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1.
Bruce A. Bracken Sherry Bunch Timothy Z. Keith Patricia B. Keith 《Psychology in the schools》2000,37(6):483-493
The factor structure of five self‐concept scales from a hierarchical, multidimensional theoretical model was investigated. The Coopersmith Self‐Esteem Inventory, Multidimensional Self Concept Scale, Piers‐Harris Self‐Concept Scale, Self‐Esteem Index, and the Tennessee Self‐Concept Scale were administered to 221 students in Grades 5 through 8 in a counter‐balanced administration format. The five scales each yielded strong general factors and six dominant factors that coincide with the proposed theoretical model, which reflects social, affect, competence, academic, family, and physical self‐concepts. © 2000 John Wiley & Sons, Inc. 相似文献
2.
The purpose of this study was to examine the self‐concepts, locus of control, and machi‐avellianism of 169 ethnically diverse middle grade students identified as gifted. Subjects consisted of 90 African‐American (31 boys, 18 girls). Self‐concept, locus of control, and machiavellianism were assessed by Me: A Self‐Concept Scale for Gifted Children (Feldhusen &; Kolloff, 1981), the Nowicki‐Strickland Locus of Control Scale (Nowicki &; Strickland, 1973), and Mach IV Scale (Christie &; Geis, 1970) respectively. A three‐way analysis of variance (group × Gender × Grade) on subjects’ scores revealed significant group differences in self‐concept. No significant gender or grade differences were found in self‐concept. No significant group, gender, or grade differences were found in locus of control and machiavellianism. Self‐concept was significantly and positively correlated with internal locus of control and with low machiavellianism. Mean scores indicated that ethnically diverse students who are gifted had positive self‐concepts, internal locus of control, and were low machiavellians. 相似文献
3.
The authors explored the relationship between academic self‐concept and noncognitive variables (i.e., Africentric cultural orientation, academic class level, gender, and involvement in culturally relevant school and community activities) among Black/African college students. Results indicated that Africentric cultural orientation and academic class level were significantly related to academic self‐concept. Female students had higher scores on the Academic Self‐Concept Scale ( Reynolds, Ramirez, Magrina, & Allen, 1980 ) compared with their male peers. Implications for counseling practice and future research are discussed. 相似文献
4.
This study examined the self‐concept of a small group of academically gifted adolescents in New Zealand, with the aim of exploring gender differences. Using the Tennessee Self‐Concept Scale: 2, a sample of 40 male and female 15–18 year old students participated. Results indicated gender differences: males scored higher than females on most dimensions with the exception of Self‐Criticism, Moral Self‐Concept, and Inconsistent Responding. Additionally, the mean score was higher for males than females. Results indicate gender differences do occur in some New Zealand gifted adolescents and warrant the need for further research in this area. 相似文献
5.
The Adaptive/Maladaptive Perfectionism Scale (AMPS) for children measures different dimensions of perfectionism. In this study, subscales derived from the AMPS were compared with results of the Piers‐Harris Self‐Concept Scale (PHSCS) in a sample of fourth‐ and fifth‐grade students (9 to 11 years old). The AMPS dimensions accounted for significant variation in PHSCS scores for both boys and girls, though the specific patterns of results differed between the sexes. For boys but not girls, greater sensitivity about making mistakes was only problematic, in terms of predicting negative aspects of self‐concept, under conditions of lower self‐esteem. Results provided additional psychometric support for the AMPS and revealed important considerations for assessment and intervention with perfectionistic children. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 279–290, 2004. 相似文献
6.
目的：研究对比高中生与大学生自我概念的发展状况。方法：采用田纳西自我概念量表（TSCS）测量了778名高中生和大学生的自我概念状况,并进行了不同层面的分析。结果：除心理自我,自我批评外,自我概念的各个维度上,高中生与大学生存在明显差异,且高中生得分都高于大学生。高中生与大学生在性别、专业、家庭所在地、是否独生上均存在差异。结论：高中生自我概念得分比大学生高,两者差异明显;而到了大学阶段,大学生对自我的思考也更加深入,敌其自我概念会出现波动与调整。 相似文献
7.
Patti L. Wilson 《Psychology in the schools》1998,35(4):317-326
The purpose of this study was to investigate the practicality of extending the Multidimensional Self Concept Scale (MSCS) norms downward for use with third and fourth grade students from a predominantly African-American sample. This research compared domain-specific and general self-concepts by grade, gender, and race among third through sixth grade students. Comparison was also made between fifth and sixth grade students in this sample and fifth and sixth grade students in the national standardization sample. It was concluded that no meaningful differences existed between the present sample of fifth and sixth grade students and the standardization sample of fifth and sixth grade students. However, differences found between the third through sixth grade students in this sample were significant and clinically meaningful for the Total Scale score and for all scales, except the Academic and Physical scales. Although the existing norms for the Academic and Physical scales appear appropriate for the younger children, separate norm tables appear warranted for the remaining subscales and Total Scale. Internal consistency for the MSCS for third and fourth grade students was comparable to the fifth and sixth grade students in this sample. © 1998 John Wiley & Sons, Inc. 相似文献
8.
《师资教育杂志》2012,38(2):119-123
Thirty‐two Diploma of Education students took part in a microteaching course of 12 weeks duration. Each student taught two, 10 minute micro‐lessons to groups of five secondary school students, their performance being observed by their fellow trainee teachers and recorded on videotape. After the microlesson had been completed, the student teacher viewed his taped performance and made the decision whether to use it with his colleagues and the pupils he had taught in a discussion group format. In all cases this was done. Students completed the Tennessee Self‐Concept Scale before and after their microteaching course, their scores being compared with other Diploma of Education students who had had no such experience. Results indicated that self‐concept change in a positive direction was facilitated by the microteaching experience. 相似文献
9.
目的:分析初中生自我概念与学习成绩的相关性。方法:采用田纳西自我概念量表,对宜春市二中150名初中生进行问卷调查,结果:除家庭自我维度外,自我概念其余各维度在年级上呈现显著性差异;除心理自我和社会自我两个维度外,自我概念其余各维度在性别上不存在显著性差异;自我概念与学习成绩呈现出显著的正相关,除生理自我和道德伦理自我外,自我概念其余各维度在学习成绩上均呈现出显著性差异。 相似文献
10.
Reda Abouserie 《教育心理学》1994,14(3):323-330
This study reports an investigation into the sources and levels of stress in relation to locus of control and self esteem in university students. Two stress questionnaires (ASQ and LSQ) were used to assess students’ stress. The first deals with academic sources of stress, and the second assesses the student's life stress levels. The achievement scale of the Multidimensional Multi‐attributional Scale Causality (MMCS) was used to measure locus of control, and the Rosenberg Self Esteem Scale to assess students’ self esteem. The study sample consisted of 675 (202 males and 473 females) second‐year undergraduate students. The results indicated that examination and examination results were the highest causes of stress in students, followed by studying for exams, too much to do and the amount to learn, respectively. Results showed that 77.6% and 10.4% of the students fall into the moderate and serious stress categories, respectively, and that there were significant differences between females and males students in both academic and life stress, with female students more stressed than males. Results also indicated a significant positive correlation between locus of control and academic stress, suggesting that students with external beliefs are more stressed than those with internal. A significant negative correlation between self esteem and both academic and life stress emerged, indicating that students with high self esteem are less stressed than are those with low. 相似文献
11.
Michael M. Omizo Sharon A. Omizo 《International Journal of Disability, Development & Education》1987,34(1):57-64
This study investigated the effects of participation in group counselling sessions on the classroom behaviour and self‐concept of learning disabled (LD) children in elementary school. Sixty LD children were randomly assigned to experimental (n = 30) and control (n= 30) conditions. Participants in the treatment group were divided into three groups and participated in group counselling sessions which met for approximately one hour per week for 10 weeks. Dependent measures included Acting Out and Distractibility from the Walker Problem Behavior Identification Checklistand Personal Self, Social Self, and Intellectual Self from the Primary Self‐Concept Inventory.Results indicated that participation in group counselling sessions improved behaviour in the classroom and enhanced some positive self‐evaluations (Social Self). The intervention appears to be beneficial in improving acting out and distractibility behaviours and one area of self‐concept. 相似文献
12.
周天梅 《内江师范学院学报》2010,25(10):71-76
目的探讨汉、羌、彝族中学生自我概念的特点.方法采用自我概念量表测量汉、羌、彝族900名中学生自我概念的状况,并进行不同层面的分析.结果民族和学习成绩对中学生自我概念的自我总分和生理自我、道德自我、心理自我、自我满意和自我行动五个维度得分有交互作用.除自我批评维度外,汉族中学生自我概念及其余各维度得分显著高于羌族中学生（P〈0.05）,其道德自我、社会自我、自我认同、自我满意和自我批评五个维度上得分也显著高于彝族中学生（P〈0.05）;彝族中学生的自我概念总分及其生理自我、心理自我、家庭自我和自我行动四个维度得分明显高于羌族中学生（P〈0.05）,而自我批评得分又低于羌族中学生（P〈0.05）.女生的自我概念总分及道德自我、家庭自我、社会自我、自我认同和自我行动五个维度得分显著高于男生.学习成绩优、良中学生的自我概念总分及其余各维度（除自我批评外）得分均显著高于学习成绩中、差中学生（P〈0.05）.结论中学生自我概念存在民族差异、性别和学习成绩差异. 相似文献
13.
Steven D. Stagg Elizabeth Eaton Amanda M. Sjoblom 《British Journal of Special Education》2018,45(1):26-42
It may be thought that gaining a place at university confers self‐belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self‐efficacy beliefs in university students with and without dyslexia. An Academic Self‐Efficacy Scale and a Sources of Academic Self‐Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non‐dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self‐efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self‐efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self‐efficacy profiles, despite the level of success they have achieved in gaining a place at university. 相似文献
14.
为了解职业技术学校学生自我和谐与社会适应不良现状的关系,本研究采用自我和谐量表（SCCS）、社会适应不良量表（SOC）对343名职业学校学生进行调查,然后进行相关分析和回归分析。发现职业学校学生的自我灵活性、自我刻板性、社会适应不良显著高于相对人群;自我的灵活性与社会适应性不良呈负相关;自我与经验的不和谐与社会适应性不良呈正相关;自我的灵活性、自我与经验的不和谐对社会适应性不良有显著回归作用。 相似文献
15.
Angeliki Leondari 《Educational studies》1993,19(3):357-371
Self‐concept ratings of normally and low achieving students in regular classes were compared with those of children facing academic difficulties and attending special education classes. Children's perceptions of scholastic competence and feelings of global self‐worth were measured using the Perceived Competence Scale for Children (Harter, 1982). Participants in the study were 424 children enrolled in the third to sixth primary school grades. Results indicated that special class children rated themselves more negatively than their normally achieving peers on both academic self‐concept and global self‐worth. They also rated themselves more negatively than their low achieving peers on academic self‐concept; no differences existed between these two groups on global self‐worth. The results are discussed in the light of the nature of the Greed educational system and the pressure put on children for academic excellence. 相似文献
16.
In the present study, we examined in Chinese society the association of school-based extracurricular activities (SBEAs) in both high school and college with students’ career development skills in college, as well as with various personality characteristics and self-concept. Each of 281 college students administered the Lai Personality Inventory, the Tennessee Self Concept Scale, the Adult Career Cognition Scale and an SBEA questionnaire. The results indicate that students who were more engaged in SBEAs had a healthier self-concept, were more extraverted, had better psychological health, were more emotionally stable, and had better social adaption and career development skills than other students. The implications and limitations of the findings, as well as future directions for research, are discussed. 相似文献
17.
《Journal of moral education》2012,41(2):217-235
This study analysed the effects a values education programme can have on the feelings of self‐realisation, self‐concept and self‐esteem of Romany adolescents in southern Spain. To do this, an experimental group received a values education intervention but a control group did not. The intervention programme was adapted to the Romany culture. The self‐realisation, self‐concept and self‐esteem of both groups were evaluated using the Self‐Concept and Realisation Questionnaire. Statistical analyses showed the existence of significant differences between the experimental and control groups on the variables studied. Based on the results, we suggest that a values education programme like this, that has been culturally adapted, can make a positive impact on the self‐realisation of young people from a marginalised community. 相似文献
18.
Dart Barry Burnett Paul Boulton-Lewis Gillian Campbell Jenny Smith David McCrindle Andrea 《Learning Environments Research》1999,2(2):137-156
Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire,
the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions
of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and
level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning
were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging
active participation in the learning process and the use of investigative skills in learning activities. High learner self
concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation.
It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and
approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed
and strategies for facilitating Deep Approaches to learning are referred to.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
初中生自尊发展特点的研究 总被引：7，自引：1，他引：7
本研究选取456名初中生作为被试，运用吴怡欣编制的自尊量表考察了初中生自尊的发展状况，结果表明：初中生利他自尊，人际自尊，生理自尊和自尊总分都存在显著的年级差异，初二年级明显低于初一年级，但初二与初三之间差异不显著；生理自尊在年级与性别的主效应都达到了显著性水平，进一步分析表明，初中二年级女生的生理自尊显著低于男生，女生的生理自尊在年级之间差异显著，男生的生理自尊在年级之间差异不显著。 相似文献
20.
刘宁宁 《温州职业技术学院学报》2011,11(2):83-86
采用＂自主学习策略量表＂、＂成就目标定向量表＂、＂学业自我效能感量表＂和＂大五人格量表＂对河南省三所本科院校在校生进行随机调查,结果表明,成就目标定向、学业自我效能感、大五人格与自主学习策略存在显著相关,学业自我效能感和成就目标定向是自主学习策略运用的有效预测指标,大五人格中的神经质因子对自主学习策略的运用有负向预测作用。了解大学生自主学习状况,可为高校教学工作的有效开展提供依据。 相似文献