This research studies needs analyses conducted to examine the need for a self-concept module. Two types of analyses had been conducted; content analysis and experts' consensus. Content analysis was conducted to explore the issues of self-concept from the theory and literature perspective. Later, needs analysis had also been carried out to observe…

Two developmental stage theories concerned with moral development (Kohlberg) and ego development (Loevinger) were compared. Correlational relationships between the stages of each theory were measured, and a contingency table that visually portrayed the relationships between the stages was included. The study was based on two hypotheses: (1) There…

A study examined the relations between fourth- through sixth-grade students' school adjustment and the extent to which their self concepts conformed to stereotypic gender roles. Among boys, more stereotypic self-concepts were associated with high levels of externalizing conduct disorders. Among girls, stereotypy was associated with high levels of…

THE ADJUSTMENT OF CHILDREN AS MANIFESTED IN THEIR SELF-CONCEPTS AND THEIR CLASSROOM BEHAVIOR WAS INVESTIGATED. IT WAS HYPOTHESIZED THAT THE OPPORTUNITY FOR CHILDREN TO OBSERVE PHOTOGRAPHS OF THEMSELVES IN SCHOOL WITHIN A POSITIVE FRAME OF REFERENCE WOULD ENABLE THEM (1) TO DEVELOP A MORE POSITIVE SELF-CONCEPT, (2) TO DEVELOP A MORE POSITIVE…

An investigation explored whether preadolescent children have developed self-schemata which serve in making judgments about trait behavior for both self and others. Seventeen males and 23 females between the ages of 10 and 11 who attended a public elementary school on Long Island were interviewed. Children rated themselves relative to classmates…

Investigates ego development in 32 lower-class and lower-middle class Black students at the sixth and twelfth grade levels. Ego development was measured by the Washington University Sentence Completion Test (WU-SCT). (Author/SS)

A three-year longitudinal study was conducted to measure two aspects of adolescents' self-concept development: continuity/discontinuity and stability/instability. Results indicated that adolescent self-concept results from continuous growth based on social circumstances and cognitive skills and competencies. (Author/DB)

Developmental changes in self-perceptions were studied in children and adolescents in grades 4, 6, 8, 10, and 12. The responses of subjects to the question Who am I? were analyzed by means of a 30-category scoring system. Children described themselves in terms of their physical appearance and their behavior, while adolescents referred to their…

IT WAS HYPOTHESIZED THAT FOUR PRIMARY FACTORS SIGNIFICANTLY INTERACT TO AFFECT THE PERSONALITY DEVELOPMENT OF CHILDREN. THESE FACTORS WERE (1) FAMILY BACKGROUND VARIABLES, (2) PARENTAL CHILD-REARING PRACTICE AND ATTITUDE VARIABLES, (3) CHILD PERSONALITY AND SELF-CONCEPT VARIABLES, AND (4) CHILD-PEER RELATIONSHIP VARIABLES. THE PURPOSE OF THIS…

Patterns of cognitive, affective, and social growth of elementary school children are described and the school and home variables which influence such growth are identified in this longitudinal study. This final report presents the final instruments and the interpretive data associated with them. The study permits the tracing of developmental…