODS: Pupils completed a questionnaire containing items on their self-concept, liking for school, and their perceptions of teaching in English, mathematics, and science. Data on pupils' gender, ethnic origin, social disadvantage and attainment was also collected. RESULTS AND CONCLUSIONS: The properties and correlates of scales indicating pupils' liking for school and their perceptions of teaching in English, mathematics, and science are established. Liking for school is greater among girls, pupils with higher academic self-concepts, and those with more positive perceptions of teaching. Pupils are more positive about teaching they experience in English than in mathematics or science. When other variables are statistically controlled, there is no significant effect of the extent of ability grouping in the school as a whole. Affective aspects of learning should not be neglected in the drive to raise standards.

Achievement↗
PubMed2005

Friendship group identification, multidimensional self-concept, and experience of developmental tasks in adolescence.

This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14-15 years (N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and (iii) report their experiences of a variety of personal, relational and socio-institutional (e.g., achieving economic independence) developmental tasks. Compared to low identifiers, participants who were highly identified with a friendship group reported highest levels of self-esteem; and these differences were most marked in non-academic domains of self. High identifiers also displayed higher levels of general self-esteem and reported more positive experiences of personal and relational developmental tasks. The discussion focuses on the potential benefits to understanding of social developmental processes that can be derived from a consideration of adolescents' subjective appraisals of their peer relations.

Adolescent↗