Preadolescent Self-concept and Self-concept/academic Achievement Relations, Investigating Multidimensional and Hierarchical Structures Within and Across Gender PDF Download
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Languages : en
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Languages : en
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Author: Lisa Larocque
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 494
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Author: Thomas M. Brinthaupt
Publisher: SUNY Press
ISBN: 9780791409879
Category : Psychology
Languages : en
Pages : 362
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What are the characteristics and dimensions of the self? Is there a "best" way to measure the self? How does the researcher's definition of the self affect the choice of research measure and methods? These are the questions addressed by this book. Unlike previous books on the self, this one provides a systematic analysis of the theoretical and methodological issues involved. It offers a description of several alternative methods for studying the self, and discussions of the advantages and disadvantages of these different approaches. Emphasized here are the phenomenological and experiential nature of the self, its multidimensionality and hierarchical structure, and the relationship between defining and measuring the self. Among the methodological issues addressed are the impact of significant others on the self, the factors that affect the process of reporting about the self, between-group comparison of self-structure, the structure of the self in relationship to others, and the effects of differing cultural contexts.
Author: Patricia Wilson
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Category :
Languages : en
Pages : 0
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This study investigated the structure of social self-concept in preadolescent children at school. Subjects were 227 male and female grade three students from eight schools in a metropolitan area. A multidimensional, hierarchical model of social self-concept was proposed and tested using confirmatory factor analytic procedures within the framework of the analysis of covariance structures. The hypothesized model was based upon the theoretical model of self-concept first proposed by Shavelson, Hubner, and Stanton (1976). Subjects were given two self-report instruments designed to measure self-concept in the areas of social relations with classmates, other children at school, and teachers. Additionally, a teacher rating scale and a peer sociometric instrument were used as measures of the child's actual social behaviour. Data were collected at two time points, in the fall and the spring of the same academic year. The hypothesized and counterhypothesized models provided a poor fit to the data. Analyses then continued in an exploratory mode. Of all models tested, the best-fitting model of social self-concept was found to be a four-factor model with general self-concept as the first factor, self-concept of popularity as the second factor, social self-concept in general and in regard to school and classmates as the third factor, and social self-concept in regard to teachers as the fourth factor. Because the facets of social self-concept were found to be less differentiated than hypothesized it was not possible to investigate the proposed hierarchical structure of the construct. Partial support was found for the hypothesis that social self-concept can be differentiated from social behaviour as measured by peers and teachers. Social behaviour with teachers, in particular, was found to be very different from self-reports of social behaviour. Social behaviour with peers and self-reports of social behaviour with peers were found to be associated moderately, indicating that self and other ratings were referring to the same, or similar, behaviours, but each from their own unique perspective. Analysis of the second time point data did not support the stability of social self-concept over a six month period, indicating the necessity of replicating these results before conclusions can be more than tentative. This study presented an important possible revision to the Shavelson et al. (1976) model of self-concept. The study demonstrated the salience of popularity in the child's conception of his or her own social relations. It demonstrated, further, that the child's perspective regarding social relations differs from that of peers or of teachers.
Author: Virgil Zeigler-Hill
Publisher: Springer
ISBN: 9783319246109
Category : Psychology
Languages : en
Pages : 0
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This Encyclopedia provides a comprehensive overview of individual differences within the domain of personality, with major sub-topics including assessment and research design, taxonomy, biological factors, evolutionary evidence, motivation, cognition and emotion, as well as gender differences, cultural considerations, and personality disorders. It is an up-to-date reference for this increasingly important area and a key resource for those who study intelligence, personality, motivation, aptitude and their variations within members of a group.
Author: Margaret Williams
Publisher: Nova Publishers
ISBN: 9781536104905
Category : Education
Languages : en
Pages : 150
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Book Description
Self-concept is broadly defined as a person's perceptions of himself or herself. Self-concept is one of the most extensively researched constructs in educational psychology. This book provides new research, perceptions, cultural influences and gender differences of self-concept. Chapter One discusses a process called fusion which states that various constructs may be perceived to be more or less integrated within the self-concept. Chapter Two focuses on academic self-concept and its correlation to academic achievement. Chapter Three analyzes the different relationships among self-beliefs, metacognition and mathematics achievement in Japan, mainland China, Singapore, South Korea, Taiwan and the United States. Chapter Four derives a structural model for the multidimensional self-concept construct. Chapter Five examines how a belief system of a Chinese student, who is a learner of Japanese as a foreign language, impacts on his self-concept as a foreign language learner. Chapter Six assesses how sport and exercise psychology textbook authors portray disability to readers.
Author: Herbert Marsh
Publisher: IAP
ISBN: 1607526654
Category : Psychology
Languages : en
Pages : 420
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Author: Bruce Bracken
Publisher: John Wiley & Sons
ISBN:
Category : Psychology
Languages : en
Pages : 568
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Of related interest... SOCIAL ORIGINS OF MENTAL ABILITY —Gary Collier This volume is the first comprehensive, systematic survey of research into the non-hereditary influences on intelligence. Focusing on the cultural, environmental, and social influences on the development of mental abilities, Dr. Collier helps to advance the nurture side of the "nature vs. nurture" debate. He also offers a viable synthesis of supporting facts and ideas from the worlds of psychology, the psychology of personality, and cognitive psychology. This book will have a profound influence upon academe, the psychological community, educators, and policymakers. 1993 (0-471-30407-7) 320 pp. EGO DEFENSES: Theory and Measurement —Edited by Hope R. Conte and Robert Plutchik This book explores the nature and manifestations of defense mechanisms and traces ego defense theory and research from Freud's initial conceptualization through recent work in object-relations theory and other psychoanalytically oriented approaches. It provides clinical guidelines for diagnosing, assessing, and dealing with defenses, reviews empirical research techniques, and indicates their value in development and in psychotherapy. This volume should be of value to theoreticians, clinicians, and researchers interested in finding appropriate tools for measurement of defense mechanisms. 1994 (0-471-05233-7) 352 pp. A THEORY OF PERSONALITY DEVELOPMENT —Luciano L'Abate with Charles H. Bryson Luciano L'Abate's theories are rooted in social interactions and life experiences, unlike the more traditional, somewhat metaphysical theories of personality development. In this groundbreaking work, he brings to light the heart of his theory, that the ability to love and to negotiate are the sine qua non of personal competence, with the family as the major determinant of both. This book is essential reading for personality researchers, students, and all psychologists in clinical, developmental, abnormal, and social psychology. 1993 (0-471-30303-8) 336 pp. Handbook of Self-Concept "If we could see ourselves as others see us, we would vanish on the spot." —E. M. Cioran It is one of the most intimate of realities and the slipperiest of abstractions. For Sartre it was a double negative and for B. F. Skinner, a set of learned responses. Among exponents of artificial intelligence it is the Oz at the end of the rainbow, while for Voltaire it was an unavoidable pathology. And, ever since William James first identified consciousness of self as a discrete psychological phenomenon, more than a century ago, it has been the source of intense speculation and debate among psychologists. In the past twenty years alone, over 11,000 studies have been conducted on various aspects of self-concept. Much progress has been made, and a general consensus has been reached about many of its aspects, yet, many fundamental questions remain unanswered, such as: What exactly do we mean when we say "self"? Is self-concept an aspect of a broader cognitive self-system, or is it best defined in behavioral terms? How valuable is self-concept to clinical practice? What roles do age, race, gender, and sociocultural variables play in self-concept? Bringing together contributions from leading researchers and clinicians from a broad range of psychological disciplines, this book provides answers to these and other important questions concerning self-concept. It explores all theoretical and applied aspects of self-concept, offering a balanced synthesis of the vast body of information on the subject that has accumulated since the 1970s. Chapters address each of the six primary self-concept domains (competence, social, affect, academic, family, and physical) with an emphasis on the clinical significance of each. In the chapter on clinical assessment, existing self-concept scales are subjected to in-depth quantitative and qualitative review, and readers are provided with standardized tables for organizing the principal characteristics reviewed and comparing individual test results. In the concluding chapter, Dr. Bracken describes the clinical applications of a multidimensional, context-dependent model that facilitates the synthesis of information across instruments (including more than 70 psychoeducational tests and scales provided in an appendix) and informants. Providing practical answers to many of the most important questions about self-concept, Handbook of Self-Concept is essential reading for personality psychologists as well as researchers and educators in developmental, clinical, and social psychology.
Author: Jennifer Lambert
Publisher:
ISBN:
Category : Coeducation
Languages : en
Pages : 88
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Author: Jeffrey A. Rosen
Publisher: RTI Press
ISBN: 1934831026
Category : Education
Languages : en
Pages : 216
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This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
