Although self-concept has been a prominent and highly utilized hypothetical construct in psychological research for many years, studies attempting to establish the validity of self-concept instruments are relatively few in number. The purpose of this study was to determine the cross-structural validity of selected self-concept measures -- to determine if self-reports and behavioral ratings of self-concept measure the same construct.There were 202 subjects who participated in the study. They were selected from a pool of fourth-, fifth-, and sixth grade regular education students whose parents had signed permission to participate. One male and one female were selected from each classroom. Certified psychometrists administered two self-concept instruments and one anxiety measure to the students in their regularly assigned buildings, Order of test administration was counterbalanced among buildings, Each teacher completed two behavioral ratings of self-concept and one behavioral rating of anxiety on the male and female selected from his or her classroom, Order of completion was counterbalanced among teachers.A multitrait-multimethod analysis was conducted to determine cross-structural validity. Four different correlations were analyzed: (1) monotrait-monomethod, (2) heteromethod-monotrait, (3) heterotrait-monomethod, and (4) heterotrait-heteromethod. The .01 level was used to establish statistical significance of the correlations.Results of this study demonstrated that there is little cross-structural validity between the self-report measures and behavioral rating forms used:1. The common factor variance was not sufficient enough to consider the methods comparable in spite of the fact that there was a statistically significant relationship between self-report measures and behavioral ratings of self-concept.2. Method variance contributed to the substantial concurrent validity between the Children's Self-Concept Scale and the Self-Esteem Inventory. Similarly, method variance contributed to the substantial concurrent validity between the Inferred Self-Concept Scale and the Behavior Rating Form.3, High negative correlations between self-concept and anxiety within each method suggested that self-concept and anxiety share enough common method variance to disallow the use of anxiety as a totally distinct trait.4, Self-reports and behavioral ratings may each measure a different aspect of self-concept -- the experienced and the presented. Therefore, a combination of the two methods might yield a more global assessment of self-concept.

Thesis (Ph. D.)--University of Florida, 1985. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 78-87).

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 20-21).

The aim of the thesis is to examine relations between pattems of attachment with mother and subsequent behaviour with peers and perceptions of self in young children. The sample consisted of 39 five year-old children (22 girls, 17 boys). Attachment classifications had been detelmined when the children were 4 1/2 years old, as part of a longitudinal study, using procedures and coding systems originally developed for infants by Ainsworth (Ainsworth, Blehar, Waters, & Wall, 1978) that were modified for 3-4 year-old children by Cassidy and Marvin (1988). These were based on behaviour shown in the lab to mother on reunion after a brief separation. Children were classified as: Secure, Insecure-avoidant and Insecureambivalent. When each child was five years old, behaviour with peers was assessed through direct observation on the school playground for five 15-minute periods. A continuous commentary of interactions was made into a hand-held microphone, while a radio microphone concealed on the child picked up the child's speech and speech directed toward him/her. A 15-minute video recording was also made. Tapes were transcribed using a coding system based on that used by Hinde, Easton, Meller and Tamplin (1983). Analysis revealed meaningful patterns of relations between patterns of attachment and subsequent behaviour with peers. Insecure-ambivalent children exhibited more negative behaviour toward peers and sought the attention of peers more than did Secure and Insecure-avoidant children, and they complied to controls less than did Secure children. Insecure-avoidant children tended to engage in more neutral, less involved behaviour (neither 'positive' nor 'negative') with peers (e.g., just listening as a response to peers). Secure children tended to show more playful behaviours (play aggression, play noises, playful teasing and imitating) than did Insecure-avoidant children and tended to exhibit less negative behaviour than did Insecure-ambivalent children. These results are consistent with previous evidence (Arend, Gove & Sroufe, 1979; Sroufe, 1983) characterizing Insecure-avoidant, Secure, and Insecure-ambivalent children on a dimension ranging from over-controlled to under-controlled (Block & Block, 1980). In addition, ratings of security and avoidance upon reunion with the mother in the lab predicted behaviour with peers. Security ratings were positively correlated with playing games alone on the playground and negatively correlated with listening as a response and neutral speaking. Security ratings were also correlated with peer behaviour directed toward the child. Security was positively correlated with peers speaking boastfully and making play noises to the child and negatively related to peers asking the child questions. Avoidance ratings were positively correlated with listening as a response to peers but negatively correlated with neutral activity (doing nothing). Analysis of girls and boys separately revealed further significant relations. For example, for boys, avoidance ratings were positively correlated with speaking with hostility, seeking entry into games and automanipulating, and negatively correlated with positive expressive behaviours and engaging in large muscle play. Perceptions concerning perceived competence and social acceptance, self-efficacy, perceived popularity with, and liking of, peers and interpersonal problem-solving ability were assessed through a series of four separate interview sessions with each child. Insecure-avoidant children generally reported relatively negative self-perceptions while Insecure-ambivalent children reported very positive (perhaps idealized) perceptions concerning competence, social acceptance, and peer friendships. Results showing different relations for girls and boys indicate a need to consider this potentially important variable when studying links between attachment, behaviour and perceptions. The results provide support for the predictive validity of the attachment classifications and for Bowlby's (1969/82, 1973, 1980) proposition that the child's attachment relationship with mother forms the basis for behaviour in relationships with others and relates to perceptions concerning the self and others in the absence of mother.

No description available.

No description available.

Pun Kit Ling. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 89-98. / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER I --- INTRODUCTION --- p.1 / Purpose of the study --- p.2 / Significance of the study --- p.3 / Chapter CHAPTER II --- LITERATURE REVIEW --- p.5 / Definition of self-concept --- p.6 / Significance of self-concept --- p.8 / Self-concept formation --- p.10 / Self-concept and significant others --- p.15 / Importance of parental evaluation and parent-parent agreement --- p.18 / Sex differences in the relationship of parental evaluations and their agreement to children's self-concept --- p.26 / Age differences in the relationship of parental evaluations and their agreement to children's self-concept --- p.30 / Measurement of self-concept --- p.32 / Chapter CHAPTER III --- METHOD --- p.35 / Subjects --- p.35 / Instruments --- p.38 / Procedure --- p.41 / Hypotheses --- p.41 / Data analyses --- p.42 / Chapter CHAPTER IV --- RESULT --- p.44 / Properties of instruments --- p.44 / Father's and mother's evaluations of children and children's self-concept --- p.47 / Parent-parent agreement and children's self- concept --- p.49 / Sex differences --- p.60 / Grade differences --- p.69 / Summary of findings --- p.73 / Chapter CHAPTER V --- DISCUSSION --- p.80 / Conclusion --- p.87 / REFERENCES --- p.89 / APPENDICES --- p.99

The purpose of this study was to further investigate the relationship between the social interaction during indoor free play and the self-concept of four-year-old children of middle socioeconomic status who attended day care centers.From the three centers involved in the study, a total of fifty-nine children qualified as subjects, with reference to age, parental permission, and socioeconomic status. Subjects were eliminated from the study if they were absent during ten or more observations; this accounted for the loss of eleven subjects. Withdrawals from centers accounted for an additional loss of three subjects. Complete data were collected for a total of forty-five subjects. The mean age of the twenty-three males and twenty-two females was fifty-four months.Two instruments were used to collect data. The Parten Gradient of Social Participation was used to assess social interaction; each level was characterized by social interaction.The gradient consisted of six levels of observable play behaviors, and each level was assigned a score. Three research assistants were trained in the use of the gradient. Each subject was observed by one of the assistants for one interval of one-minute duration on consecutive school days until a total of twenty observations had been made. After all observations were completed, the total social interaction score was computed for each subject. Then all total scores were rank ordered and the middle three scores were removed to establish a median split. Subjects whose scores were above the median were classified as interactive, and subjects whose scores were below the median were classified as non-interactive.The Children's Self-Social Constructs Test was used to assess self-concept. This instrument yielded four sub-scores: (1) self-esteem; (2) social interest; (3) identification with significant others; and (4) realism for size.Two null hypotheses were tested at the .05 level of significance. The major hypothesis stated that there is no difference in the mean scores obtained on the self-concept test by the group of interactive children and the group of non-interactive children. The other hypothesis stated that there is no difference in the mean scores obtained on the self-concept test by males and females; this hypothesis was formed to allow for the removal of variance due to sex. Data were analyzed with a computer program of a two-way multivariate analysis of variance. Neither null hypothesis was rejected.The following conclusions were drawn from the study: (1) the mean self-concept scores of the interactive and non-interactive children did not differ significantly; (2) the mean self-concept scores of males and females did not differ significantly; and (3) theories stating that persons with poor self-concepts avoid social interaction are inapplicable to preschool children.

Thesis (Ph. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 121-138).

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 127-152).