Self-Concept Scale Research Articles

Validity and reliability of a pictorial scale of physical self-concept in spanish children.

Validity and reliability of a pictorial scale of physical self-concept in spanish children.

Weight status, physical activity and self-concept in primary school children

Objective: The self-concept, self-esteem and body image of schoolchildren is being compromised due to stigmatization and discrimination in many areas of their lives. Recent studies have shown different associations between those variables and fitness. The objective of this study was to analyse the relationship between weight status, physical activity and self-concept in 103 schoolchildren (63 girls) aged 8-12 years. Design and method: The design was cross-sectional relational. The sampling was non-probabilistic. The body mass index was calculated and the participants were categorized according to their weight status (normal weight vs. overweight-obesity) following international criteria. Physical activity (minor vs. major) was estimated with the short Krece-Plus test. The self-concept was evaluated with the Piers-Harris Self-concept Scale. Non-parametric statistics were used. Results: The results showed that those with normal weight had a better behavioural self-concept (p = 0.048). Those with greater physical activity scored higher in the intellectual (p = 0.034), physical (p = 0.016), social (p = 0.031) and global (p = 0.008) dimensions. The fat but fit paradox was also found in the self-concept; thus, those with normal weight/ greater physical activity presented a better intellectual self-concept (p = 0.022), physical (p = 0.006) and global (p = 0.008). Conclusions: These findings suggest that weight status and physical activity could be differentiating elements in the self-concept in childhood and preadolescence. Prospective studies are needed to analyse the effects in this relationship.

The Effect on Group Counseling for the Low Self-Concept of Undergraduate

Objectives: To explore the group counseling on the impact of low self-concept of students. Methods: Filter out 21 students with low levels of self-concept from 80 randomly selected college students, and 11 of them as the experimental group to accept group counseling to explore self-awareness. The group counseling consists of six units and lasts six weeks. Tennessee self-concept scale and interpersonal relationship scale were used for pre- and post-testing before and after counseling; the other 10 college students served as the control group and did not conduct group counseling experiments. A comparative study of the experimental group and control group also compared the pre-test and post-test results of the experimental group. Results: There were significant differences in the results of the experimental group between the pre-test and post-test data; the treated subjects improved the level of self-concept significantly. There was a significant difference between the experimental group and the control group in the post-test. Conclusion: The group counseling to explore self-consciousness can help low levels of self-concept students to understand themselves, be pleased to accept themselves, develop themselves, also enhance their interpersonal skills, environmental adaptability and learning ability can be promoted.

Regulatory Standard 32 ban on adornments and professional self-concept of nursing professionals.

To analyze the relationship of the ban on adornments imposed by Regulatory Standard 32 and workers' characteristics with the professional self-concept of nursing staff. Cross-sectional analytic and quantitative study. Assessment instruments were the Professional Self-concept Scale and a questionnaire for sample characterization. The sample comprised 182 nursing professionals. Descriptive and inferential analysis was performed with Statistical Package for the Social Sciences (SPSS) version 20.0. The average score on the Professional Self-concept Scale was 113.3 (±12.7). Most participants reported to miss wearing adornments at work. The participants who reported not to miss adornments exhibited higher self-concept, on average. We found statistically significant association between lack of adornments and factors accomplishment (p=0.01) and health (p=0.00), between job position and factor competence (p=0.00) and between time since graduation and factor health (p=0.01). For the present sample professional self-concept was influenced by lack of adornments, time since graduation and job position.

피어스-해리스 아동용 자아개념검사의 타당화 연구(Ⅱ): 자아개념 잠재집단의 분류

피어스-해리스 아동용 자아개념검사의 타당화 연구(Ⅱ): 자아개념 잠재집단의 분류

Reprobación escolar en el nivel medio superior y su relación con el autoconcepto en la adolescencia

Algunos de los problemas del sistema educativo nacional en su nivel medio superior son la deserción, la baja eficiencia terminal y el bajo rendimiento escolar, problemática asociada a los niveles de reprobación en sus alumnos. La reprobación escolar consiste en no aprobar una o varias materias en un determinado grado o nivel, lo cual se relaciona a elementos sociales y familiares, psicológicos, económicos, perfiles de ingreso limitados y falta de hábitos de estudio (Corzo s/f). Entre los factores personales se encuentra el autoconcepto, o conjunto de pensamientos y sentimientos genéricos que el individuo tiene de sí mismo. Esta investigación se plantea como objetivo determinar si existe relación entre la reprobación escolar y el autoconcepto. La metodología fue cuantitativa, con un diseño descriptivo correlacional, con 103 estudiantes de nivel bachillerato de una preparatoria pública de la ciudad de Morelia, Michoacán, México, quienes presentaban más de una materia reprobada. Se les aplicó la Escala de Autoconcepto AF5 de Tomas y Oliver (2004), validada para esta población por Díaz y Morales (2015), con un alpha de Cronbach de .775. Los resultados destacan una correlación significativa de carácter negativo entre el número de materias reprobadas y el autoconcepto en sus factores familiar y escolar.

The Self-Concept in Specific Areas of Students attending Multigrade and Single Grade Elementary Schools. Comparative Approach

The aim of this study was to investigate self-concept in specific areas of students attending multigrade and single grade primary schools. The sample of the survey consisted of 698 pupils, aged between 11 and 12 years old, having no socioeconomic differences. All students were enrolled in multigrade and single grade primary schools of six Greek prefectures. The participants completed the ΄Student Self-Concept Scale΄ of Gresham, Elliott & Evans-Fernandez, (1993). The method for the selection of participants was based on the layered and block random sampling. The results of the survey showed that students attending multigrade schools have no significant differences, at least in most areas of their self-concept (academic skills and emotional behavior) nor in self-esteem (athletic performance, physical appearance, popularity), compared to peers of single grade schools. Furthermore, the social development of students in multigrade schools is not only incomplete but greater compared to the one of single grade schools. https://doi.org/10.26803/ijlter.17.12.7

Self-concept in reading: Factor structure, cross-cultural invariance and relationships with reading achievement in an international context (PIRLS 2011)

Using data from 48 countries, this study investigated the factorial structure and tested the cross-cultural invariance of the PIRLS 2011 reading self-concept scale and its relationships with reading achievement. The study showed that a two-factorial structure of the self-concept scale in reading had the best fit with the data. Configural invariance and metric invariance were achieved, scalar invariance was not. The two dimensions ‘Perception of competence’ and ‘Perception of difficulty’ showed robust within-country correlations with reading achievement, especially the second one. At the country level, the ‘Perception of competence’ was negatively related with reading, illustrating the attitudes-achievement paradox: countries in which students on average reported a more positive self-concept performed lower. On the contrary, for the ‘Perception of difficulty’, the sign of the correlation remained the same at the within-country and at the country level.

Peran Dukungan Keluarga dan Konsep Diri Terhadap Peningkatan Keterampilan Sosial Anak Tunarungu di Sekolah Inklusif

<p>This research aims to find out whether there is an influence of family support and self-concept on social skills of deaf children in inclusive schools. The data collection tool of this study uses a questionnaire with a family support scale compiled by the author based on the theory of Caplan (1976), the scale of self-concept compiled by the author based on the theory of Caldarella & Merrel (2003). The reliability of the family support scale is 0.913 self-concept scale of 0.969 and the social skill scale is 0.892. Data analysis in this study was carried out by multiple regression techniques. Based on the results of the data analysis, the influence of family support and self-concept on social skills in Deaf children with a significance value of 0,000, R value of 0.983 and R square of 0.966 indicates that the contribution percentage of the variable family support and self-concept is 96.6% while the remaining 3.4% is influenced or explained by other variables that are not used.<strong></strong></p>

Qualidade de vida e autoconceito de atletas paranaenses de basquetebol em cadeira de rodas

Este estudo objetivou investigar a qualidade de vida e o autoconceito de atletas paranaenses de basquetebol em cadeira de rodas. Fizeram parte do estudo atletas, do sexo masculino, participantes da 2ª etapa do Paranaense de Basquete em Cadeira de Rodas, sediada na cidade de Maringá-PR. Para a coleta de dados foram utilizados o questionário Medical outcomes study 36 - item short – form health survey - SF-36 (CICONELLI, 1997) e a Escala Fatorial de Autoconceito – EFA (TAMAYO, 1981). Para análise dos dados, foram utilizados os testes Kolmogorov-Smirnov, Mann-Whitney e coeficiente de correlação de Spearman, adotando-se (P≤0,05). Os resultados evidenciaram que a maioria dos atletas possui um alto nível de autoconceito e bom nível de qualidade de vida. Na comparação entre a percepção da qualidade de vida conforme a classificação do autoconceito os atletas com alto nível de autocontrole apresentaram maior score de qualidade de vida para a dimensão “limitação por aspectos físicos”, sendo esse valor significativamente maior quando comparados aos atletas de nível baixo/médio (p= 0,029*). Não foram encontradas correlações fortes entre as dimensões da qualidade de vida e autoconceito. Atletas de paradesporto da modalidade de basquetebol de cadeira de rodas apresentaram bons níveis de qualidade de vida e autoconceito.

The rural children's loneliness and depression in Henan, China: the mediation effect of self-concept.

This research explored the relationship among loneliness, depression and self-concept of rural children in China. Seven hundred and twenty-four children (Mage = 9.15years) from two rural primary schools were selected as respondents to participate in this study. Piers-Harris Children's Self-concept Scale, Asher Loneliness Scale and the Center for Epidemiologic Studies Depression Scale for Children were used. Of the rural children surveyed, 14.50% and 10.22%, respectively, experienced strong loneliness and severe depression, and 28.52% had low self-concept. There was a significant positive relationship of moderate level between loneliness and depression, and significant negative relationships between total self-concept and depression, and between total self-concept and loneliness. Moreover, a partial mediation role of self-concept was found in the relationship between loneliness and depression. Children's loneliness was not only directly related to depression, but also was indirectly mediated by self-concept, which demonstrated a partial mediation role in the relationship between loneliness and depression.

Behavioral problems, self-awareness and family factors in children with simple obese

Objective To investigate the the association between psychological behavior and self-awareness of obese children and family factors, in order to provide scientific basis for clinical intervention in obese children. Methods Fifty children with obesity(obesity group) and fifty healthy children(control group) were included in the study.All children were evaluated with the Achenbach Child Behavior Checklist(CBCL), Piers-Harris Child's self-concept Scale(PHCSS), Family Environment Scale-Chinese Version (FES-CV) and Egma Minnen av Bardndosnauppforstran(EMBU). Moreover, correlation analysis was applied in the study to explore family factors affecting behavioral problems and self-awareness of obese children. Results Compared with control group, significant higher ratio of abnormal behaviors was found in children with obesity (P<0.05). FES-CV showed that the degree of expressiveness((3.16±1.93), (4.65±1.02)), intellectual-cultural orientation((5.31±1.28), (6.10±1.83)) and active-recreational((2.78±1.36), (4.84±1.72)) were lower than control group, and the degree of family conflict((4.11±1.45), (3.32±1.27)) and control((6.42±1.37), (5.09±1.65)) were higher in children with obesity (P<0.05). Moreover, EMBU showed that emotional warmth score was significantly lower in obese group than that in control group(P<0.01), and the scores of parent's rejection, father's severity, parent's over-interference, and mother's over-protection were significantly higher than the scores in control group(P<0.05). In obese group, the correlation analyses showed a negative association between social withdrawal in children's behavioral problems and family expressiveness (r=-0.62, P<0.01), and a positive association between aggressivity and family conflict (r=0.39, P<0.05). There was a positive correlation between internalizing behavioral problems and mother's over-protection and over-interference(r=0.60, P<0.01). Low self-awareness was positive associated with parent's rejection and father's severity(r=0.46, 0.51, 0.44 respectively, P<0.05). Conclusion A significant higher risk of abnormal psychological behaviors and low self-concept can be found in children with obesity, which can closely related to family factors. Key words: Children; Obesity; Psychological behavior; Self-awareness; Family factors.

Application of WeChat-based peer education in bladder cancer patients receiving ostomy

Objective To investigate the effects of the WeChat-based peer education in bladder cancer patients receiving ostomy. Methods A total of 110 bladder cancer patients admitted in the Department of Urinary Surgery of Harbin Medical University Cancer Hospital from January 2016 to June 2017 were selected and divided into the treatment group (n=55) and the control group (n=55) according to the random number table. Patients in the control group received conventional nursing interventions, while patients in the observation group received the WeChat-based peer education. The intervention effects were compared between the two groups using the Quality of Life Questionnaire for Cancer Patients (QLQCP) and Wallance Self-Concept Scale (WSS) . Results Cancer patients in the treatment group scored (44.63±13.59) in the dimension of symptoms in QLQCP, which was lower than that of the control group; and it scored (54.13±14.66) and (66.84±16.89) in the dimensions of function and specificity, both higher than those of the control intervention group (t=-2.220, 2.525, 2.162; P<0.05) six months post. The WSCS score of the treatment group was (79.66±17.12) , which was higher than that of the control group (t=3.011, P=0.003) . Conclusions Peer education can improve the quality of life and self-concept in bladder patients receiving ostomy, which is worth promoting in clinical practice. Key words: Urinary bladder neoplasm; Ostomy; Quality of life; Peer education

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study

ABSTRACT Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.

Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

Özel Eğitimin Üstün Yetenekli Çocuklar Üzerinde Benlik Algısına Etkisi

Bu araştırma özel eğitimin üstün yetenekli çocukların benlik algısı üzerinde etkisini araştırmak amacıyla planlanmıştır. Araştırmanın örneklemi İzmir Sıdıka Akdemir Bilim ve Sanat Merkezinde özel eğitim alan 26 ve tanılanmış ancak özel eğitime başlamamış 26 üstün yetenekli çocuktan oluşmaktadır. Çocukların 30’u kız, 22’si ise erkektir. Benlik algısının araştırılması için Piers Harris Öz-Kavram Ölçeği kullanılmıştır. Üstün yetenekli çocukların benlik algısı ile özel eğitim alma durumları arasındaki ilişki Mann Whitney U-Testi ile analiz edilmiştir. Araştırma sonucunda özel eğitim almayan üstün yetenekli çocukların Piers Harris Öz-Kavram Ölçeği puanlarının özel eğitim alan üstün yetenekli çocukların puanlarından anlamlı derecede yüksek bulunmuştur (p&amp;lt;0,05).

The effect of teacher support on primary school students’ reading engagement: the mediating role of reading interest and chinese academic self-concept

The subjects of this research were 776 pupils from grade three to grade six in Shandong Province, China. This study examined the influence of teacher support on students’ reading engagement, and the mediating variables between those two factors, as measured by the perception of teachers’ support scale, reading engagement scale, reading interest scale and Chinese academic self-concept scale. Results showed that the reading engagement of primary school students who lived in urban areas was significantly greater than that of students in rural areas. Moreover, teacher support positively influenced primary school students’ reading engagement, and reading interest had a mediating effect on teacher support and reading engagement, whereas the Chinese academic self-concept did not mediate such relations. However, Chinese academic self-concept completely mediated the relationship between teacher support and reading interest, such that there was a specific sequential effect between teacher support and reading engagement that formed an intermediating chain.

How Valid Are Measures of Children\u2019s Self-Concept/ Self-Esteem? Factors and Content Validity in Three Widely Used Scales

Children’s self-esteem/self-concept, a core psychological construct, has been measured in an overwhelming number of studies, and the widespread use of such measures should indicate they have well-established content validity, internal consistency and factor structures. This study, sampling a demographically representative cohort in late childhood/early adolescence in Dublin, Ireland (total n = 651), examined three major self-esteem/self-concept scales designed for late childhood/early adolescence: Piers-Harris Self-Concept Scale for Children 2 (Piers et al. 2002), Self-Description Questionnaire I (Marsh 1992) and Self-Perception Profile for Children (Harter 1985). It also examined findings in light of the salient self factors identified by participants in a linked mixed-methods study. The factor structure of Piers-Harris Self-Concept Scale was not replicated. The Self-Description Questionnaire I and Self-Perception Profile for Children were replicated only in part although in similar ways. In all three scales, a global/ appearance self evaluation factor accounted for the largest variance in factor analyses. Sport/athletic ability, school ability, school enjoyment, maths and reading ability/enjoyment, behaviour, peer popularity, and parent factors were also identified but did not always reflect existing scale structures. Notably, the factors extracted, or items present in these scales, often did not reflect young people’s priorities, such as friendship over popularity, the importance of family and extended family members, and the significance of incremental personal mastery in activities rather than assessing oneself as comparatively good at preferred activities. The findings raise questions about how self-esteem/self-concept scales are used and interpreted in research with children and young people.

The Effectiveness of a Treatment Program in Decreasing the Psychological Stressors and Improving Self-Concept of Philadelphia University Students

The current study aimed to identify the effectiveness of a treatment program in decreasing the psychological stressors and improving self-concept of Philadelphia University students. The study population consisted of all students of the Faculty of Arts at Philadelphia University for the academic year 2015-2016. The psychological stressors and the self-concept measures were applied as a pre-test on 45 students, who wished to participate in the program.The study sample was selected from students who obtained high scores on the psychological stressors scale, and students who obtained low scores on the self-concept scale, which amounted to 30 students, who were divided randomly into two groups: the experimental group, which included 15 students who received the treatment program, and the control group, which included 15 students who did not receive the treatment program. Multivariate Analysis of Covariance was used to answer the first and the third questions, and the T-test of the associated samples was used to test the significance of differences between the two groups and answer the second and the fourth questions. The results of the statistical analysis indicated that there were statistically significant differences at the level of significance (α ≤ 0.05) between the experimental and the control groups on the post-test of both the stressor and the self-concept scales due to the effectiveness of the treatment program that has been applied to the experimental group.

The Effectiveness of a Treatment Program in Decreasing the Psychological Stressors and Improving Self-Concept of Philadelphia University Students

The current study aimed to identify the effectiveness of a treatment program in decreasing the psychological stressors and improving self-concept of Philadelphia University students. The study population consisted of all students of the Faculty of Arts at Philadelphia University for the academic year 2015-2016. The psychological stressors and the self-concept measures were applied as a pre-test on 45 students, who wished to participate in the program.The study sample was selected from students who obtained high scores on the psychological stressors scale, and students who obtained low scores on the self-concept scale, which amounted to 30 students, who were divided randomly into two groups: the experimental group, which included 15 students who received the treatment program, and the control group, which included 15 students who did not receive the treatment program. Multivariate Analysis of Covariance was used to answer the first and the third questions, and the T-test of the associated samples was used to test the significance of differences between the two groups and answer the second and the fourth questions. The results of the statistical analysis indicated that there were statistically significant differences at the level of significance (α ≤ 0.05) between the experimental and the control groups on the post-test of both the stressor and the self-concept scales due to the effectiveness of the treatment program that has been applied to the experimental group.