Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 170-180).

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 104-109).

In recent years we have witnessed a burgeoning interest in the role socializing agents' play in the development of children's self-perceptions of competence. Outlined extensively by Harter (1981, 1982, 1985), the basic assumption underlying this work is that the self-concept is a multidimensional construct reflecting cognitive representations of individuals' socialization experiences across achievement contexts. These multiple dimensions are subsumed under the guise of self-perceptions and are thought to reflect distinct cognitive structures within the phenomenological world of the child. To date, however, the majority of research stemming from Harter's original theoretical conceptualizations has been limited to examining the impact of socializing agents' expectations on children's self-perceptions of academic competence. The differential contributions made by socializing agents to the prediction of children's self-perceptions of competence across achievement domains, however, has not been assessed. In the present study, an attempt was made to fill this research gap. In accordance with the recognition of the multidimensional nature of perceived competence, the purposes of this study were: (1) to compare the contributions made by different socializing agents' expectations to the prediction of children's self-perceived academic, social, behavioral and athletic competence; (2) to assess the extent to which socializers' expectations contribute differentially to children's perceived competence when examined in conjunction with additional variables instrumental in the development of self-concept in children; (3) to extend Harter's (1981) original conceptualization of the self by testing a uniform perceived competence model across achievement domains; and (4) to identify the primary references children utilize to define themselves. Data were collected from 87 fourth and fifth grade children. The children completed questionnaires that assessed their self-perceived academic, social, behavioral and athletic competence. Teachers' and parents' actual expectations, children's perceptions of these expectations and children's academic and social performance were also measured. Four stepwise hierarchical regression analyses were conducted (i.e., one for self-perceived academic, social, behavioral and athletic competence, respectively) to identify those variables which best predict children's domain-specific self-perceptions. Results revealed that: (a) the relative contributions made by socializers' expectations to the prediction of children's perceived competence across achievement contexts vary as a function of the domain assessed; (b) children's perceptions of significant others' expectations and performance factors also play a significant role in the prediction of domain-specific perceived competence; and (c) the social references children utilize when making self-evaluations can be conceptualized within a domain and context specific framework. Issues related to the development of self-concept theory, empirical research and counselling practices are discussed in relation to the acquisition of self-knowledge in children. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

High levels of self-esteem (the individual's assessment of self-worth) have been associated with a variety of positive child outcomes, while low levels of self-esteem have been related to problems in child growth and development. The purpose of this study was to explore the relationship between specific child temperament and parenting behaviors to the child's selfesteem. More specifically it determined the relationship between child quality of mood, child adaptability, maternal responsiveness, maternal reasoning guidance, child gender, and family socioeconomic status with the child's perceived competence and social acceptance. The interactive effects of child quality of mood x maternal responsiveness and child adaptability x maternal reasoning guidance were also explored. The sample for this study consisted of 45 preschool children and their mothers. The children were enrolled in the O.S.U. Child Development Center and the L.B.C.C. Family Resource Center. Mothers completed a questionnaire consisting of an adaptation of the Parent Temperament Questionnaire for Children (Thomas, Chess, & Korn, 1977), an adaptation of the Iowa Parent Behavior Inventory (Crase, Clark, & Pease, 1979), and descriptive information. Children were assessed for self-esteem using Harter and Pike's Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (1984). The analyses consisted of the following: descriptive statistics of all variables, a correlation matrix using all variables, univariate and hierarchical regressions between the independent variables and perceived competence and social acceptance, and regression analyses to test for interactive effects of the selected independent variables against perceived competence and social acceptance. Results revealed these significant findings: maternal responsiveness positively correlated with social acceptance; child adaptability negatively correlated with social acceptance; positive interaction effects were demonstrated between child quality of mood x maternal responsiveness and child adaptability against social acceptance; negative interaction effects were revealed between child adaptability x maternal reasoning guidance against social acceptance; also, child adaptability x maternal reasoning guidance with maternal responsiveness significantly predicted greater social acceptance. No significant relationships were found with perceived competence. This study supported the expectation that specific child temperament characteristics interacted with particular parenting behaviors to affect the development of positive child self-esteem. / Graduation date: 1991

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 106 p. Includes abstract. Includes bibliographical references (p. 65-76).

No description available.

No description available.

The purpose of this study was to determine whether global and area specific self-concept decreased as students advanced in the elementary grades and whether an educational program to increase self-concept affected global and area specific self-concept in a positive way. The participants were 154 first and third grade students from eight intact classrooms in two public elementary schools in a rural midwestern school district.An altered Non-Equivalent Control Group Design was utilized in which the self-concept treatment was administered to School A between Test One and Test Two and to School B between Test Two and Test Three.A repeated measures design and a MANOVA were used to test the seven null hypotheses at the .05 level of significance. The three hypotheses that were rejected dealt with increased self-concept scores for first and third graders after the treatment was given and differences in specific areas of self-concept.The following results were reported:1. There was a decline in global self-concepts from first to third grades, but the difference was not significant.2. Self-concept scores for first and third graders increased after the treatment.3. The only significant difference on the six specific area subtest scores between first and third grade students existed on the intellectual and school status subtest.The researcher concluded that the treatment may have been related to the increase in self-concept scores for both first and third graders.Recommendations for further research included replication and expansion of this study with various grade levels, different self-concept tests and interventions. / Department of Elementary Education

Thesis (MPsych(Clin))--University of South Australia, 1997