Children's Self-Concept Research Articles

Single Parent Family Communication Patterns in Girls' Self-Concepts in Wajo District, Makassar City

The purpose of this study was to determine the pattern of family communication in the development of the self-concept of girls (single parent) in Wajo District, Makassar City and to determine the pattern of development (Single Parent) in developing the self-concept of girls with their families in order to establish good communication. This research uses descriptive analysis qualitative research method. This study intends to describe the description of single parents in developing their daughter's self-concept through family communication patterns to guide and provide support to daughters. The selected informants include people who are selected on the basis of certain criteria. This research was conducted by collecting data through observation, interviews, and documentation. This research was conducted for one month and located in Wajo District, Makassar City.
 The results of this study indicate that the pattern of family communication in developing the self- concept of single mother girls by using communication patterns is given through interpersonal communication where parents are communicators and the efforts given by single parents to girls are generated from experiences that have been passed and communication with parents make the nature, behavior, emotional, and social can be positive or negative. The form of communication used by single mothers in developing their daughter's self- concept uses interpersonal communication in the form of direction, teachings, guidance, experience and word of mouth motivation. The guidance provided is maximal enough to develop the child's self-concept as a guide in the future.

The Role of Parental Parenting in the Formation of the Child’s Self-Concept

Parents have an important role in the formation of self-concept in children. Children who receive positive treatment will have a positive self-concept and vice versa. Children who receive unpleasant treatment from their parents will have a negative self-concept. Parents are one of the main factors that can influence the formation of self-concept in a child. If the child erred, the parents directed the child, advised, and gave understanding so that the child could understand to correct his mistakes in an appropriate way. Positive self-concept arises from good self-qualities, no hesitation in acting, daring to try, and daring to make decisions. On the other hand, children who receive unpleasant treatment from parents, such as often getting naughty and stupid words when making a mistake, will appear a negative self-concept in children. Negative self-concept arises from the poor quality of self-adjustment, doubts in oneself, fear of trying and not daring to make decisions. This article aims to describe the role of parents in parenting until their self-concept is formed. The method used is a literature study. This paper is a form of view resulting from a literature study conducted by the author of books and journals related to the Role of Parenting in the Formation of Children’s Self-Concept. The results obtained from the studies carried out explain that parental parenting has an important role in shaping self-concept in children.

The Associations Among Physical Activity, Quality of Life, and Self-Concept in Children and Adolescents With Disabilities: A Moderated Mediation Model.

ObjectivesThis study aimed to examine a moderated mediation model of the associations among physical activity (PA), quality of life (QoL), and self-concept (SC) in children and adolescents with physical disabilities (PDs) and intellectual disabilities (IDs).Materials and MethodsA total of 288 children and adolescents with PDs and IDs, aged between 6 and 17 years, were recruited from 16 special schools in Hong Kong. PA, QoL, and SC were measured using the Physical Activity Questionnaire for Older Children (PAQ-C), Paediatric Quality of Life Inventory (PedsQL), and Physical Self-Description Questionnaire Short Form, respectively. Mediation (i.e., PA, QoL, and SC) and moderation analyses (i.e., age, sex, and parental education level) were conducted by structural equation modelling (SEM) using the M plus and PROCESS macro for SPSS.ResultsPhysical activity (PA) was positively associated with SC (PDs: β = 0.373; IDs: β = 0.343), and SC significantly mediated the associations between PA and QoL in children and adolescents with PDs (parent proxy-report QoL: β = 0.114; self-report QoL: β = 0.141) and IDs (self-report QoL: β = 0.204). The mediating effects of SC accounted for 16 and 15% of the total effects of PA on QoL (parent proxy-report and self-report) respectively, in participants with PDs, and 8 and 4%, respectively, in those with IDs. Males and participants with higher parental education levels reported stronger associations among PA, QoL, and SC than their counterparts.ConclusionThis study supports mediating and moderating effects on the associations among PA, QoL, and SC in children and adolescents with PDs and IDs. Future researchers should consider PA intervention in mental health services and provide tailor-made PA programmes based on personal and environmental factors for children and adolescents with disabilities.

The Self-Concept of Street Children’s Mothers in Understanding the Meaning of Life: A Phenomenological Study in Indonesia

This study is a daily experience of a life phenomenon. In this paper, we present how the self-concept of street children’s mothers, who earn a living by allowing their children to work as beggars or street singers at the crossroads in Bandung, West Java, Indonesia. It used a qualitative approach with phenomenological method to explore the self-concept of street children’s mothers. The data was obtained through observation and interview with selected respondent, namely the mothers who have children in the 6 to 10 age group and who earn a living on the street and provide financial support for their family. The results suggested that the mothers of street children feel like their life is always underprivileged, causing unsatisfactory feeling in their own selves. It is considered as a fair occurrence when their children work on the streets, even though the mothers realize that such phenomenon is not right, nor suitable for children.
 
 Received: 31 January 2022 / Accepted: 29 April 2022 / Published: 5 July 2022

Parental Involvement and Academic Self-Concept: A Comparative Study of Government and Private Secondary School Children

This study examined the relationship between the parental involvement and academic self- concept of the private and government secondary school students. Thus, it was hypothesized that the parental involvement would be a significant predictor of academic self-concept of children, and also that there would be the differences in parental involvement and academic self-concept of the private and government school children. The sample was consisted of two hundred participants, among them hundred were students of government schools, and similarly hundred were the private school children of grades 6th to 8th. The parental involvement scale was given to the parents and academic self-concept was administered on the children; and they also reported the involvement of their mother or father in such the studies. The age range was 11 to 14 years for children and of parents was 35 to 45 years. The results of the study indicated as the positive relationship of parental involvement with academic self-concept of school students. The parental involvement found as a significant predictor of the academic self-concept of students. The parents of the private school children found more involved than the parents of government schoolchildren. The implications discussed in terms of increasing awareness among government schools to involve the parents more in the studies of their children for better learning outcomes.

Internalizing Behavior Problems Among the Left-Behind Children of the Hui Nationality in Rural China: A Cross-Sectional Study

BackgroundThe internalizing behavior problems (IBPs) of left-behind children (LBC) due to parental migration are a widespread public health concern in China. A previous study showed that the detection rate of behavioral problems in the Hui was far higher than in the LBC of the Han nationality. However, to date, limited research has focused on IBPs in Chinese LBC of the Hui nationality. The aims of this present study are to explore the prevalence of IBPs and the influencing factors among the Hui LBC in the rural areas of China.MethodsA cross-sectional study was conducted among school students from the southern rural areas in Ningxia, China (2012–2013). The caregivers or parents assessed IBPs using Achenbach’s Child Behavior Checklist for parents. The children completed the Egma Minnen av Bardndosnauppforstran, Junior Eysenck Personality Questionnaire and Piers–Harris Children’s Self-concept Scale. Data on 383 Hui LBC aged 6–16 y were included in this study. Multivariate logistic regression analysis was used to examine the relationships between the independent variables and children’s internalizing behaviors.ResultsAmong the Hui population, the prevalence of IBPs in LBC and non-left-behind children (non-LBC) was 21.67% (83 of 383) and 18.18% (104 of 572), respectively, with no significant difference between these two groups (χ2 = 1.77 and P = 0.18). However, among males of the Hui population, the prevalence of IBPs in LBC was 22.16%, which is significantly higher than in non-LBC (14.07%; χ2 = 5.07; and P = 0.02). By controlling for gender and age, the multivariate logistic regression analysis showed that a mother highly favoring the subject (odds ratio [OR] = 2.70), average levels of neuroticism (OR = 9.01), and high levels of neuroticism (OR = 8.44) were risk factors for IBPs in Hui LBC.ConclusionOur findings suggest that IBPs among male LBC of the Hui nationality in rural China were positively related to parental migration. Positive measures should be taken to prevent IBPs of male LBC of the Hui nationality in rural China in terms of personality development and parental childrearing patterns.

Peer-Based Intervention for Socioemotional Concerns Among Children with ADHD.

This study examined the potential benefits of peer-based dyadic interventions for improving the socioemotional functioning of children with ADHD. Participants included children ages 8-12 diagnosed with ADHD-combined type (n = 34) pooled from a larger randomized study comparing peer-based dyadic interventions. Self-concept and depressive symptoms were evaluated at pre- and post-treatment using single group design. Results showed significantly positive child responses to intervention for self-concept. Further, improvements in self-concept were not moderated by the type of dyadic intervention received or by treatment related changes in externalizing behaviors. The severity of reported depressive symptoms, however, did not significantly change. This suggests therapeutic interaction with peers, as demonstrated in peer-based dyadic intervention models, can improve self-concept in children with ADHD even when socioemotional concerns are not a primary target of treatment and independent of behavioral outcomes achieved. These preliminary findings support promoting prosocial peer behavior as a critical domain for ADHD intervention for children.

Correlation between reduced telomere length and behavioural and emotional problems in left-behind children in a rural area in China

Evidence shows that being left behind experience (LBE) during childhood may increase the risks of poor psychopathological outcomes. However, it is unclear to what extent the mental health is affected by the LBE. Telomere length (TL), one of the most extensively studied biological markers of cellular ageing, provides a valuable tool for exploring the potential effects of parent-child separation on psychological problems by integrating genetic and environmental factors. In this study, a total of 613 children (mean age = 10.77, SD = 1.92) were recruited from the rural area of Deyang, Sichuan Province, China. We used a self-designed questionnaire to assess LBE, and collected psychopathological outcomes by using the Piers-Harris Children's Self-concept Scale, the Teacher's Report Form 6/18 and the Youth Self-Report 11/18. Terminal restriction fragment analysis was used to measure TL in peripheral blood leukocytes. Analyses revealed that 342 out of 613 participants (55.79%) were Left-behind children. LBE was observed to associated with shorter TL, lower self-esteem, and increased behavioural and emotional problems. The cumulative effects of LBE may be reflected by greater altered telomere homeostasis, decreased self-esteem, and worsened behavioural and emotional problems. The association of the total time of being left behind with self-esteem and behavioural and emotional problems was significantly mediated by altered telomere homeostasis, with estimated effects of 14.19%, 47.95% and 45.13%, respectively. The LBE in childhood, especially prolonged parent-child separation, increases the risk of mental health problems in childhood and adolescence.

Intervention for Children with Obesity and Overweight and Motor Delays from Low-Income Families: Fostering Engagement, Motor Development, Self-Perceptions, and Playtime.

Obesity is increasing globally, affecting children’s health and development. This study examines the influence of a motor skill intervention on the daily routine, self-perceptions, body mass index, motor development, and engagement in physical education lessons of children with obesity and overweight with motor delays. Children were randomly assigned to intervention and control groups. The daily routine at home, self-perceptions, motor development, BMI, and engagement were assessed. Significant group by time interactions were found for play (p < 0.0001) and television (p < 0.0001) time, perceived social (p = 0.003) and motor (p < 0.0001) competence, global self-worth (p < 0.0001), BMI (p = 0.001), motor development (p < 0.0001), and engagement (p = 0.029). From pre-to-post intervention, children with obesity and overweight in the intervention group increased (1) playtime at home; (2) self-perceptions of social and motor competence and global worth; (4) engagement in the lessons, and improved scores, in motor skills; and (6) reduced BMI and screen time. The intervention promoted the health and improved the self-concept of children with obesity/ overweight.

Cognitive dissonance from 2 years of age: Toddlers', but not infants', blind choices induce preferences

As adults, not only do we choose what we prefer, we also tend to adapt our preferences according to our previous choices. We do this even when choosing blindly and we could not have had any previous preference for the option we chose. These blind choice-induced preferences are thought to result from cognitive dissonance as an effort to reconcile our choices and values. In the present preregistered study, we asked when this phenomenon develops. We reasoned that cognitive dissonance may emerge around 2 years of age in connection with the development of children's self-concept. We presented N = 200 children aged 16 to 36 months with a blind choice between two toys, and then tested whether their choice had induced a preference for the chosen, and a devaluation of the discarded, toy. Indeed, children's choice-induced preferences substantially increased with age. 26- to 36-months-old children preferred a neutral over the previously blindly discarded toy, but the previously chosen over the neutral toy, in line with cognitive dissonance predictions. Younger infants showed evidence against such blind choice-induced preferences, indicating its emergence around 2 years of age. Contrary to our hypotheses, the emergence of blind choice-induced preferences was not related to measures of self-concept development in the second year of life. Our results suggest that cognitive dissonance develops around 2 years. We speculate about cognitive mechanisms that underlie this development, including later-developing aspects of the self-concept and increasingly abstract representational abilities.

Psychoemotional features of the self-concept and the alexithymia of children during the period of adaptation to the foster family

The study aims to define the specific manifestations of self-concept and the alexithymia level to understand the peculiarities of personality’s psychoemotional development during the children’s adaptation in foster families. Peculiarities of child’s self-concept manifestations were determined based on R. Burns’ conceptual provisions using the «Peirce-Harris Child Self-Concept Scale» technique. Alexithymia risks were determined based on the application of the Toronto Alexithymia Scale TAS-26. The research was based on comparing the psychodiagnostic data of the children during the adaptation period in foster families and the control group of children living with biological parents. MS Excel was used to process the empirical data (Student’s t-test, Pearson’s r correlation analysis). It was found that during the adaptation period in foster families, the children were characterized by specific manifestations of self-concept, namely, they doubted their attractiveness, had a high level of anxiety, and were less inclined to feel happy. At the same time, the manifestations of alexithymia in children from foster families and the control group do not reach significant differences. However, a higher proportion of the children from foster families were in the risk group. It is defined that children from foster families do not show the correlation between the level of alexithymia and manifestations of self-concept, in contrast to children living with biological parents. Thus, the need for special attention to the psychoemotional sphere of child development during adaptation to foster families is proved. The prospects for further research are to expand the subgroups under study to include children at different stages of living in a foster family. The study results are practically significant for specialists who provide support to foster families and can be used to form a program of interaction with foster families during the period of adaptation

ОСОБЕННОСТИ Я-КОНЦЕПЦИИ СТУДЕНТОВ ИНКЛЮЗИВНОГО ВУЗА

The relevance of the article is due to the fact that today the number of people with disabilities in the world is increasing. Many of them could take a worthy place in society. An obstacle to this can be both intellectual disorders and violations of their Self-concept. The problem of the Self-concept has been studied by many psychologists, both foreign and domestic. Along with the Self-concept of healthy children, the Self-concept of children with disabilities, in particular children with musculoskeletal disorders, was studied. The study of the Self-concept of students with disorders of the musculoskeletal system was not practically carried out. This study is devoted to the study of the difference between the Self-concept of students with disorders of the musculoskeletal system and the Self-concept of conditionally healthy students. The study was conducted in an educational institution of inclusive higher education “Moscow State University of Humanities and Economics”, where conditionally healthy students (CHS) and many students with disabilities of various nosologies study. We assumed that there would be no special differences in the Self-concept of the CHS and students from the NODE, because students with HIA at this university feel comfortable due to the fact that there are many of them at the university, and the CHS treat them very kindly. In the course of the study, the authors of the article did not really reveal significant differences in the Self-concept of conditionally healthy students and students with disorders of the musculoskeletal system, except in their active Self. The results of the study can attract the attention of teachers, psychologists to form an adequate Self-concept in students with disorders of the musculoskeletal system.

Association of physical activity, muscular strength, and obesity indicators with self-concept in Chilean children.

Objectives: the present study examined the association of physical activity, muscular strength, and obesity indicators with self-concept in Chilean children. Methods: this cross-sectional study included 1078 Chilean children (mean age: 9.1 years [standard deviation: 1.1]; 598 boys). Physical activity was evaluated using the Physical Activity Questionnaire for Older Children. Upper and lower limb strength was evaluated using a digital dynamometer and standing long jump performance, respectively. The general strength index was calculated based on z-score values. Obesity indicators used were height, weight, body mass index, and body fat. The self-concept test was used to determine the academic, social, emotional, family, physical self-concept dimensions and total self-concept of children. Results: the mean total self-concept was 3.3 (standard deviation: 0.5). Physical activity was associated with academic (β: 0.32; p = 0.03), social (β: 0.24; p = 0.04), family (β: 0.13; p = 0.01), physical (β: 0.46; p = 0.01) self-concept dimensions and total self-concept (β: 0.22; p = 0.01), regardless of sex and age. Upper limb strength and general strength index were negatively associated with academic self-concept dimensions (β: -0.02; p = 0.01 and β: -0.13; p = 0.02) and total self-concept (β: -0.04; p = 0.01). Body weight and body mass index were negatively associated with academic (β: -0.01; p = 0.01 and β: -0.01; p = 0.02) and physical self-concept dimensions (β: -0.03; p = 0.03). Conclusions: these findings suggest that physical activity is positively related with self-concept. Thus, physical activity and self-percept must be considered as an essential social cognitive perspective to provide suitable mental health in children.

Effect of Narration and Painting Methods on the Self-concept of Children with Thalassemia Major Before and Three Months After Intervention: A Randomised Clinical Trial

Introduction: Children with thalassemia are at risk for mental and behavioural disorders due to their reduced quality of life. Interventions to improve their mental health have shown good outcomes. The narration and painting intervention approaches have a positive effect on self-concept. Aim: To compare the effect of two methods of narration and painting on the self-concept of children with thalassemia. Materials and Methods: This randomised clinical trial with post-test/pretest method was carried out on 35 children with thalassemia major, admitted to hospitals affiliated to Tehran University of Medical Sciences, Iran. Children who met the inclusion criteria were divided into two groups based on the intervention: narration (n=19, six sessions of 90 minutes) and painting (n=16, six sessions of 30 minutes, drawing whatever they wanted). At the end of the first session, and three months later, the Piers-Harris questionnaire was used for self-concept assessment. To analyse the data Paired t-test and Chi-squared test were used. Results: The mean age in the painting group was 12.4 years, and in the narration group was 12.6 years. Girls constituted 43.9% (n=9) in the painting group, and 31.6% (n=6) in the narration group. The mean score of self-concept in the children belonging to the narration group was 46.46±7.74 before the intervention, which increased to 48.10±9.61 after the intervention (p=0.579). In the painting group, the mean score of self-concept in the preintervention phase was 42.44±6.30, and increased to 48.87±9.41 after the intervention (p=0.033). Conclusion: The implementation of two methods of narration and painting in children with thalassemia major had a favourable effect on their self-concept. Considering that various psychotherapy methods are used to help patients to adapt to complications of their disease, narration and painting therapies as a non invasive, affordable and low-cost methods can also be used in this regard.

Effects of Long-term Camping Therapy on Ego Development and the Self-Concept in Children with Developmental Disorders

Effects of Long-term Camping Therapy on Ego Development and the Self-Concept in Children with Developmental Disorders

THE ROLE OF SELF-CONCEPT ON CHILDREN'S ASSERTIVE BEHAVIOR IN THE SPECIAL GUIDANCE FOR CHILDREN CLASS 1 KUTOARJO

This study aims to determine the role of self-concept in children on assertive behavior. Sampling was done by purposive technique in LPKA Kelas 1 Kutoarjo for 43 children. The instruments of this study are self-concept scale that based on the Tennese Self-Concept Scale developed by Fitts (1965) and the assertive behavior scale using the Rathus Assertiveness developed by Rathus (1973). Through simple linear regression analysis, it is known that self-concept play role in children's assertive behavior by 70,9% (p &lt; .05). The results of the study also showed that the internal dimension had greater influence (71,2%) than the external dimension (67,1%) of the self-concept on assertive behavior. This study is expected to be one of the considerated by LPKA to assist children in developing positive self-concepts to increase assertive behavior.

Psychosocial Experiences That Support Positive Self-Concept in Children with Cleft Lip and Palate Adopted From China.

Existing psychosocial research offers little information on the unique challenges and strengths of children adopted from China with cleft lip and/or palate (CL/P). The present study aimed to understand biopsychosocial factors that support positive self-concept in this population. Qualitative, semistructured interviews were conducted with children and their parents. Interpretive phenomenological analysis of transcribed interviews was utilized for data analysis. Participants were recruited in an outpatient, pediatric multidisciplinary cleft clinic during a standard team visit. Participants were ages 8 to 12 years with a diagnosis of isolated cleft lip-palate who were internationally adopted from China before the age of 2 years and English-speaking. Participants also included English-speaking parents. Themes reflecting data from the child and parent subsamples include: (1) child's characteristics, (2) family strengths, (3) adoption identity, (4) cultural identity, (5) coping with a cleft, and (6) social factors. Additional 2 to 3 subthemes were identified for the parent and child subsamples within each broader theme. Findings from this sample suggested factors supporting positive self-concept included pride and self-efficacy in activities, family support, instilment of family values, strategies for coping with a cleft, family belonging, cultural exposure, and normalization of differences. Medical providers can support patients and families by providing education on surgeries, CL/P sequelae and outcomes, and pediatric medical stress. Mental health providers can screen for social and emotional challenges and provide psychoeducation on racial/ethnic socialization, identity development, and coping.

Analisis Media Edukasi Puzzle Untuk Pendidikan Karakter Anak Usia Dini

Early childhood character education is a crucial phase that requires serious attention. Media education is a solution in delivering messages related to early childhood character education. The purpose of this research is to analyze the puzzle media that has existed before so that it can be the basis for developing the puzzle media that will be designed by the author based on the development of children's self-concepts as part of character education. This research is a qualitative research with case study method. The resource persons who became the research subjects were two practitioners, namely child psychologists and practitioners of children's education media. The results show that puzzle educational media can be a solution for delivering character education to children and it is necessary to design educational media in the form of puzzles based on character education and the role of parents with the aim of developing self-esteem and self-confidence in it.

Representation of Self-Concept in the Collection of Children's Stories from Bobo Magazine

As construction of thought, self-concept will continue to grow and develop following the life experiences, one of which can come from stories. Therefore, this study aims to uncover and describe indicators of self-concept from children's stories. The data was obtained based on ten children's stories from the online version of Bobo magazine published in 2019-2020. This research used the content analysis method with categorization and tabulation until inference was found. The results revealed that Bobo magazine had implied self-concepts in the published stories. Among them, such as self-identity related to the labels attached by other characters as well as the character's desire to be what kind of self; personal behavior related to the views of other characters and figures in viewing their behavior; and self-judgment related to the acceptance or rejection of the character's behavior. Then, the physical self-concept associated with gender and character skills; moral self-concept related to the character's ability to control his behavior; personal self-concept related to good relations between characters; family self-concept related to the character's relationship with his family members; and social self-concept related to the character's relationship with his peers. These findings appear to confirm the representation of self-concepts in Indonesian children's short stories.

‘Good’ or ‘well calculated’? Effects of feedback on performance and self-concept of 5- to 7-year-old children in math

In this quasi-experimental study, we investigated whether basic arithmetic skills and mathematical self-concept of young children can be influenced by feedback during an interactive session in which a game was played. German 5- to 7-year-old children (n = 79) played an adaption of the game House of Numbers six times, either in a specific or an unspecific feedback group, or they belonged to a passive control group. In a pre- and post-test design, children’s mathematical performance and self-concept were assessed twice. The results show that playing the game and receiving any feedback led to significantly greater gains in the acquisition of basic arithmetic skills than being in the passive control group. Children in the specific feedback group showed greater benefits. Children in all groups displayed very high mathematical self-concepts at pre-test, which they maintained in the specific and control groups but not in the unspecific feedback group.