An exploratory study of the perception of family conflict and it's [sic] relationship to family structure and birth order : effects on late adolescent male and female self-concepts : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University, Turitea, Palmerston North, New Zealand

The relationship between self-concept, birth order, family structure and family conflict is an area of potential interest to researchers due to the complexity of factors, which can influence development in adolescence. The purpose of the following study was to explore the relationship between self-concept, gender, birth order, family structure, family conflict, and family relationships for the late adolescent between the ages of 17 and 19. The sample consisted of 204 people, the vast majority of which came from three Palmerston North high schools. The sample also consisted of a few first year Massey university students. Demographic information along with a scale to measure family conflict and relations with family members came from a questionnaire designed by the researcher. Self-concept was measured by the Tennessee Self-Concept Scale (2 nd Edition). Results indicated there was a significant difference in the self-concept scores between those from high and low conflict families but no significant difference in self-concept scores between those in intact and non-intact families. Males scored significantly higher than females on the Total Self-Concept Scale, Moral Self Concept Scale, Academic/Work Self-Concept Scale, Social Self-Concept Scale, Physical Self-Concept Scale, Family Self-Concept Scale, and Personal Self-Concept Scale. There was no significant difference on total self-concept scores between birth orders. First borns did perceive significantly higher conflict in their families than last borns but did not perceive significantly higher conflict than middle borns. The total self-concept correlation coefficient was highest for first borns but this only differed from middle borns. Family relationships as a buffering measure did not interact with family conflict and therefore, does not moderate the relationship between total self-concept and conflict

Self-concept in learning disabled children : relationship to perceived competence, social support and task performance : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science at Massey University

Examined how some children with learning disabilities (LD) sustain higher levels of general self-worth despite academic difficulties. Global self-worth was examined for a relationship with academic self-concept, non-academic self-concept, and perceived social support. Self-concept was additionally examined for any relationships with task performance indicators. Data were collected from 41 students aged between 7 and 15 years using a multitrait-multimethod assessment methodology. Self-concept was assessed by the Self-Perception Profile for Children (Harter, 1985a), and perceived social support was assessed by the Social Support Scale for Children (Harter, 1985b). Task performance was assessed by a battery of academic and motor skill measures. Findings indicated that most LD children in this sample reported low levels of academically based self-concept. However, most also reported high levels of global self-worth. The study found students with high global self-concept perceived they were more competent/adequate in some non-academic domains (e.g., physical appearance and behavioural conduct), and perceived being socially supported, particularly by teachers. Perceptions of academic self-concept were not found to be as related to perceptions of global self-concept as non-academic domains. In regression analyses, perceptions of physical appearance followed by perceptions of athletic competence were found to be predictors of global self-worth. No predictors were found to be significant for academic self-concept. Classmate support predicted aspects of social self-concept (i.e., social acceptance). No pattern of significant relationships were found between task performance indicators and various domains of self-concept. Discussion includes using data to dispel myths some may have about the global self-worth of LD children as well as in intervention programmes. This study replicated and extended research in this area. Caveats and recommendations for future research are discussed

Who I Am: Exploring the nature and meaning of children’s active and social selves

The aim of this study was to develop a richer picture of children’s core self-concept factors and their meaning in order to increase adults’ understanding of the self factors that children value most. In addition, since self-esteem is based on core self-concept factors, the study aimed to use this richer understanding to assess the content validity of widely used self-esteem questionnaires. The central objectives were: » to develop a richer picture of children’s core self-concept factors, with a focus on their active and social selves; » to compare children’s core self factors with adults’ conceptualisations of children’s self-concept and self-esteem

Self-esteem, general and sexual self-concepts in blind people

Background: People with visual disability have lower self-esteem and social skills than sighted people. This study was designed to describe self-esteem and general and sexual self-concepts in blind people. Materials and Methods: This was a cross-sectional study, conducted in the Isfahan University of Medical Sciences in 2013-2014. In this study, 138 visually impaired people participated from Isfahan Province Welfare Organization and were interviewed for measuring of self-esteem and self-concept using Eysenck self-esteem and Rogers’ self-concept questionnaires. The correlation between above two variables was measured using Statistical Package for the Social Sciences (SPSS) software by Pearson correlation test. Results: Mean [± standard deviation (SD)] age of patients was 30.9 ± 8 years. The mean (±SD) of general self-concept score was 11 ± 5.83. The mean (±SD) of self-esteem score was 16.62 ± 2.85. Pearson correlation results showed a significant positive correlation between self-esteem and general self-concept (r = 0.19, P = 0.025). The mean of sexual self-concept scores in five subscales (sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear, and sexual depression) were correspondingly 11 ± 4.41, 19.53 ± 4.53, 12.96 ± 4.19, 13.48 ± 1.76, and 5.38 ± 2.36. Self-esteem and self-concept had significant positive correlation with sexual anxiety (r = 0.49; P < 0.001) (r =-.23; P < 0.001) and sexual fear (r = 0.25; P = 0.003) (r = 0.18; P = 0.02) and negative correlation with sexual self-efficacy (r =-0.26; P = 0.002) (r =-0.28; P = 0.001) and sexual-esteem (r =-0.34; P < 0.001) (r =-0.34; P < 0.001). Conclusion: Self-esteem and self-concept had significant correlation with sexual anxiety and sexual fear; and negative correlation with sexual self-efficacy and sexual-esteem. © 2015 Journal of Research in Medical Sciences

Self-concept on Teenage Street Children

Street children phenomenon has grown old, but at this time into the world\u27s attention, along with the increasing number of street children in many big cities in the world. This study aims to examine how the concept description Up the Streets Age Child and Adolescent why the concept of self can be created. The concept itself is a picture and descriptive evaluative individuals about themselves, or research on self-assessment, or how someone looked himself. According to Baldwin & Holmes (in Calhoun & Acocella 1995), the concept of self-forming factors is teenage parents, his contemporary, the community, and learning. The sample in this research is a street children who have dropped out of contact with their families, and participate fully in the streets, either social or economic. According to Patton (Poerwandari in 1998) a qualitative research could examine in depth the case of single (n = 1) is selected purposively. Based on the opinion, the research in this subject was one person. Techniques of data gathering is done by observation and interviews. According Poerwandari (1998), the interview is a discussion that focused on achieving a particular purpose. In this study, researcher uses non-participant observation method. According to Hadi (1986), observer does not perform consecutive observations at least in part the behavior of people - people who observed. From the results of the analysis of data, it is known that in general, the concept of self that the self is the subject of a negative self-concept. It can be seen from some of the subjects themselves who most look himself in the negative side. And it also can also be caused by several factors that shape self-concept to the negative direction, such as parents, friends of the, and the community

The relationship between self-concept and communication skills towards academic achievement among secondary school students in Johor Bahru

The article reviews empirical studies which emphasize that the relationship of self-concept and interpersonal communication skills to academic achievement. 320 students from eight schools in Johor Bahru were picked at random using the simple random method. The assessment instruments used in this study were the “Tennessee Self??Concept Scale” (TCS) and “Interpersonal Communication Skills Inventory” (ICSI). The reliability level of the assessment instruments is 0.7498 (TSCS) and 0.7587 from the pilot study done on a group of twenty respondents. The data was analyzed using the Pearson’s correlation and descriptive statistics. The students’ levels of dimension of self-concept (physical, personal, moral and ethic, behavior, social satisfaction and identity) and interpersonal communication skills were identified. The students’ PMR examination results were used as the academic achievement indicator. The results indicated that the majority of the students possessed the moderate level of self-concept and interpersonal communication skills. Self-concept was found to correlate quite significantly with interpersonal communication skills but it was found that self-concept does not correlate significantly with academic achievement. Suggestions were put to improve the students’ interpersonal communication skills and their self-concept. One of the suggestions is that communication skills should be introduced as a subject in the school curriculum from the primary level. This will not only develop a student’s self-confidence but also enhance his self-concept

Academic self-concept, gender and single-sex schooling

This paper assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). We address the question of whether attending single-sex or co-educational schools affected students’ perceptions of their own academic abilities (academic self-concept). Academic selfconcept was found to be highly gendered, even controlling for prior test scores. Boys had higher self-concepts in maths and science, and girls in English. Single-sex schooling reduced the gender gap in self-concept, while selective schooling was linked to lower academic self-concept overall