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PubMed1986

Black adolescents: a descriptive study of their self-concepts and academic achievement.

This study was designed to determine the relationships among global self-concept, self-concept of academic ability, and academic achievement of black American adolescents. The subjects were 211 tenth-grade students in five public high schools in the Pacific Northwest school district who volunteered to participate in the study. Global self-concept was measured by the Coopersmith Self-Esteem Inventory (SEI), self-concept of academic ability by the Brookover Self-Concept of Ability (General) Scale, and academic achievement by the California Achievement Test (CAT). The major statistical tools were the Pearson product-moment correlations and Fisher Z statistic. In all of the tests the decision was made to reject the null hypothesis at the .05 level of significance. No significant relationship was found between global self-concept and academic achievement, although the relationship between self-concept of academic ability and academic achievement reached significance. The relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement. These results suggest that the enhancement of global self-concept might not be a potent intervention for academic improvement for black adolescents.

Achievement↗
PubMed1984

Coping with a threat to life: a longitudinal study of self-concept, social support, and psychological distress.

The relationship of self-concept (self-esteem and mastery) and social support to psychological distress was studied among 68 Israeli women immediately prior to undergoing biopsy for suspected cancer (acute stress) and 3 months later for the noncancer group (everyday stress). It was predicted that women with stronger self-concepts and more social support would experience less state depression and state anxiety during the acute crisis than women with weaker self-concepts and less social support. It was further predicted that self-concept would be more critical than social support due to the acute nature of the event. Finally, self-concept was predicted to be related to psychological distress both during the acute and everyday stress situations (a direct effect), while social support was predicted to be related to psychological distress only during the acute stress situation (a buffering effect). The hypotheses were generally confirmed. However, self-concept and social support were seen as complexly related to psychological distress during the acute phase, one not necessarily being more critical than the other. The selective employment of available resistance resources to fit the situation and implications for preventive intervention were discussed.

Adaptation, Psychological↗
PubMedDate not supplied

The changing self-concept of pregnant and parenting teens.

Self-concept has been recognized and researched as a powerful variable in relation to teenage pregnancy. Low self-concept frequently has been identified as a cause and consequence of teenage pregnancy as well as a factor in participation and compliance with health care recommendations. Most of the research on self-concept and teenage pregnancy occurred in the 1970s to mid-1980s, and all found lower self-concept in pregnant and parenting teens when compared with their nonpregnant contemporaries and normative data. This study found the opposite to be true. The 126 pregnant and parenting teens in this study had higher self-concepts than the reported normative group. Also, important variations in self-concept were found in relation to sociodemographics. This potentially suggests that what was once known about this aggregate is no longer true, and a reinvestigation is warranted. The purpose of this study was to reinvestigate the self-concept of pregnant and parenting teens and compare them with published normative data and to examine the relationship between sociodemographics and self-concept. The study employed a survey methodology. Data were analyzed using frequencies, percentages, measures of central tendency and dispersion, t test, chi-square test, and analysis of variance. This study found that pregnant and parenting teens had a higher self-concept than the normative data on nonpregnant teens reported by the research instrument authors. Furthermore, this older sample of pregnant and parenting teens (mean age, 17.83 years) had self-concepts more similar to the junior high school normative sample than their senior high school-age contemporaries. Also, this study found that self-concept varies according to the pregnant and parenting teens; ages, years of schooling, types of schools attended, income sources, and receipt of public assistance. This study has implications for health care providers, health and public educators, and nursing researchers in terms of program development and evaluation, health marketing, and development of primary prevention strategies.

Adolescent↗
PubMed1998

The influence of traditional values of education of Greek students' real and ideal self-concepts.

Students' real and ideal self-concepts were studied with respect to their acceptance or rejection of the traditional values of Greek education. The relationship between the real and the ideal components of self-concept was also examined. A sample of Athenian students who answered a questionnaire accepted most of the traditional values of education. The students' internalization of such values predicted their moderately satisfied real self-concepts and their extremely developed ideal self-concepts, which symbolized their hopes and ambitions for academic achievement. The factor-analyzed items of self-concept revealed a disparity between the real and the ideal components of the participants' self-concepts.

Achievement↗
PubMed1982

Multivariate concept of psychosomatic illness the self-concept of asthmatic children.

The self-concept of asthmatic children was studied in order to demonstrate the complicated nature of the psychosomatic syndrome; that of 18 asthmatic children was compared to those of three other groups': 20 healthy children, 20 children with emotional difficulties and 11 children with cystic fibrosis. Measures reflecting the psychological self-acceptance differentiated the healthy children significantly from the two groups with emotional difficulties (asthmatics, and children with adjustment difficulties). Measures reflecting physical self acceptance differentiated the healthy group significantly from the two groups with somatic complaints (asthmatics and cystic fibrosis children).

Adolescent↗
PubMed2006

Adolescents with craniofacial anomalies: psychosocial adjustment as a function of self-concept.

OBJECTIVE: To evaluate associations between self-concept and psychosocial adjustment among adolescents with craniofacial anomalies. DESIGN: Retrospective chart review. SETTING: Reconstructive plastic surgery department in urban medical center. PARTICIPANTS: Forty-nine adolescents with congenital craniofacial anomalies, aged 14 to 18 years, and their parents. MAIN OUTCOME MEASURES: Psychosocial adjustment (internalizing problems and social competence), assessed by self-report and parent-report forms of the Child Behavior Checklist; appearance self-concept and global self-worth, assessed by the Self-Perception Profile for Adolescents. RESULTS: Both appearance self-concept and global self-worth were associated with psychosocial adjustment; however, global self-worth remained associated with adjustment when the effects of appearance self-concept were controlled, whereas appearance self-concept was no longer associated with adjustment when global self-worth was controlled. Demographic variables (ethnicity, socioeconomic status, and adolescent gender) largely failed to moderate the associations between self-concept and adjustment. CONCLUSIONS: Adolescent dissatisfaction with appearance is linked to psychosocial adjustment problems only when it is part of a negative overall view of the self.

Adaptation, Psychological↗
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↗
PubMed2001

The relational self-concept scale: a context-specific self-report measure for adolescents.

This paper describes an alternative approach to measuring the self that directly accounts for the way individuals ruminate on their external actions in order to inform and maintain their self-image. This was achieved by designing the Relational Self-Concept Scale (RSCS), a measure that explores the role and impact that different social encounters within and around the school context have upon self-concept formation. Analysis of responses to this context-specific self-report measure, obtained from a large sample of adolescents (N = 978), confirmed that the scale is multidimensional, possesses appropriate psychometric properties, and contains a high degree of ecological validity.

Adolescent↗
PubMed1982

Detection of faking on the Tennessee Self-Concept Scale.

The Tennessee Self Concept Scale (TSCS) was administered to a subject of 352 university students under standard administration conditions. Four other subsets responded under conditions designed to induce moderate and maximum faking in both positive and negative directions. Members of a sixth subset ("Sleepers") responded irrelevantly to from 10% to 50% of the TSCS items. Multiple discriminant analysis of the faked responses, using Column and Self-Criticism scores as predictors, supported a two-dimensional interpretation of the TSCS (self-concept and self-criticism). Analysis of classification errors showed the greatest confusion resulted from classification of Fake-Good respondents into the Standard group. Rasch analysis of sleeper responses was relatively insensitive to implausible response subsets. A second study (n = 413) supported conclusions of the first, and exploratory analyses suggested the possibility that a "Faking Score" may be developed using a set of specific item responses rather than subscale scores.

Journal Article↗
PubMedDate not supplied

Analysis of a human phenomenon: self-concept.

This analysis of self-concept includes an examination of definitions, historical perspectives, theoretical basis, and closely related terms. Antecedents, consequences, defining attributes, and a definition were formulated based on the analysis. The purpose of the analysis was to provide support for the use of the label "self-concept" as a broad category that encompasses the self-esteem, identity, and body-image nursing diagnoses within Taxonomy I. This classification could allow the use of a broad diagnostic label to better describe conditions that necessitate nursing care. It may also further explain the relationships between and among those diagnoses that describe human responses to disturbance of any component of the self-concept.

Body Image↗
PubMed1976

The effects of experimentally induced changes in self-concept on associative learning.

It has been hypothesized that self-concept influences ability to learn. This experiment systematically manipulated the self-concepts of learners regarding their abilities to learn a foreign language and measured their subsequent learning of a synthetic foreign language vocabulary list. Eleven Ss were randomly assigned to each of three groups: self-concept raised, self-concept lowered, control. Ss were college freshman who were not enrolled in a foreign language course or had not previously taken more than one semester of a foreign language. Self-concepts were measured as self-description of ability to learn a foreign language. Self-concepts were raised or lowered by providing false scores on a foreign language aptitude test. Learning was measured as performance on a paired-associates task utilizing random shapes and CVCs. Ss with lowered self-concepts learned more slowly than control Ss or Ss with raised self-concepts.

Achievement↗
PubMed1977

Parental perception and self-concept of gifted and average underachievers.

Self-concept and parental evaluation of their child's self-concept were investigated in fifth to eighth grade gifted and average achievers and underachievers (n = 134). In the average sample achievers had higher self-concepts than underachievers. In the gifted sample, the reverse was true; underachievers had higher self-concepts than achievers. In general, the parental evaluations of their children were unaffected by the child's performance in school. In the average sample only the mothers evaluated their underachieving children lower, whereas in the gifted sample there was no significant difference between parents' evaluations. A tentative explanation is offered for the relationship among giftedness, achievement, and self-concept.

Achievement↗
PubMed1999

Hierarchical and Multidimensional Academic Self-Concept of Commercial Students.

Adapting the Marsh (1990) Academic Self-Description Questionnaire (ASDQ), this study examined the academic self-concept of students in a school of commerce in Hong Kong (N = 212). Confirmatory factor analysis found that students clearly distinguished among self-concept constructs in English, Chinese, Math and Statistics, Economics, and Principles of Accounting, and each of these constructs was highly associated with a global Academic self-concept construct, reflecting the validity of each construct in measuring an academic component of self-concept. Domain-specific self-concepts were more highly related with students' intention of course selection in corresponding areas than in nonmatching areas, further supporting the multidimensionality of the students' academic self-concept. Students' self-concepts in the five curriculum domains can be represented by the global Academic self-concept, supporting the hierarchical structure of students' academic self-concept in an educational institution with a specific focus, such as commercial studies. The academic self-concepts of the commercial students are both multidimensional and hierarchical. Copyright 1999 Academic Press.

Journal Article↗