The Development of Multiple Domains of Self-Concept in Late Childhood and in Early Adolescence

Abstract

The paper examines the development of self-concept across multiple domains using Slovenian late childhood and early adolescence samples in longitudinal design. In the preset study we analyzed (i) the developmental paths of specific domains of self-concept; (ii) sex related differences in the development specific domains of self; (iii) stability of self-concept in different age groups, and (iv) the level of self-concept differentiation in Slovenia. We used The Self-Concept Questionnaire (Musitu et al. 2012) that measures four self-concept domains: social self, family self, academic self and emotional self in a late childhood sample (9 year olds; N = 41) and in an early adolescent sample (14 year olds; N = 36) in 5 time point (3 to 6 months apart). In Slovenia children are in the same school, called basic school, from age of 6 until age of 15 which provides a good setting to observe developmental changes in a stable environment (without transition). The results show significant decrease in emotional self-concept in two year time in late childhood sample and significant increase of general self-concept, social self-concept and family self-concept in early adolescent’s sample. The stability and the level of differentiation were comparable in both age groups. Sex did not have significant effect on self-concept domains development in two year time.