Multidimensional Self Concept Scale Research Articles

Self-concept evaluation and migraine without aura in childhood

IntroductionSelf-esteem is related to the broadly understood concept of self-schemas and is a crucial mechanism for a correct psychological development in children and adolescents. The impact of the many psychological difficulties linked to the migraine without aura (MoA) and recurrent headache attacks, such as anger and separation anxiety, on self-esteem has not yet been well investigated. The aims of the present study were to assess self-esteem levels in an objective way and to verify their possible relationship and correlation with the frequency and intensity of migraine attacks, in a population of children and adolescents affected by MoA.MethodsThe study population was comprised of 185 children (88 males [M],97 females [F]) aged between 6 and 12 years (mean 9.04 ± 2.41 years) referred consecutively for MoA to the Center for Childhood Headache, Clinic of Child and Adolescent Neuropsychiatry, Second University of Naples and of 203 healthy controls (95 M, 108 F) with mean age 9.16 ± 2.37 years, recruited from schools in Campania. The monthly headache frequency and the mean headache duration were assessed from daily headache diaries kept by all the children, and MoA intensity was assessed on a VAS (visual analog scale). To further evaluate their level of self-concept, all subjects filled out the Multidimensional Self-Concept Scale (MSCS).ResultsThe two study groups were comparable for age (P = 0.621), sex (P = 0.960), and z-score BMI (P = 0.102). The MoA group showed a significant reduction in the MSCS total score (P < 0.001) and in the Social (P < 0.001), Affect (P < 0.001), Family (P < 0.001), and Physical (P < 0.001) domains of the MSCS compared with the control group. The Pearson’s correlation analysis showed a significantly negative relationship between MoA clinical characteristics and MSCS scores, and similarly the frequency of attacks was significantly negatively related with the Social (r = −0.3176; P < 0.001), Competence (r = −0.2349; P = 0.001), Physical (r = −0.2378; P = 0.001), and total (r = −0.2825; P < 0.001) scores of the MSCS. On the other hand, the MoA duration was significantly negatively related with the Social (r = −0.1878; P = 0.01), Competence (r = −0.2270; P = 0.002), Physical (r = −0.1976; P = 0.007), and total (r = −0.1903; P = 0.009) scores of the MSCS.ConclusionOur study first identified differences in self-esteem levels, with an objective tool, in children affected by MoA compared with controls, suggesting the need for evaluation of self-esteem for better psychological pediatric management of children with migraine.

Juvenile idiopathic arthritis (JIA): can an integrated medicine be possible?

Background JIA means arthritis of unknown origin, lasting more than 6 weeks and that arise before 16 years of age. It is characterized by pain, swelling, stiffness and functional limitation of joints. The Multidimensional Self-Concept Scale assesses global self-concept and six context-dependent self-concept domains that are functionally and theoretically important in the social-emotional adjustment of youth and adolescents: Social, Competence, Affect, Academic, Family, and Physical.

Self-Concept and Coping Skills of Female Early Adolescents in South Korea

The purpose of the present study was to investigate the coping strategies and self-concept of Korean female early adolescents. These adolescents (n = 351) were enrolled in a middle school in Seoul. The subjects completed the Multidimensional Self-Concept Scale and Coping Responses Inventory questionnaires. The subjects exhibited the greatest positivity with regard to family self-concept and the greatest negativity with regard to academic self-concept. The subjects most frequently used the seeking guidance strategy of approach coping and the seeking alternative rewards strategy of avoidance coping. Self-concept was positively or negatively related with various coping skills. Using content analysis, seven categories including discord in family relationships were identified. The results of this study provide information that will aid school nurses working with adolescents with regard to helping the adolescents develop a positive self-concept and more effective coping strategies.

Self-Concept and the Perception of Facial Appearance in Children and Adolescents Seeking Orthodontic Treatment

To examine, in adolescents with mild to moderate malocclusion, the relationship between self-concept and demographic characteristics, a clinical assessment of malocclusion, self-perception of malocclusion, and self-perception of facial attractiveness. Fifty-nine consecutive patients ages 9 to 15 years scheduled for initial records in a graduate orthodontic clinic consented to participate. Each subject independently completed the Multidimensional Self-Concept Scale (MSCS), the Facial Image Scale, and the Index of Treatment Need-Aesthetic Component (IOTN-AC). Peer Assessment Rating (PAR) scores were obtained from the patients' diagnostic dental casts. Forward multiple-regression analysis with a backward overlook was used to analyze the effect of the demographic, clinical, and self-perception measures on each of the six self-concept (MSCS) domains. Self-perception of the dentofacial region was the only statistically significant predictor (P < .05) for the Global, Competence, Affect, Academic, and Physical domains of self-concept, while age, parental marital status, and the adolescent's self-perception of the dentofacial region were statistically significant predictors (P < .05) of Social Self-Concept. The self-perceived level of the attractiveness or "positive" feelings toward the dentofacial region is more strongly related to self-concept than the severity of the malocclusion as indicated by the PAR score or by the adolescent's perception of their malocclusion.

Primary prevention of eating disorders: A constructivist integration of mind and body strategies

This study investigated the impact of a primary prevention program for eating disorders aimed at fifth-grade females. The curriculum was based on empirically validated risk and protective factors and incorporated interactive discourse, yoga, and relaxation into 10 weekly sessions. Pre- and post-test data from five groups conducted over 2 years were combined for a total of 75 participants. Data were also collected from 69 control group participants. Results indicate completion of the group resulted in a significant decrease on scales from the Eating Disorder Inventory-2 measuring body dissatisfaction and bulimia, as well as an increase on the Social scale of the Multidimensional Self-Concept Scale. The results demonstrate mixed support for the Girls' Group prevention program. Implications for practice and future research are discussed.

Concurrent validity of the COHIP

This study examined the relationship between children's perception of their OHRQOL and their perceptions of their dentofacial image, social anxiety, and self-concept as an assessment of the concurrent validity for the Child Oral Health Impact Profile (COHIP). A nonrandom, consecutive sample of children, ages nine to 14 years, was recruited for this observational validation study. Participants had been accepted for treatment in the University of North Carolina Graduate Orthodontic clinic. Data were collected after gathering initial orthodontic records and prior to delivery of any fixed or removable orthodontic appliances. Participants completed the COHIP and standardized dimension-specific questionnaires with known psychometric properties designed to assess self-concept, social anxiety, and perception of facial image. Child assent with caregiver consent was obtained prior to data collection. Pearson's correlations between each of the domains of the COHIP and the Dento-facial Image, the Social Anxiety Scale, and the self-concept domains of the Multidimensional Self Concept Scale (MSCS) were calculated. Criteria for support of concurrent validity was established based on directionality of expected relationships and strength of the observed correlation coefficient. Each correlation was assessed as meeting or not meeting the criteria. A one-tailed one sample Z-test was used to test the null hypothesis that 58% of the calculated correlations would meet the criteria (expected a priori) with an alterative that less than 58% would meet the criteria. The average age of the 52 subjects enrolled was 11.8; 40% were male; and 85% were Caucasian. The hypothesis that 58% of the calculated correlations defined a priori as expected relationships would meet the criteria was supported by the data (P = 0.63). The perception of dentofacial appearance was positively correlated (range = 0.39 to 0.45; with all of the COHIP domains except for the School domain. Overall, the COHIP domains, particularly Self-Image and Social Emotional subscales, were positively correlated (0.32-0.52) with the MSCS self-concept domain scores, except Family Self-Concept. The COHIP domains, particularly Functional Well-being and Social Emotional subscales, were negatively correlated (-0.76 to -0.33) with the three Social Anxiety subscales that include both fear of negative evaluation and social avoidance. The findings in this study lend support to the validity of the COHIP since 77% of the expected relationships between the domains of the COHIP and the domains of general, standardized dimension-specific instruments were observed. The decision to use condition-specific, dimension-specific, or general quality of life (QOL) measures is dependent on the purpose of the study. For investigations in children on the effect of dental treatments or in epidemiologic studies of an oral health outcome, the use of condition-specific QOL measures like the COHIP have the advantages of increased patient responsiveness since the assessment is focused on a specific condition, oral health, and increased sensitivity to treatment effects.

An Evaluation of the Structured Success Program: From the Students' Point of View

This study examined a special education program from the perspective of students with einotional/behavioral disturbances (E/BD). Participants in the study were enrolled in a Structured Success Program selected from 5 schools in the Saskatoon area. The subjects (N = 17) were male and ranged in age from 11 to 14 years. To examine students' perceptions of their classroom enNironment and self-concept, subjects were administered the Classroom Environment Scale (CES) and the Multidimensional Self-Concept Scale (MSCS). Semi-structured interviews were also conducted to gain insight into the general experiences of students in the program. The mean scores for the current sample on the subscales of the CES and the MSCS were compared to the normative sample. A correlational analysis between the subscales on the CES and the subscales of the MSCS was also performed. Results indicated that the two groups differed significantly on five of the nine subscales on the CES. Self-report ratings on the MSCS between the two groups revealed no differences. Findings from the interview suggested the emergence of two themes among the participants-a general sense of anger and resentment, and social impairments.

The Relationship of Gang Membership to Self-Esteem, Family Relations, and Learning Disabilities

In order to learn more about the social and personal disabilities of individuals with differing levels of gang membership, 205 Hispanic high school students in Southeastern Texas received the Pillen and Hoewing-Roberson (1992) Gang Membership Inventory (GMI), the Bracken (1992) Multidimensional Self Concept Scale (MCSC), the Brown, Johnson and Sherbenou (1990) Test of Non-Verbal intelligence (TON1-2) used in conjunction with the Jastak and Wilkinson (1984) Wide Range Achievement Test (WRAT-3) to determine the presence of a learning disability. The results indicated that youths with high gang membership exhibited: (1) significantly lower self-esteem scores; (2) significantly lower family relationship scores; but (3) no increased incidence of learning disabilities. Implications for gang affiliation risk factors and prevention programs are discussed.

Ability grouping in secondary schools: effects on pupils' self-concepts.

Current pressure on secondary schools to increase ability grouping has raised concerns about the impact of setting on pupils' self-concepts. Evidence from previous research is conflicting. A multidimensional measure and multilevel modelling promise to clarify the effects. This paper aims to examine the effects of structured ability grouping on year 9 pupils' self-concepts. The sample comprises over 3000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represent three levels of ability grouping in the lower school (years 7 to 9). Pupils responded to a multidimensional self-concept scale measuring academic and general facets of the self-concept. Measures of attainment were collected in English, mathematics and science. Multilevel modelling was used to examine the effect of the type of school on the general facets of the pupils' self-concept and the effects of setting in each curriculum subject on the academic facets of the self-concept. Pupils' general self-concept was higher in the group of schools with moderate levels of setting. The degree of setting in mathematics and science had no effect on the corresponding academic self-concepts but setting in English tended to lower the self-concepts of the higher attaining pupils and raise the self-concepts of lower attaining pupils. Gender differences were consistent with previous research, with boys having significantly higher self-concept scores than girls, except in English. These findings indicate that the degree of stratification in schools can have an impact on adolescents' self-esteem and views of themselves in school.

Self-concept, achievement and occupation in gifted Taiwanese adolescents

The education of gifted adolescents that underachieve is a significant problem that impacts on the child's educational opportunities and possible career trajectory. Many researchers propose that a child's self-concept is predictive of academic achievement. Using an occupational science paradigm, this study examined the notion that an adolescent's self-concept and academic achievement are also related to the types and time expended in occupation. Eighteen gifted achieving and under-achieving Taiwanese junior high school students completed the Multidimensional Self-concept Scale and a time diary for one week in the summer. The results indicated that self-concept, achievement and time expended in academic occupations are positively related. Furthermore, there are differences between these two groups of students in the time expended in academic and social activities. The study has cross-cultural implications regarding the time use of young Taiwanese teens. Copyright © 2000 Whurr Publishers Ltd.

Multidimensional Self Concept Scale: An examination of grade, race, and gender differences in third through sixth grade

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.

Relationship Between Students’ Social Status and Global and Domain-Specific Self-Concepts

Global and domain-specific self-concept differences among 815 children and adolescents of popular, rejected, neglected, controversial, average, and “unclassified” social status were examined. Social status was derived using the Coie, Dodge, and Coppotelli (1982) sociometric procedure and self-concept assessment was conducted with the Multidimensional Self Concept Scale (MSCS). Findings supported the hypothesis that students in the extreme status groups (i.e., popular and rejected children) would differ in self-concept; however, fewer consistent differences emerged between students who were identified as neglected, controversial, average, or unclassified in social status. Domain-specific subscales of the MSCS, especially social, proved to be more effective than the Total Scale Score in differentiating the various social status groups. Physical and academic self-concepts also contributed meaningfully to the differentiation of individual pairs of social status groups, and emphasizes the importance of considering context-dependent subdomains in the analysis of students’ self-concept.

THE SELF-PERCEPTION OF ABILITY BY CHINESE CHILDREN IN CHINA AND HONG KONG: GENDER AND GRADE DIFFERENCES

The purpose of the study was to examine the self-perception of ability by Chinese children with respect to gender and grade differences. A total of 1,679 boys and girls in three primary grade levels from Mainland China and Hong Kong were included, and an indigenously developed multidimensional self-concept scale (MMSI) was used. Results showed that in both the China and Hong Kong samples, boys were found to score a little lower than girls in three self-concept domains: academic, social, and general. Primary One students were found to score higher than Primary Three and Five students in all four domains: academic, appearance, social, and general. Results also indicated that children from China were higher than children from Hong Kong in appearance, social, and general self-concept. Significant interaction effects of society by grade and gender by grade were found. The findings were discussed with respect to the developmental process of Chinese children.

Global and domain-specific self-concepts of a matched sample of adolescent runaways and nonrunaways

Assessed the self-concepts of 132 adolescents (66 adolescent runaways and 66 nonrunaways) with the Multidimensional Self Concept Scale (MSCS). Adolescent runaways were found to have significantly lower global self-concepts than the matched group of children who did not run away (hereafter nonrunaways). Runaways were also found to have lower domain-specific self-concepts than nonrunaways in 5 of the 6 important domains assessed by the MSCS (i.e., Social, Affect, Academic, Family, and Physical). Within-group analyses revealed that runaway adolescents had significantly lower Family self-concepts than other specific domains of self-concept, which highlights the influence of families on children's psycho-social adjustment. As expected, nonrunaways did not differ across any of the domain-specific self-concepts.

The Invariance of the Self-Concept Construct across White and Hispanic Student Populations

The psychoeducational assessment of children commonly involves measuring self-concept. Although Hispanic children comprise a large number of special education referrals, there is little research ruling out bias in the construct validity of existing self-concept measures with this population. Although Hispanic children were adequately represented in the norming sample of the Multidimensional Self Concept Scale (MSCS), a recently developed measure of children's self-concept, there has been no examination of bias in construct validity of the MSCS between White and Hispanic student populations. The purpose of this study was to examine whether the factor structure of the MSCS was invariant across White and Hispanic student populations. In this study, we first confirmed Bracken's (1992) six-domain model of the MSCS with a sample of 458 White fifth-, eighth-, and twelfth-grade students. Next, the covariance matrix of MSCS scores from a sample of 246 English-speaking Hispanic fifth-, eighth-, and twelfth-grade students was tested for goodness-of-fit with the structural model derived using the White sample. The MSCS self-concept model was found to be consistent with Bracken's (1992) theoretical model in a sample of White students and was invariant across an English-speaking Hispanic sample.

Effects of therapeutic intervention on self-concepts of children with learning disabilities

Change in self-concept of two groups of children with learning disabilities and one group of children without learning disabilities were examined using four subscales of the Multidimensional Self-Concept Scale. The experimental group (N=76; 54M; 22F) participated in a therapeutic intervention program focused on improving classroom behaviors and group interactions, while the comparison group (N=54; 38M; 16F) received no therapeutic intervention. The control group (N=20; 12M; 8F), composed of children without learning disabilities, also received no intervention. The results showed that therapeutic intervention significantly increased total self-concept, and the subscales of competency and affect. Results also show that selection for learning disabled classes is appropriate, and that self- concept interventions should be concentrated in these populations.

Self-Concept and Children with Learning Disabilities

This study assessed the self-concept of students with learning disabilities (LD), comparing observer ratings and self-reports both within the LD group and across LD, nondisabled, and high-achieving (HA) classes. Using the Multidimensional Self Concept Scale (MSCS) a total of 135 students from the sixth, seventh, and eighth grades rated their self-concepts. Teachers and parents also rated the children's self-concepts using an abbreviated form of the MSCS. Compared to students' ratings, teachers generally underestimated the LD and nondisabled students' self-concepts, but overestimated the HA students' self-concepts. Parents' ratings of children with LD and HA children generally matched their children's self-reports, but the agreement between nondisabled children and their parents varied depending on the domain of self-concept. This study demonstrates the importance of assessing multiple self-concept domains when working with children who have learning disabilities.