Thesis (M.S.)--University of Wisconsin. School of Nursing, 1975. / eContent provider-neutral record in process. Description based on print version record.

Thesis (M.S.)--University of Wisconsin. School of Nursing, 1975. / eContent provider-neutral record in process. Description based on print version record.

The purpose of this study is two-fold: (1) to investigate the relationship between self-rationalization and self-concept, and (2) to investigate the relationship between two different types of self-concept, the private self or what a person thinks about himself and the social self or what a person thinks other people in his psychological group think about him.

There are two major purposes of this study. First, it will attempt to ascertain whether self-concept, as measured by a self-concept scale, will fluctuate significantly due to a recent ego inflating or deflating experience, and if so, how lasting and in what areas are the effects. Secondly, it will note whether or not the low self-concept individual is more susceptible to changes in self-concept due to these environmental changes than the high self-concept individual.

This study sought to examine the relationship between the variable of clothing interest and the five self-concept variables or scales. These are defensive positiveness, general maladjustment, psychosis, personality disorder, and neurosis similarity in scale score to a neurotic population.

The aim of the research was to determine the relationship between the self-concept of student teachers and their interpersonal relationships. A literature survey focused on these two variables. This was followed by an empirical investigation involving 300 students. Findings include: A significant, positive correlation was found between selfconcept and interpersonal relationships for males and females and for all three year groups involved. Significant, positive correlations were also found between: cognitive self-concept and relationships with lecturers; self-concepts of male students and relationships with parents; self-concepts of female students and relationships with lecturers. For all three year groups the relationships with lecturers contributed most to their self-concepts. For males, the emotional self-concept; and for females, the cognitive self-concept contributed significantly towards their interpersonal relationships. For first and second-year students, the social self-concept contributed most towards their interpersonal relationships; while for third-year students, the cognitive self-concept contributed significantly towards interpersonal relationships. / Psychology of Education / M. Ed. (Psychology of Education)

The aim of the research was to determine the relationship between the self-concept of student teachers and their interpersonal relationships. A literature survey focused on these two variables. This was followed by an empirical investigation involving 300 students. Findings include: A significant, positive correlation was found between selfconcept and interpersonal relationships for males and females and for all three year groups involved. Significant, positive correlations were also found between: cognitive self-concept and relationships with lecturers; self-concepts of male students and relationships with parents; self-concepts of female students and relationships with lecturers. For all three year groups the relationships with lecturers contributed most to their self-concepts. For males, the emotional self-concept; and for females, the cognitive self-concept contributed significantly towards their interpersonal relationships. For first and second-year students, the social self-concept contributed most towards their interpersonal relationships; while for third-year students, the cognitive self-concept contributed significantly towards interpersonal relationships. / Psychology of Education / M. Ed. (Psychology of Education)

This study considers the relationship between scores on the "Experimental Draw-A-Group Projective Technique for Measuring Interpersonal Responsivenesss" (DAG), and self-concept as indicated by scores on the Tennessee Self Concept Scale (TSCS). The study assumes a significantly positive relationship between interpersonal responsiveness and self-concept. The study further seeks to establish sound empirical data to justify the use of the DAG scale in the research of self-concept.

What this study proposes to do is to study the relationship between self-concept and sociometric status.

This research was undertaken to measure the level of comfort pregnant women felt regarding the changing communication they experienced and how that response related to facets of self-concept over the last six months of pregnancy. Major focus was placed on the relationships between variables used to measure social interaction and self-concept. A descriptive, correlational research design with longitudinal data collection was chosen to measure the concepts. Social interaction was measured with the Prenatal Communication Comfort, Close Scale, the Prenatal Communication Comfort, Far Scale and the Interpersonal Support Subscale. Aspects of self-concept were measured with the Present Body Image Scale, the Self-esteem Scale, the Modified Self-reliance Scale and the Mastery Scale. All scales demonstrated acceptable levels of reliability and validity. Purposive sampling was used to obtain the initial sample of 87 pregnant women (averaging 14.7 weeks gestation at time one) from across South Dakota. Over the next six months 67 of the women completed all three data collection periods. The women averaged 26 weeks gestation at time two and 37 weeks gestation at time three. Relationships among the major variables and the demographic variables were analyzed using descriptive statistics, Pearson Correlation, analysis of variance and covariance, and t-tests. Analyses of variance suggested no significant change over time in self-esteem, self-reliance, mastery, body image or interpersonal support. Using exploratory data analysis, four subgroups demonstrated significant variance in comfort with prenatal communication with those inside and outside their immediate social circles. The four subgroups evidenced significant differences in their level of self-esteem, self-reliance and body image. This research clarifies the actuality that women who value themselves experience discomfort with the alterations they perceive in social exchanges during their pregnancies. Women with a lower sense of self-worth become more comfortable with prenatal communication changes, but the increasing comfort does not necessarily result in a better sense of self-worth. The results of this research further underline the importance of identifying women with a diminished self-concept. Nurses may be catalysts in helping pregnant women recognize that negative attention is not necessarily better than no attention.