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PubMedDate not supplied

Self concept and mastectomy.

The body image and self-concept in two groups of women is described with the use of the Tennessee Self-Concept Scale (TSCS). Twenty-three women 40--60 years of age having unilateral mastectomies within the preceeding 46-month period, volunteered to be tested. Women without mastectomies but similar in age and socioeconomic status formed a comparison sample of 23. No significant differences in self-concept or body image were found between the two groups. The paired sample (study and comparison groups) was noted to be similar to TSCS elderly profiles for these subscales. It was suggested that self-concept and body image, whether one had undergone mastectomy or not, probably is fairly stable at this time in life for women.

Adult↗
PubMed1992

Differences in adolescents' self-concept as a function of academic level, ethnicity, and gender.

The relations of dimensions of self-concept of adolescents with their academic level, ethnicity, and gender were investigated. A self-concept inventory assessing 11 aspects of self-concept was administered to a sample of 1,140 eight-grade students stratified with regard to academic level (regular class, educationally marginal, learning handicapped), ethnicity (white, black, and Hispanic), and gender. Results showed that regular class students had higher levels of self-concept on most scales than did students who were educationally marginal or learning handicapped; the latter two groups showed few differences. Black students had higher self-concept ratings than did white and Hispanic students on most scales. An interaction on two academically related dimensions of self-concept revealed that white students who were educationally marginal had the lowest level of academic and verbal self-concept. Implications of the results for theories of self-concept formation were discussed.

Achievement↗
PubMed1977

Enhancement of male juvenile delinquents' self-concepts through photographed social interactions.

This study was designed to identify juvenile delinquent boys who had low social self-concepts as measured by the Tennessee Self Concept Scale (TSCS) and to enhance their self-concepts through a program of photographic feedback of successful social interactions. A total of 30 Ss engaged in social interactions each week for 5 weeks, during which time the interactions were photographed. Compared with the control group, Ss who received the weekly photographic feedback increased in Total Self-concept, Social Self-concept, Personal Self-concept, Identity, andSelf-satisfaction as measured by the subscales of the TSCS. The experimental group Ss also showed decreased Maladjustment on the TSCS, as compared with the control group. Compared with the experimental group, the control group showed a decrease on the Behavior subscale of the TSCS.

Adolescent↗
PubMed2004

Personal and social bases of children's self-concepts about physical movement.

This project examined the personal and social bases of children's self-concepts about physical movement. Children completed the Movement Assessment Battery, ASK-KIDS self-concept inventory, personal and social self-categorizations. Participants were girls and boys from 5 to 12 years old. Study 1 (N=242) confirmed that the ASK-KIDS self-concept inventory could be extended to physical movement for younger and older girls and boys. In Study 2 (N=42), self-concepts about movement were not necessarily associated with actual performance and personal self-categorizations about oneself as a 'bookish' or 'sporty' person. In contrast, self-concepts about physical movement were associated with social self-categorizations regarding age and sex. Study 3 (N=70) confirmed the social basis of children's self-concepts about movement. Self-concepts about physical movement were associated with children's sense of belonging and not with a sense of individuality. The findings have implications for the design of programs that motivate children to participate in physical activities.

Attitude↗
PubMed2005

Self-concept: comparison between school-aged children with congenital heart disease and normal school-aged children.

AIMS AND OBJECTIVES: The aim of this study was to evaluate and compare the self-concept of school-aged children with congenital heart disease to those of normal school-aged children. The primary objective was to analyse results of the Self-Concept Scale questionnaire administered to children with congenital heart disease aged 9-12 years. Sixty-four children with congenital heart disease (study group), and 71 without congenital heart disease (control group), completed the questionnaire. BACKGROUND: Little attention has focused on school-aged children with congenital heart disease who are in the important stages of developing self-concept. RESULTS: The mean score on the Physical self-concept of the Self-Concept Scale was significantly lower for the study group than the control group (P < 0.05). No significant differences were observed between children with congenital heart disease and normal children in terms of family self-concept, school self-concept, appearance self-concept, emotional self-concept and general self-concept for the Self-Concept Scale. CONCLUSIONS: Nurses should use the study findings to encourage positive self-concept development and improve their patient education about physical activity before the child is discharged. Thus, children with congenital heart disease could leave the hospital with a clear understanding of their body and condition, and how it affects daily life. RELEVANCE TO CLINICAL PRACTICE: The results of this study may provide more holistic views on self-concept for clinical nurses working with children who have congenital heart disease and their families and for school nurses working with elementary school children.

Child↗
PubMed1977

Self-concept and psychological adjustment differences between self-identified male transsexuals and male homosexuals.

Self-concept and adjustment data from anatomical males seeking sexual reassignment surgery were compared with that from a male homosexual group. Findings indicated that the homosexual group had a better self-image and was better adjusted than the sex change group. Other findings are presented that reinforce the view that the norm violations in homosexuality and transsexualism do not necessarily imply serious character damage.

Adaptation, Psychological↗
PubMed2006

Exploring the self-concepts of persons with intellectual disabilities.

This study explores the self-concepts of Hong Kong Chinese with intellectual disabilities. Face-to-face and individual interviews were conducted in Cantonese, using the Chinese version of the Adult Source of Self-Esteem Inventory (ASSEI) together with three open-ended questions to explore the participants' self-conceptions in different life domains. An opportunity sample of 135 young adults with intellectual disabilities was interviewed. The findings showed that the family self, the social self and achievement in school and work were the self-concept attributes most important to the participants. The participants of this study had a higher total self-concept than that of a comparison group of people without disabilities when the participants used the in-group social comparison to maintain positive self-perception. The importance of partnership with family, self-concept enhancement strategies and quality employment service are discussed in order to facilitate people with intellectual disabilities to develop more positive self-concepts and thus achieve better community integration.

Adolescent↗
PubMed1997

Multifactorial self-concept and delinquency in Australian adolescents.

Self-concept is an integral part of identity development for adolescents. The present study was designed to test Australian adolescents self-evaluations regarding delinquent behaviors. The measures used (Self-Report Delinquency Scale [Mak, 1993] and Personal Descriptive Scale) successfully differentiated nondelinquents, noninstitutionalized delinquents, and institutionalized delinquents. The relative self-concept scores of the groups indicate that the more serious the delinquent behavior, the more negative the self-concept.

Adolescent↗
PubMedDate not supplied

The development of multiple domains of child and adolescent self-concept: a cohort sequential longitudinal design.

The development of child and adolescent self-concept was examined as a function of the self-concept domain, social/developmental/educational transitions, and gender. In two overlapping age cohorts of public school students (Ns = 936 and 984), five dimensions of self-concept were evaluated every 6 months in a manner that spanned grades 3 through 11 (representing the elementary, middle, and high school years). Domains of self-concept included academic competence, physical appearance, behavioral conduct, social acceptance, and sports competence. Structural equation modeling addressed questions about the stability of individual differences over time. Multilevel modeling addressed questions about mean-level changes in self-concept over time. Significant effects emerged with regard to gender, age, dimension of self-concept, and educational transition.

Adolescent↗
PubMed1995

Measurement of the professional self-concept of nurses: developing a measurement instrument.

The professional self-concept of nurses is an important component in the professional and academic development of the nursing profession. Few studies have concentrated on the careful development of the construct of professional self-concept in nurses, using a nursing sample, and particularly an Australian sample. This study focuses on a pilot group of nurses from the Hunter Region of New South Wales to develop the multi-dimensional construct professional self concept of nurses. A 56 item instrument using Likert scales was developed to measure the constructs flexibility/creativity, knowledge, skill/competence, caring, communication, leadership and satisfaction. The instrument was administered to 170 third year students enrolled in a Diploma of Applied Science (Nursing) and the results subjected to item analysis, factor analytical studies, and reliability estimates. Three factors emerged which accounted for 40% of the variance in responses constituting the professional self-concept of nurses: 'professional practice' (incorporating the dimensions leadership, skill and flexibility), 'satisfaction', and 'communication'. The study contains suggestions for the further use and research implications for a 27 item instrument for measuring the professional self-concept of nurses which has demonstrated validity and reliability.

Education, Nursing, Diploma Programs↗
PubMed1990

Some antecedents of academic self-concept: a longitudinal study.

The influence of cognitive, achievement, and family background variables on academic self-concept was examined for 435 students participating in a major longitudinal study in New Zealand. Family background variables included mother's marital status at the birth of the child, family socio-economic status at the time the child was born, and family environment when the child was 7 years and 9 years of age. These factors were not significantly related to academic self-concept at ages 9 and 11. In addition, the general emotional status of mothers when their child was 3 years and 5 years old was not significantly related to academic self-concept at ages 9 and 11. Mother's intelligence when the child was 3 years, and mother's expectations for school performance when the child started school at age 5 were not significantly related to academic self-concept. Similarly, cognitive and intellectual functioning at ages 3, 5, 7, and 9 years were not significantly related to academic self-concept at ages 7 and 9 years. Rather, academic self-concept at age 11 appeared to be influenced primarily by reading achievement and academic self-concept at age 9, and academic self-concept at age 9 was influenced primarily by reading achievement at age 7. It was concluded that academic self-concept is mainly a product of school achievement, and that any influence home background factors may have are likely to occur by means of their effect on school achievement.

Achievement↗
PubMed1989

Self-concept of Finnish children on the second grade of normal elementary school.

The study deals with the self-concept of healthy and disturbed pupils on the second grade of normal elementary school. The self-concept is defined as the cognitive and emotional concept of an individual about himself. The material consisted of 143 urban children (67 boys, 76 girls) and 241 rural children (116 boys, 125 girls). The instruments used were "I think I am" a childrens' self-estimation questionnaire of self-concept (by P. Ouvinen-Birgerstam) and Parent's Questionnaire A2 and Teacher's Questionnaire B2 (both by M. Rutter). The study was carried out as a point-prevalence study in April 1986. The boys had a highly significantly worse self-concept than the girls. There were no differences in self-concept between urban and rural children. The boys and girls who were estimated as psychically disturbed according to the ratings made by parents had a nearly significantly worse self-concept than the children who were estimated as healthy. There were no differences in the self-concept of boys and girls rated as disturbed or healthy by the teachers. The boys and girls rated as disturbed by parents had a worse self-concept than the boys and girls rated as disturbed by teachers. There were no differences in the self-concepts of disturbed boys and girls rated as hyperactive or non-hyperactive by parents and/or teachers.

Child↗
PubMed1990

Self-concepts of disabled youth athletes.

A self-concept inventory was administered to 158 youth athletes, ages 9 to 18 yr. (M = 13.94 yr., SD = 2.63) who competed in the first Pan American Victory Games for Physically Disabled Youth. Disabilities represented were blind (n = 57), cerebral palsy (n = 52), dwarfs (n = 18), spinal cord injured (n = 12), amputation (n = 10), and les autres (n = 9). The purpose was to examine the self-concepts of disabled youth athletes and begin a data base. Analysis indicated that mean self-concept scores fell within or were close to ranges of means for able-bodied youth, as given in the test manual.

Adaptation, Psychological↗
PubMed1996

The self-schema model: a theoretical approach to the self-concept in eating disorders.

Over the last several decades, the self-concept has been implicated as a important determinant of eating disorders (ED). Although considerable progress has been made, questions remain unanswered about the properties of self-concept that distinguish women with an ED from other populations, and mechanisms that link the self-concept to the disordered behaviors. Markus's self-schema model is presented as a theoretical approach to explore the role of the self-concept in ED. To show how the schema model can be integrated with existing work on the self-concept in ED, a framework is proposed that addresses the number, content, and accessibility of the self-schemas. More specifically, it is posited that a limited collection of positive self-schemas available in memory, in combination with a chronically and inflexibly accessible body-weight self-schema, lead to the disordered behaviors associated with anorexia nervosa and bulimia nervosa.

Adolescent↗
PubMed2001

Ability grouping in secondary schools: effects on pupils' self-concepts.

BACKGROUND: Current pressure on secondary schools to increase ability grouping has raised concerns about the impact of setting on pupils' self-concepts. Evidence from previous research is conflicting. A multidimensional measure and multilevel modelling promise to clarify the effects. AIMS: This paper aims to examine the effects of structured ability grouping on year 9 pupils' self-concepts. SAMPLES: The sample comprises over 3000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represent three levels of ability grouping in the lower school (years 7 to 9). METHODS: Pupils responded to a multidimensional self-concept scale measuring academic and general facets of the self-concept. Measures of attainment were collected in English, mathematics and science. Multilevel modelling was used to examine the effect of the type of school on the general facets of the pupils' self-concept and the effects of setting in each curriculum subject on the academic facets of the self-concept. RESULTS: Pupils' general self-concept was higher in the group of schools with moderate levels of setting. The degree of setting in mathematics and science had no effect on the corresponding academic self-concepts but setting in English tended to lower the self-concepts of the higher attaining pupils and raise the self-concepts of lower attaining pupils. Gender differences were consistent with previous research, with boys having significantly higher self-concept scores than girls, except in English. These findings indicate that the degree of stratification in schools can have an impact on adolescents' self-esteem and views of themselves in school.

Achievement↗
PubMed1977

Dimensionality of the perceived self: the Tennessee Self Concept Scale.

The 12 indices of self-perception in the Tennessee Self Concept Scale, together with the Eysenck Personality Inventory, were factor analysed using data obtained from psychiatric day-care patients (n = 131). Separate item- and scale-level factor analyses revealed that: (1) the five external and three internal domains of self-concept, hypothesized as distinct, may be accurately viewed as lying in one-dimensional space; (2) the conflict, variability and distribution scores are unrelated to subtype of self-esteem; (3) extraversion and neuroticism form a bipolar factor that is orthogonal to self-concept; and (4) the emergence of 30 item-factors with a 30 per cent factorial overlap implies a good deal of spuriously shared variance, low inter-scale homogeneity and sizable redundancy in the TSCS scales. Owing to these results, the construct and factorial validity of the TSCS is seriously questioned. It is suggested that future researchers develop more sensitive, treatment-oriented (or idiographic) measures to compare man's less conspicuous and more private 'self-image feelings and cognitions' against his public self-disclosure in the interests of facilitating more rapid behavioural change.

Adolescent↗
PubMed1989

[A study of the process of self-concept formation in adolescence: an investigation of self-descriptions using the Twenty Statement Test (TST)].

The Twenty Statement Test (TST) was administered to four groups of subjects consisting of fifth graders in an elementary school, second graders in a junior high school, senior high school and university. In addition to the traditional analysis of TST in which the major emphasis is on content aspects of mode of self with respect to elementary contents of self-descriptions, further analysis was undertaken in terms of structural aspects of mode of self by focusing on the relation of the self with the elementary contents of self-descriptions. The results of the content-oriented analysis conformed in general to those reported by other investigators in the past. The structurally-oriented analysis indicated a decrease in descriptions of the relationship of the self to things, events and persons in one's environment and an increase in these aspects with respect to one's own traits. It was suggested that by employing both these analytic procedures, an enhanced understanding of self-concept might be facilitated.

Adolescent↗
PubMed1994

Self-concept and children with learning disabilities: observer-child concordance across six context-dependent domains.

This study assessed the self-concept of students with learning disabilities (LD), comparing observer ratings and self-reports both within the LD group and across LD, nondisabled, and high-achieving (HA) classes. Using the Multidimensional Self Concept Scale (MSCS) a total of 135 students from the sixth, seventh, and eighth grades rated their self-concepts. Teachers and parents also rated the children's self-concepts using an abbreviated form of the MSCS. Compared to students' ratings, teachers generally underestimated the LD and nondisabled students' self-concepts, but overestimated the HA students' self-concepts. Parents' ratings of children with LD and HA children generally matched their children's self-reports, but the agreement between nondisabled children and their parents varied depending on the domain of self-concept. This study demonstrates the importance of assessing multiple self-concept domains when working with children who have learning disabilities.

Adolescent↗