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1.
The Rosenberg Self-Esteem scale (RSE) has been widely used in examinations of sex differences in global self-esteem. However, previous examinations of sex differences have not accounted for method effects associated with item wording, which have consistently been reported by researchers using the RSE. Accordingly, this study examined the multigroup invariance of global self-esteem and method effects associated with negatively worded items on the RSE between males and females. A correlated traits, correlated methods framework for modeling method effects was combined with a standard multigroup invariance routine using covariance structure analysis. Overall, there were few differences between males and females in terms of the measurement of self-esteem and method effects associated with negatively worded items on the RSE. Our findings suggest that, whereas method effects exist on the RSE scale for both males and females, the method effects associated with negatively worded items do not influence the measurement invariance and mean differences in global self-esteem scores between the sexes.  相似文献   

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3.
Primary school pupils in Portugal who have had to repeat two years of schooling were compared with a control group of normally progressing pupils. Harter’s scales were used to measure components of self-concept and of self-worth. There was no evidence that repeating years was associated with differences in mean scores other than those for perception of personal scholastic competence. However, correlations between components of the self-concept and global self-worth in four sub-samples of pupils differing in gender and repetência yielded patterns that could be used to suggest a more complex interpretation.  相似文献   

4.
Abstract

Theories of self-concept usually maintain that the individual’s self-esteem is reflected in peer ratings. The purpose of this 6tudy is to isolate factore of self-esteem and of peer ratings and to determine significant relationships between the derived factors. Over two hundred elementary pupils were selected from two metropolitan areas.

Approximately half were black, disadvantaged pupils; the remainder were white with above average cultural advantages. The Coopersmith Self-Esteem Inventory (SEI) and a semantic differential (SD) were administered to all students. From a factor analysis of responses to the SEI, four factors of self-esteem and a lie scale emerged.

Three SD factors were obtained from a factor analysis of the peer ratings. One significant canonical correlation (.325 p = .01) resulted from the correlation of the three SD factor scores with scores on the five SEI factors. “Activity” dominated the relationship between peer feelings and self-concept dimensions.  相似文献   

5.
Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students’ global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year at least once in their school careers, whilst 603 had never done so. We collected the data using both a self-concept scale and a scale for evaluating attitudes towards school. Results show that self-esteem is maintained through positive self-representations in non-academic facets of self-concept and/or by devaluing school-related competences. They also show that younger students are less likely to maintain self-esteem by devaluing the school experience.  相似文献   

6.
Overall, research studies of self-esteem and deafness yield inconsistent findings. Some studies indicate a higher incidence of low self-esteem among deaf individuals than among hearing individuals (Bat-Chava, 1994; Mulcahy, 1998; Schlesinger, 2000). Other findings suggest that one must examine this complex phenomenon more closely to understand how deafness influences self-concept and self-esteem (Bat-Chava, 2000; Emerton, 1998; Foster, 1998; Munoz-Baell & Ruiz, 2000; Stone, 1998). This study asked whether self-esteem scores are significantly different among deaf college students compared across groups based on gender and parents' hearing status and signing ability. The construct of self-esteem was measured by the Rosenberg Self-Esteem Scale, administered using an American Sign Language-translated videotape. Results revealed that gender, age, and the interaction of parent by gender were nonsignificant. However, respondents who had at least one deaf parent and signed scored significantly higher than those with hearing parents who could not sign and those with hearing parents who could sign. Overall, self-esteem scores for all respondents were high. Implications for further study are discussed.  相似文献   

7.
Nine different confirmatory factor analysis (CFA) models, including CFAs with correlated traits, uniquenesses, and methods, were employed to test the factorial structure of Rosenberg's (1965) self-esteem scale in a sample of crack-cocaine drug users. The results partially support earlier research and show that (a) there exists a single global self-esteem factor underlying responses to Rosenberg scale; (b) method effects associated with item wording exist; and (c) the method effects were associated primarily with positively, rather than negatively, worded items.  相似文献   

8.
Students’ self-concept and effort in schoolwork are known to have significant influences on essential academic outcomes, but self-concept and effort may decline as students grow up. Students from 16 schools in Sydney (N?=?2200) were asked to rate on two self-concept components (competency and affect) and effort in schoolwork. Based on measures established in confirmatory factor analysis, a 5 (grade: 3rd, 5th, 7th, 9th, 11th) × 2 (gender: boys, girls) × 3 (measure: competency, affect, effort) repeated-measures ANOVA found that: (a) for all variables, scores were lower for higher grade levels; (b) boys were lower in affect and effort; (c) particularly for effort, gender differences favouring girls in primary became negligible in higher secondary; and (d) differences between primary and secondary tended to be greater for girls. Educators and curriculum designers need to consider the self-concept and effort of boys in the primary and girls in the secondary.  相似文献   

9.
Abstract

This study evaluates the effects of a person-centred counselling intervention on the learning disabled child's self-concept. The participants are children who attend a London borough school for moderate learning difficulties. The study is qualitative and incorporates two parts: (1) practitioner research via a 14 week person-centred counselling intervention; (2) exploration of teachers’ views of the child's self-concept via a pre- and post-intervention questionnaire. The study used person-centred art therapy as an adjunct to counselling. A projective technique was used to measure the child's self-concept.Three out of four child participants indicated an improved self-concept. However, only one out of four teachers’ questionnaires indicated a positive movement within the child. This article explores the difficulties encountered as well as highlighting positive paths, and supposes that the results support carrying out this research project over an extended period and with a larger research group.  相似文献   

10.
This research was designed to determine whether (1) selecting a pre-student teaching field-based experience brought about significant differences in secondary student teachers’ self-concepts and performance; and (2) whether self-concept scores were predictors of performance ratings. Student teachers who had selected Project Interaction (PI) and those who had no early field experience (NF) were pre-and posttested on four self-concept variables, and rated on performance by cooperating teachers, supervisors, and by self-ratings. Pretest self-concept scores were correlated with performance ratings. Results indicated the PI group had significantly more conflict on the pretest, which was reversed on the posttest to produce a trend toward significantly less conflict. The PI group had significantly higher self-esteem than the NF group on the posttest. No significant differences were found on performance ratings, but cooperating teachers’ ratings did correlate with pretest self-concept scores. It was concluded that early field experience appeared to have latent positive effects on self-concept.  相似文献   

11.
An investigation was conducted to examine the relationship between a child's self-concept and the tendency to behave aggressively. Boys and girls (N=229) in eight classrooms (two third grades and two sixth grades from two different socioeconomic areas within the Provo, Utah, School District) were administered the Piers-Harris Children's Self-concept Scale and the Children's Action Tendency Scale. Correlation coefficients were computed, and analysis of variance tests were used to determine the nature of variable relationships. No overall correlational pattern was found among self-concept and aggression scores. The analysis of variance results revealed a significantly larger mean aggressiveness score among children with low self-concepts when compared to children with medium and high self-concepts. Girls, while less aggressive than boys, became more aggressive with age, while boys' aggressiveness scores declined. Implications of the results were discussed in terms of methods of behavior change utilized by school personnel.  相似文献   

12.
Abstract

Ability grouping is supposedly undesirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping.  相似文献   

13.
Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural groups (N=1,252). An accelerated longitudinal design was used to estimate developmental trajectories from 14 to 19 years; parallel-process and covariate models were used to examine variation in trajectories. Both personal and collective self-concepts were generally positive and showed small gains; they were moderately related to one another and differentially related to cultural group, gender, and perceived social support. The findings highlight the complexity of self-concept for American Indian youth and the significance of both personal and collective identity.  相似文献   

14.
An investigation of the relationship between high school priorities and self-concept was undertaken. Upper and underclassmen from large and small high schools completed questionnaires and the Piers-Harris Children's Self-Concept Scale. Participation in five activity areas was related to self-concept using a multiple-regression technique. The perceived similarity of each student's priorities with the school's priorities was also correlated with self-concept. The relationships accounting for the greatest proportion of the variance in self-concept scores were found among small-school upperclassmen. The results were interpreted as support for Barker's argument that small school students feel a greater obligation to participate in school activities.  相似文献   

15.
This article is a brief account of the development of a new measure of pupils' self-esteem for use in Singapore's secondary schools. The new measure named “Self-Esteem Checklist” (SEC), is a self-reporting instrument comprising 25 items grouped under 4 subscales. It has been pilot tested twice (in September 1986 and March 1987), before the main study was conducted in May, 1987. The findings of the second pilot study and main study yield support to the validity and reliability of the SEC, and its correlation with pupils' academic achievement. This instrument, when used with proper guidance, may facilitate teacher-counsellors' understanding of pupils' self-esteem, and help pupils know more about themselves, in the pastoral care as well as career guidance programmes.  相似文献   

16.
Many studies support the existence of a significant decline in students’ academic self-concept from early to midadolescence. In comparison, the findings on gender effect are less conclusive. This study aimed to determine whether there is any grade or gender effect on adolescents’ academic self-concept in the Singapore context. Specifically, the cross-sectional study was conducted with Secondary 1, 2 and 3 students (N = 656) in a government co-educational school. The results established a significant main effect according to grade, with Secondary 3 students having significantly lower academic self-concept (scale and subscales) than Secondary 1 and 2 students. In addition, there was a significant main effect for gender, with female students having significantly higher perceived academic effort (academic self-concept subscale) than their male counterparts.  相似文献   

17.
This study investigated the differences among 465 Turkish first year university students regarding overall wellness and four of its dimensions (cognitive emotional wellness-CEW, relational wellness-RW, life goal-LG, and physical wellness-PW) in terms of self-esteem levels and gender. The data were gathered by administering the Rosenberg Self-Esteem Scale and a short-form of the Wellness Inventory (WI-30). The results of ANOVA showed significant main effects for high-low self-esteem and gender, indicating that those who had a high level of self-esteem, and females, as compared to males, reported higher levels of overall wellness. The results of MANOVA employed on the four wellness subscores yielded a significant main effect for high-low self-esteem and for gender. The findings indicated that students who have higher self-esteem reported higher scores on all the four dimensions of wellness; and females reported higher levels of relational wellness and physical wellness than males. The data used in this study were taken from the sample of the first author’s doctoral dissertation.  相似文献   

18.
The self-concept construct is one of the oldest in psychology and is used widely in many disciplines. Despite its popularity, reviews prior to the 1980s typically emphasized the lack of theoretical basis in most studies, the poor quality of measurement instruments, methodological shortcomings, and a general lack of consistent findings except, perhaps, support for the null hypothesis. This situation called into question the usefulness of the self-concept construct. In dramatic contrast, the last decade has seen considerable progress in theory, measurement, and research. This progress is due at least in part to a stronger emphasis on a multidimensional self-concept instead of global measures of self. The purpose of this invited review is to summarize how my self-concept research has contributed to these advances. This review further substantiates the claim that self-concept cannot be understood adequately if its multidimensionality is ignored, and recommends that researchers use well-constructed multidimensional measures of self-concept instead of relying solely on global measures of self.  相似文献   

19.
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20.
目的：探讨大学生学业自我效能感、自尊与学习倦怠的现状及三者之间的关系,为减轻大学生的学习倦怠水平提供对策。方法：采用大学生学业自我效能感量表、自尊量表和大学生学习倦怠量表对184名在校大学生进行调查。结果：大学生自尊水平普遍比较高,学业自我效能感及学习倦怠总体处于中等水平;大学生自尊、学业自我效能感及学习倦怠存在在显著的性别及城乡间的差异;大学生自尊与学业自我效能感及其两个维度成显著正相关,与学习倦怠及其三个维度成显著负相关;学业自我效能感与学习倦怠总分及其行为不当、成就感低两个维度成显著负相关,但与情绪低落这一维度相关不显著;自尊与学业自我效能感对学习倦怠具有很好的预测作用。结论：自尊与学业自我效能感能很好地预测学习倦怠,可以通过提高学业自我效能感、培养高自尊的方式来降低大学生的学习倦怠水平。  相似文献   

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