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20 third grade children participating in a community athletic program of gymnastics were not significantly different on either academic or movement related self-concept measures from 15 children who did not participate in an athletic program. Academic and movement self-concepts were related but were more situationally specific than general.
The purpose of this descriptive, cross-sectional study was to determine if components of nursing students' self-concepts change as they progress through their educational program. The subjects were 132 generic nursing students enrolled in the baccalaureate nursing program at a small midwestern college; they were stratified by grade level (sophomore, junior, and senior). Chi-square analysis of responses to the Twenty Statements Test indicate no significant difference in self-concept by levels as measured by the number of consensual and subconsensual responses, and no significant difference by levels in the number of primary nursing references. The preponderance of subconsensual over consensual responses at all three grade levels was an unexpected finding that has implications for nursing education.
This study investigated the capacity of one intervention--a modified creative dramatics program--for development of positive self-concept and creative expression in children. Using a sample of both institutionalized (n = 44) and noninstitutionalized (n = 38) children, the study indicated that the intervention group significantly improved on both self-concept and creative expression measures. The most improvement, moreover, was noted in subjects who were both institutionalized and behavior-disordered.
The object of the present research was to examine the role of parenting practices for young adolescent psychosocial adjustment and self-regulation problems. The sample included 287 sixth- and seventh-grade subjects from intact families. The participants completed a questionnaire that measured variables including family interaction, parental involvement in children's activities, parental support, joint decision-making, and monitoring of children's behavior. Children's involvement with friends, after-school activities, school achievement, and self-reported externalizing behaviors (problem behaviors, cigarette and alcohol use) were also measured. Self-concept domains (scholastic competence, social acceptance, and behavioral conduct) were assessed with Harter's Self-Perception Profile. The findings indicated that self-conceptions of positive behavioral conduct and higher parental monitoring of children's activities were consistently negatively related to young girls' and boys' behavior problems and substance use. Parental monitoring was higher for girls and for younger children. Lower monitoring was also related to children's pattern of after-school activities that were connected to at-risk behavior. Parental involvement and supervision of children's day-to-day activities seem particularly important in socializing children's behavior at the time of early adolescence.
Three experiments examined the relationship between distinctiveness and self-schematicity. Experiment 1 revealed that people were more likely to be self-schematic in domains of strong performance when they felt distinct from family and peers in those domains. Experiments 2 and 3 extended this finding into the arena of stereotypes by demonstrating that people were more likely to be self-schematic in domains of strong performance when their performance was counterstereotypic rather than stereotypic. In particular, African Americans and women were more likely to be schematic for intelligence than Caucasians and men if they performed well academically, whereas Caucasians-especially men-were more likely than African Americans to be schematic for athletics if they performed well athletically. These results suggest that counterstereotypic behavior plays a uniquely powerful role in the development of the self-concept.
Following a brief review of studies devoted specifically to the self-concept of the child with a physical handicap and the non-handicapped sibling, 20 pre-adolescent physically handicapped children attending normal schools and their siblings nearest in age were administered the Piers-Harris Self-Concept Scale for Children. Their responses were then compared with those of 13 physically handicapped children attending special schools and their siblings, and with 18 non-handicapped children and their siblings. It was found that mean total scores were lower for both groups of physically handicapped children when compared to mean scores for the non-handicapped controls, with similar results amongst the groups of siblings, the mean scores for siblings of handicapped children being generally lower than those of the controls. The same results were found when the handicapped children's groups were pooled and analysed according to diagnosis. It was also found that there were few significant differences between pairs of target children and siblings, irrespective of their groupings.
The relations of maternal reminiscing style and child self-concept to children's shared and independent autobiographical memories were examined in a sample of 189 three-year-olds and their mothers from Chinese families in China, first-generation Chinese immigrant families in the United States, and European American families. Mothers shared memories with their children and completed questionnaires; children recounted autobiographical events and described themselves with a researcher. Independent of culture, gender, child age, and language skills, maternal elaborations and evaluations were associated with children's shared memory reports, and maternal evaluations and child agentic self-focus were associated with children's independent memory reports. Maternal style and child self-concept further mediated cultural influences on children's memory. The findings provide insight into the social-cultural construction of autobiographical memory.
Gordon's (1978) School Environment Preference Survey (SEPS) and Cohen's (1976) six-item adaptation of the Brookover (1967) Self-Concept of Academic Ability Scale were administered to 25 pupils in each of the first four years in a Scottish secondary school. The correlations obtained provide support for Gordon's (1971) hypothesis that pupils with a high degree of structured role orientation, as measured by the SEPS, lack confidence in their academic ability. In addition, there was a decrease in SEPS scores and an increase in academic self-concept over successive year levels.
The Child's Health Self-Concept Scale (CHSCS) is an instrument designed to measure the collection of perceptions a child has concerning health and health-related behaviors. Its development was based on perceptions of children regarding "healthy" and "unhealthy" children. The original instrument was critiqued, revised, and tested. The estimation of reliability and validity was accomplished through a sample of 940 children. Critical analyses of the findings led to the conclusions that the CHSCS had moderate stability and high internal consistency reliability, evidence of content validity, but no evidence of construct validity. Additional research is needed to evaluate its potential usefulness for nursing research and practice.
To examine sex differences in self-concept among black African adolescents in Umtata, South Africa, 97 boys and girls whose mean ages were 18.0 and 17.7 yr., respectively, were drawn from St. John's College students who were in their final year of high school and were preparing for their final year and national matriculation examinations. On the Canadian Self-esteem Inventory mean scores obtained by girls and boys were not significantly different.
Seventy-one persons with spinal cord injury who had been injured at least four years before, completed the Tennessee Self-Concept Scale and a questionnaire examining demographic factors and activity levels. Compared to scale norms, respondents had significantly higher Personal Self, Moral-Ethical Self, and Social Self scores and significantly lower Physical Self scores. Perceived independence, provision of one's own transportation, assistance needed, and living arrangements were significantly related to self-concept. Findings were discussed in relationship to past and future research and practice in rehabilitation of individuals with spinal cord injury.
Forty institutionalized male juvenile offenders in the United States were administered a Role Construct Repertory Grid (Kelly, 1955) and the Self-Consciousness Scale (Fenigstein, Scheier, & Buss, 1975) to determine whether frequent offenders could be differentiated from infrequent offenders on the basis of these instruments. We hypothesized that the frequent offenders would have more "delinquent" self-concepts than the infrequent offenders. The results did not confirm this hypothesis. In fact, the frequent offender group actually had fewer delinquent self-concepts than the offender group, although the trend was not statistically significant. This finding is interpreted as an indication that some offenders who acknowledge their delinquent orientation are better able to apply their personal resources toward control of their behavior.
Sixty male alcoholic inpatients were administered the Locus of Control scale (IE), the Activity Preference Questionnaire (APQ), the Manifest Anxiety scale (MAS), and the Tennessee Self Concept scale (TSCS). Ss defined as having an external locus of control appeared significantly more anxious than internal Ss on the MAS; however, no differences were found between groups on the APQ or TSCS scales. The self-report (MAS) and nonobtrusive (APQ) measures of anxiety were not correlated significantly. A differential pattern of correlations was found between the MAS and APQ and TCSC subscale scores. The obtained correlations support the contention that the MAS may measure more accurately a dimension of neuroticism and/or negative self-concept rather than anxiety. Further research appears necessary to investigate the internal consistency and dimensionality of the MAS.
From a review of the literature, it was cited that the severity of the treatment regimens for cancer results in altered self-concept with specific behaviors and emotions occurring after the diagnosis. The purpose of this study was to validate the behavioral and emotional defining characteristics of the psychological construct self-concept as it is altered by the diagnosis of cancer. Defining characteristics were derived from concept analysis and confirmed by a specified patient population.
The effects of divorce and resulting paternal or maternal absence on the sex-role identity, parental identification, and self-concept of 39 adolescent daughters were investigated. Differences among the mean sex-role identity scores and self-concept scores of the daughters of mother-absent (MA), father-absent (FA), and intact (IF) families were not found. Parental identification with the mother and the father in the IF group was greater than identification with the mother in the FA group. Fathers in the MA and IF groups did not differ on the sex-role identity measure; FA and IF mothers also did not differ on this measure. The sex-role identity scores of the daughters were not related to the sex-role identity scores of either their mothers or fathers. The results revealed no negative consequences of the father receiving custody of an adolescent daughter and, therefore, suggest that fathers of adolescent daughters should be given greater consideration in custody cases.
50 asthmatic and 741 nonasthmatic children in Grades 4 to 6 were compared on attitudes toward physical education and self-concept. Data were collected using the Children's Attitude Inventory Toward Physical Education, a paired-comparison inventory for indicating preferences among 10 school subjects, and the Children's Self-concept Scale. Analysis of variance and X2 indicated no significant differences between asthmatic and nonasthmatic children on the three measures.
Thirty-five nurse managers were interviewed, and 100 staff nurses were tested using the California Critical Thinking Skills Test (CCTST) and the Tennessee Self-Concept Scale (TSCS) to determine if a relationship existed between critical thinking and self-concept. Correlations (Pearson r) showed no statistically significant relationship (r = 0.1097, P > 0.05). Comparison of the results of the California Critical Thinking Skills Test between groups with differing levels of nursing education indicated that scores for nurses with a baccalaureate were statistically and significantly higher than the scores of nurses with an associate/diploma degree (ANOVA F = 3.03, P = 0.03). Implications for nursing education and practice are discussed.
In this preliminary study, 10 of 20 gifted fifth-grade students experiencing stress were randomly assigned to either a control group or structured guidance intervention. Significant differences on measures of self-concept were noted between the treated and the control group. The treated group also significantly improved on self-reported measures of self-concept and perceived school behavior. Teachers reported less acting out and improved compliance.