While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability,…

Albinism has the potential to affect young people both emotionally and psychologically. Their condition is unique and is surrounded by myths and stereotypes. The unusual appearance of children with oculocutaneous albinism draws attention to them and their vision impairment can impact on their development of social skills and peer relationships. In…

The review develops a definition of self-concept from existing definitions, reviews some steps in validating a construct interpretation of a test score, and applies these steps in examining five popularly used self-concept instruments. (RC)

The final report of the Sioux Falls, South Dakota elementary project in career awareness and self-awareness analyzes the results of pre- and posttesting for grades 1-6, for experimental and control groups, and for males and females within individual classrooms. Three experimental and three control classes were identified in each of two elementary…

Hypothesis predicting ordinal interactions between self-concept and high and low guidance methods of instruction were tested with 92 elementary school subjects. General and academic self-concept were independent variables, the dependent variables being recall and two types of transfer skill. Multiple regression analysis showed the interaction…

Successful and unsuccessful elementary school students are compared with respect to: (1) self-esteem, (2) self-concept of academic ability, (3) intellectual achievement responsibility--locus of control, and (4) the students' concept of home concern and reward for academic achievement. Several self concept tests are described, and bibliographical…

Investigates the consistency of self concept at lower grade levels and evaluates the factor structure of the self concept instruments designed for use with younger children. (Author/DEP)

Scores derived from the Coopersmith Self Esteem Inventory (SEI), Tennessee Self Concept Scale (TSCS), Slosson Intelligence Test (SIT), and Rotter's Internal-External Locus of Control (LOC) Scale were analyzed. Significant correlations were obtained between scores on these instruments. Race and SIT scores and age and LOC scores were also…

Items from Peirs-Harris and Coopersmith self-concept tests were evaluated against independent measures on three self-constructs, idealized, empathic, and worth. Construct measurements were obtained with the semantic differential and D statistic. Ratings were obtained from 381 children, grades 4-6. For each test, item ratings and construct measures…

Using 60 fourth- to seventh-grade learning disabled (LD), normal, and gifted students, the comparability of representations of self-concept across groups was analyzed for the Sears and Coopersmith inventories. (Author/SW)

TO DISCOVER HOW A PERSON'S (P) SELF-CONCEPT IS AFFECTED BY THE CHARACTERISTICS OF ANOTHER (O) WHO SUDDENLY APPEARS IN THE SAME SOCIAL ENVIRONMENT, SEVERAL QUESTIONNAIRES, INCLUDING THE GERGEN-MORSE (1967) SELF-CONSISTENCY SCALE AND HALF THE COOPERSMITH SELF-ESTEEM INVENTORY, WERE ADMINISTERED TO 78 UNDERGRADUATE MEN WHO HAD ANSWERED AN AD FOR WORK…

To test the hypothesis that self-esteem correlates significantly with both achievement and I.Q. in the same direction, that is, either positively or negatively, 318 eighth grade and 478 fifth grade students were randomly selected. Stanford Achievement Tests and the Otis-Lennon Mental Abilities Test were administered to obtain the respective…

This study was designed to explore age and sex differences in self concept across a broad age span and with fairly large populations utilizing a common for all Ss. (Author/RK)

Examines global and domain-specific self-concept differences among children and adolescents (N=815) of popular, rejected, neglected, controversial, average, and "unclassified" social status. Findings support the hypothesis that students in extreme status groups would differ in self-concept; however, fewer consistent differences emerged.…