Higher Self-concept Scores Research Articles

Estado de peso, calidad de la dieta y su relación con el autoconcepto en escolares de Primaria

The aim of this article was to analyse the relationship between weight status and diet quality with self-concept in primary school children. For this purpose, a cross-sectional descriptive empirical study was carried out on a sample of 246 schoolchildren (10-12 years old). Two questionnaires were used: the Piers-Harris self-concept scale and the KIDMED questionnaire. Nutritional status was assessed using the Body Mass Index (kg/m2) adjusted for sex and age. Linear regression test showed an association between higher self-concept scores and higher diet quality adjusted and, unadjusted for sex, age or overweight. In conclusion, higher self-concept in primary school children seems to be related to higher diet quality.

Prevalence of asthma in a Portuguese countryside town: repercussions on absenteeism and self-concept

Background Childhood asthma represents an increasing health problem and is the leading cause of hospital admission and absenteeism in children with chronic disease. It also compromises quality of life, eventually contributing to disturbances in self-concept. Self-concept is a recent and global perspective of “the self” and relates to skills, self-image and self-esteem. Little information is available on this topic and there are no data from Portuguese countryside towns. Objective The aim of this study was to determine the prevalence of asthma among all school children in the 5th and 6th grades in a Portuguese countryside town and to establish its possible correlation with absenteeism and self-concept. Methods In April 2002, two questionnaires were administered in the presence of the researcher to a group of 950 children attending different schools. The children completed the internationally renowned questionnaires: ISAAC and the Self-Concept Scale by Susan Harter. Results Our sample (n = 818) had a mean age of 11 years (10-15 years) and a male-to-female ratio of 1/1. The cumulative prevalence of asthma was 11.9% and that of active asthma was 8.8 %; 63.9% of asthmatics were male and 36.1 % were female. The mean age of asthmatics was 11.34 years and 74 % had active symptoms. Comparison of this group of 97 asthmatic children with the remaining children revealed a statistically significant correlation between the presence of asthma and school absenteeism (global: p = 0.04; gymnastics: 0.05). Regarding the Self-Concept Scale a statistically significant association was found between the presence of asthma and school achievement (p = 0.027), physical appearance (p = 0.015), behavior (p < 0.000) and self-esteem (p < 0.000). No statistically significant correlations were found in social acceptance (p = 0.289) or athletic competence (p = 0.085). Asthmatic boys had higher self-concept scores than girls, except in the domain of behavior. Conclusions Twelve percent of the population studied was asthmatic. In asthmatic children, absenteeism was higher and self-concept was lower for almost all domains, except social acceptance and athletic achievement, probably due to overprotection.

The relationship of self-concept and self-care in children with cancer.

The purposes of this descriptive study were to examine the relationships between self-concept and (a) self-care, (b) dependent-care, and (c) basic conditioning factors for children with cancer, and to compare the self-concept of children on- and off-therapy. The theoretical framework was Orem's self-care deficit theory of nursing. The sample consisted of 74 children with cancer and their mothers. Results showed small but significant correlations between variables, providing some evidence that if children had higher self-concept scores they performed more self-care activities and received more dependent-care from their mothers. The self-concept scores of the on- and off-therapy groups were not significantly different. This study supports Orem's theory and reinforces the need to promote positive self-concept.

Perceptions of Maternal Support as Related to Self-Concept and Self-Report of Depression in Sexually Abused Female Adolescents

ABSTRACT This study evaluated the relationship between perceptions of maternal support, self-concept and depression in sexually abused adolescents. Fifty adolescent victims of sexual abuse who were in treatment, and their mothers, participated in this research. Questionnaires completed at three time points assessed levels of self-concept, symptoms of depression, and perceptions of maternal support. Adolescent participants who perceived their mothers as “supportive” had higher self-concept scores and fewer symptoms of depression after treatment and at follow-up when compared to adolescents who perceived their mothers as “non-supportive.” A definition of “support” was developed based on both daughter and mother perceptions.

The relationship of self-concept and self-care in children with cancer

The purposes of this descriptive study were to examine the relationships between self-concept and (a) self-care, (b) dependent-care, and (c) basic conditioning factors for children with cancer, and to compare the self-concept of children on- and off-therapy. The theoretical framework was Orem's self-care deficit theory of nursing. The sample consisted of 74 children with cancer and their mothers. Results showed small but significant correlations between variables, providing some evidence that if children had higher self-concept scores they performed more self-care activities and received more dependent-care from their mothers. The self-concept scores of the on- and off-therapy groups were not significantly different. This study supports Orem's theory and reinforces the need to promote positive self-concept.

SPORT INVOLVEMENT AND SELF-CONCEPT IN GERMAN AND AMERICAN ADOLESCENTS

In contrast to the tendency to globalization in the world of sport, the scientific research into sport is largely restricted by national boundaries. The present study tries to break out of the parochial isolation characteristic of social sport studies. To do this, we identify self-concept and development tasks as central features of identity development in adolescence. After briefly discussing the theoretical and methodological problems of cross-cultural research, we empirically investigate the self-concept of selected groups of German and American adolescents. Furthermore, the relationship between involvement in sport and self-concept among adolescents in Germany and the USA will be examined. With regard to the pecularities of cross-cultural research the results are twofold. On the one hand, we found significantly higher self-concept scores for the American adolescents than for their German counterparts. On the other hand, there are more similarities than differences between the groups when age and gender effects on self-concept are under scrutiny. As far as the relationship between involvement in sport and self-concept is concerned, the empirical analysis reveals a positive trend valid across cultures, with those adolescents scoring highest on the self-concept measurement for whom sport plays an important role in their everyday life.

Custodial status and self concepts of Nigerian inmates remanded to prison custody.

60 male Nigerian prison inmates (30 with convicted status and 30 awaiting trial) and 210 male noninmates were administered the Tennessee Self-concept Scale to test the hypotheses that (1) inmates with convicted status would obtain higher self-concept scores than those with ¿awaiting trial¿ status, and (2) the self-concept scores of prison inmates generally would be lower than those of noninmates. The two hypotheses were strongly supported for this sample. It was concluded that self-concept scores were not only related to delinquency by also to custodial status.

Learning disabilities and social competence: a social ecological perspective.

To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3-6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.

Self-Perceptions of Older Women with Osteoporosis

The influence of living with osteoporosis on the selfperceptions of older women was examined. One hundred six osteoporotic women, 60 years of age and older, were interviewed. Higher self-concept scores were associated with having fewer illnesses, better mobility, ability to perform tasks of daily living more independently, ability to do housework, and being able to go out and socialize. Similarly, having fewer illnesses, better mobility, using fewer supportive devices, and performing ADLs more independently were positively related to higher self-esteem scores. Self-concept and self-esteem were also highly predictive of depressive symptoms expressed by the older women.

Self-Concept, Academic Achievement, and Athletic Participation

Self-concepts and grade point averages of 45 high school senior athletes and 40 nonathletes were compared. The Fitts Tennessee Self-concept Scale was administered along with a questionnaire about the subjects' previous grades. Athletes had significantly higher self-concept scores than nonathletes in six of eight self-concept areas. No significant difference was found between athletes and nonathletes regarding academic achievement.

Embedded-Figures Test Performance and Self-Concept of Elementary School Children

This study investigated the relationship between Embedded Figures Test and Piers-Harris Self-concept scores for 160 boys and 169 girls in Grades 4 through 6. Field-independent girls had significantly higher self-concept scores than field-dependent girls. However, there was no significant difference between the self-concept scores of the field-independent and field-dependent boys.

The self-concepts of children entering day psychiatric treatment.

Self-concepts of 68 school-aged children beginning day treatment were described and compared with groups of normal and clinic referred children studied by others. The expectation that day treatment children would have significantly lower self-concept scores than normal and clinic referred children was not met. In fact, a trend in the opposite direction emerged. 75 percent of children beginning day treatment expressed primarily positive views about how they valued themselves. Those with psychoneurotic disorders had significantly higher self-concept scores than did those with personality disorders and a modest but significant inverse relationship was found between self-concept and severity of disturbance. Social class was significantly related to ratings of self-worth and accounted for 42 percent of the variance. Sex, race and IQ did not influence self-concept ratings. Treatment implications, measurement issues and suggestions for future research are discussed.

A Developmental Analysis of Self-Concept in Mexican American and Anglo School Children

Measures of self-concept and level of acculturation were obtained from 44 male and 48 female Anglo American and 103 male and 116 female Mexican American students from two school districts, one rural and one urban. The scores were then analyzed using the following independent variables: school setting (urban vs. rural), grade level (first, third, sixth, ninth, and twelfth), student ethnicity (Anglo vs. Mexican American), and level of acculturation (high vs. low). The major dependent variable was total self-concept score based on the Piers-Harris Children's Self-concept Scale but the following self-concept subscales were also analyzed: Behavior, Happiness-Satisfaction, Intellectual and School Status, Physical Appearance, Anxiety, and Popularity The only significant main effect was level of acculturation, but this was more a function of highly acculturated Anglos! No overall ethnic differences were found. Third-grade Anglo students obtained higher self-concept scores than all other groups. Ethnic differences were found on one subscale, Behavior, but again these seem to be caused by highly acculturated third-grade Anglo students in the urban setting.

The Impact of Reading Deficiency on the Global Self-Concept of the Adolescent

In a study conducted at a midwestern suburban junior high, data were gathered regarding the self-concept and reading achievement of 83 eighth grade students who had been placed in low reading classes due to actual deficiency in reading or to behavior problems accompanied by poor read-ing scores. Statistical analysis of the data revealed that self-concept scores were not overwhelmingly low. Deficiency in reading was not related to overall self-concept. Improvement in reading did not result in higher self-concept scores, nor was decline in the former accompanied by decline in the latter. Implications for instruction of this apparent dis-association of reading deficiency and global self-concept are presented.

Self-Concept and Imitation

4-yr.-olds, 18 girls and 18 boys, either imitated or failed to imitate a sequence of modeled acts. Children who imitated at least one modeled act showed higher self-concept scores following modeling than those children who failed to imitate. Imitators vs non-imitators did not differ in their self-concept scores prior to modeling. Results were discussed in terms of a competence model.

Grade, Sex, and Ethnic Differences in Self-Concept of Franco-American and Anglo Primary Grade Students

Summary The research reported here was designed to investigate grade, sex, and ethnic background differences in self-concept of 301 kindergarten and first grade children from Anglo, Franco-American, and mixed parentage families. Higher self-concept scores were found on three subscales of the Self-Appraisal Inventory (SAI) for children with two Anglo parents and lowest scores for children of mixed ethnic parentage. No sex differences were found and first graders scored higher than kindergarteners on the General Scale. Implications for research and education are discussed.

Comparison of Self-Concepts of College Women: Athletes and Physical Education Majors

Abstract The Tennessee self-concept scale was administered to college women (N = 460) athletes and nonathletes, physical education majors and general college students, and participants and nonparticipants in high school competitive athletic programs to determine whether differences existed among these groups in self-concept scores. Women physical education majors and participants in high school competitive athletic programs were found to have significantly higher self-concept scores than all other groups—non-physical education majors, athletes, nonathletes, and non-high school participants. Only one significant difference was found between athletes and nonathletes, with nonathletes scoring higher in the category of family self. All groups scored highest for internal frames of reference in identity, followed by behavior, and lowest in self-satisfaction. For the external frames of reference, all groups scored highest in family self and lowest in personal self.