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COMPARATIVE STUDY OF SELF-CONCEPTS: CHILDREN FROM ONE-PARENT HOME ENVIRONMENTS, CHILDREN FROM TWO-PARENT HOME ENVIRONMENTS
Title
A COMPARATIVE STUDY OF SELF-CONCEPTS: CHILDREN FROM ONE-PARENT HOME ENVIRONMENTS, CHILDREN FROM TWO-PARENT HOME ENVIRONMENTS.
Creator
SINGER, KARLA, Florida Atlantic University
Abstract/Description
The purpose of this study was to determine whether there is a significant difference between the reported self-concepts of children living in one-parent homes and children living in two-parent homes. In addition, the variables of sex and grade level were investigated to determine whether there is a significant difference between the reported self-concepts of males and females in grades one and three. Based on the population studied, the findings of an analysis of variance, a multivariate...
Show moreThe purpose of this study was to determine whether there is a significant difference between the reported self-concepts of children living in one-parent homes and children living in two-parent homes. In addition, the variables of sex and grade level were investigated to determine whether there is a significant difference between the reported self-concepts of males and females in grades one and three. Based on the population studied, the findings of an analysis of variance, a multivariate analysis of variance, and the Fisher t-test all indicated and supported that there is a statistically significant difference, at the .05 level, between the reported self-concepts of children living in one-parent and two-parent homes. Children from two-parent homes had a considerably higher mean, 44.6, as compared to a 39.1 mean for children from one-parent homes. The findings indicated that there is a statistically significant difference between the reported self-concepts of male and female students in the primary grades. Females had a mean of 44.4 as compared to a 39.3 mean for males. There was no statistically significant difference between first and third graders with means of 42.0 and 41.7 respectively. Implications of these conclusions pertain specifically to the sample included in this study; limitations imposed by definition and by selection should be observed before making broad application of the findings to populations which are not closely similar in design.
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Date Issued
1978
PURL
http://purl.flvc.org/fcla/dt/11711
Subject Headings
Self-perception in children, Academic achievement
Format
Document (PDF)
development of the concept of self as measured by a cognitive task
Title
The development of the concept of self as measured by a cognitive task.
Creator
Lyon, Katharine Vinelle, Florida Atlantic University, Bjorklund, David F.
Abstract/Description
The development of the concept of self was measured in second, fourth, sixth, and eighth graders. Recall of psychological and physical adjectives were used as a cognitive measure of the concept of self. The adjectives were presented under three conditions (self referent, semantic, and control). The children also asked to rate the adjectives for similarity or dissimilarity to themselves. Differences between grades for levels of recall for physical versus psychological adjectives were examined....
Show moreThe development of the concept of self was measured in second, fourth, sixth, and eighth graders. Recall of psychological and physical adjectives were used as a cognitive measure of the concept of self. The adjectives were presented under three conditions (self referent, semantic, and control). The children also asked to rate the adjectives for similarity or dissimilarity to themselves. Differences between grades for levels of recall for physical versus psychological adjectives were examined. In contrast to earlier research, a developmental trend was not discovered. Increased recall was found for adjectives presented under the self referent condition for all grades.
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Date Issued
1990
PURL
http://purl.flvc.org/fcla/dt/14599
Subject Headings
Self-perception in children, Cognition in children
Format
Document (PDF)
School affect and academic achievement in relation to expected self-, best friend, and peer-group reactions
Title
School affect and academic achievement in relation to expected self-, best friend, and peer-group reactions.
Creator
Ashley, Elizabeth A., Florida Atlantic University, Perry, Louise C.
Abstract/Description
Children's (Grades 4-8) expected self, best friend, male and female peer groups' reactions to academic performance and school affect were examined in relation to academic outcomes as measured by achievement test scores, school grades, and peer-based performance and affect judgments. The main hypothesis that expected self-reactions would show the strongest relationship to school outcomes was supported for both sexes. Some evidence of best friend influences was found for girls, with best friend...
Show moreChildren's (Grades 4-8) expected self, best friend, male and female peer groups' reactions to academic performance and school affect were examined in relation to academic outcomes as measured by achievement test scores, school grades, and peer-based performance and affect judgments. The main hypothesis that expected self-reactions would show the strongest relationship to school outcomes was supported for both sexes. Some evidence of best friend influences was found for girls, with best friend reactions to positive affect in girl targets a positive predictor of achievement, and best friend reactions to positive affect in boy targets a negative predictor. Both boys' and girls' anticipated positive self-reactions to high academic performance in male (but not female) targets were strong predictors of children's own achievement scores and grades. Theoretical and practical implications of the research findings were discussed.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/15490
Subject Headings
Academic achievement, Age groups, Self-perception in children
Format
Document (PDF)
Children's perceptions of peer reactions to school-related behaviors and affect
Title
Children's perceptions of peer reactions to school-related behaviors and affect.
Creator
Garcia, M. Christina, Florida Atlantic University, Perry, Louise C.
Abstract/Description
Children's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects...
Show moreChildren's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects, whose achievement was systematically related to perceptions about the reactions of the female peer group to other girls. Theoretical and practical implications of the research findings were discussed.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/15211
Subject Headings
Academic achievement, Motivation in education, Cognition in children, Self-perception
Format
Document (PDF)
Poor self-concept and victimization by peers: Untangling the direction of influence
Title
Poor self-concept and victimization by peers: Untangling the direction of influence.
Creator
Egan, Susan K., Florida Atlantic University, Perry, David G.
Abstract/Description
The present study examines whether one aspect of problematic adjustment--poor self-concept--contributes to victimization, is a consequence of victimization, or both. A sample of 187 third- through seventh-grade children were tested in both the fall and spring of the academic year on four self-report, self-concept measures: (a) global self-esteem, (b) social self-esteem, (c) self-efficacy for assertion, and (d) self-efficacy for aggression. At both times of testing, children also reported...
Show moreThe present study examines whether one aspect of problematic adjustment--poor self-concept--contributes to victimization, is a consequence of victimization, or both. A sample of 187 third- through seventh-grade children were tested in both the fall and spring of the academic year on four self-report, self-concept measures: (a) global self-esteem, (b) social self-esteem, (c) self-efficacy for assertion, and (d) self-efficacy for aggression. At both times of testing, children also reported classmates who manifested both victimized and aggressive behaviors. Results indicated that social self-esteem and self-efficacy were both antecedents of victimization even after controlling for T1 levels of victimization. Social self-esteem was also an outcome of victimization after controlling for T1 levels of social self-esteem. A secondary consideration of the research was to investigate whether poor self-concept is predictive or an outcome of aggression, and results are discussed. Theoretical explanations for the specific relations found are advanced.
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Date Issued
1996
PURL
http://purl.flvc.org/fcla/dt/15336
Subject Headings
Aggressiveness in children, Victims--Psychology, Self-esteem in children, Self-perception in children, Self-efficacy
Format
Document (PDF)