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The stability of self-concept betwee...

Scott, Amy Nicole.

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The stability of self-concept between late elementary and junior high school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The stability of self-concept between late elementary and junior high school./
Author:	Scott, Amy Nicole.
Description:	103 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0839.
Contained By:	Dissertation Abstracts International67-03A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3210209
ISBN:	9780542590771

The stability of self-concept between late elementary and junior high school.
Scott, Amy Nicole.

The stability of self-concept between late elementary and junior high school. - 103 p.

Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0839.

Thesis (Ph.D.)--Arizona State University, 2006.

Historically adolescence has been viewed as a time of turmoil and some studies have found that self-concept fluctuates during times of change, such as the transition between elementary school and middle or junior high school. Few studies have examined questions related to the stability of self-concept during this transition period particularly with respect to gender and ethnic groups. Similarly, few studies have examined the stability of the individual self-concept domains that appear to influence overall self-concept. Finally, the stability of the importance that students place on the domains of self-concept has not been studied yet.

ISBN: 9780542590771Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The stability of self-concept between late elementary and junior high school.
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100 1 $a Scott, Amy Nicole. $3 1922965
245 1 4 $a The stability of self-concept between late elementary and junior high school.
300 $a 103 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0839.
500 $a Adviser: Maryann Santos de Barona.
502 $a Thesis (Ph.D.)--Arizona State University, 2006.
520 $a Historically adolescence has been viewed as a time of turmoil and some studies have found that self-concept fluctuates during times of change, such as the transition between elementary school and middle or junior high school. Few studies have examined questions related to the stability of self-concept during this transition period particularly with respect to gender and ethnic groups. Similarly, few studies have examined the stability of the individual self-concept domains that appear to influence overall self-concept. Finally, the stability of the importance that students place on the domains of self-concept has not been studied yet.
520 $a The final sample, those students who participated in 2 waves of the study, consisted of a total of 195 fluent English-speaking students. Of the 331 students who participated in the first wave, 58.9% also participated in the second wave. Students completed a demographic information sheet and a self-concept scale during both waves of the study. Data were collected when students were in either 4th and 6th grade, 5th and 7th grade, or 6th and 8th grade. Analysis of variance (ANOVA) results indicated that general self-concept and the self-image and social self-concept domains were found to be stable between time 1 and time 2, at each grade level, for males and females, and for each ethnic group. There was a significant gender by grade interaction for academic self-concept. Follow-up tests indicated that across time males in the 4th/6th grade cohort had higher self-concept than males in the 6th/8th grade cohort. The importance of self-concept also was stable between time 1 and time 2 for the self-image and academic domains. In the social domain, there was a significant time by gender by ethnicity interaction. Follow-up tests yielded no significant results. The results are discussed in terms of the similarity and differences of these results from the results of other studies. The limitations of this study and future directions also are discussed.
590 $a School code: 0010.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Personality. $3 1017585
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710 2 0 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 67-03A.
790 1 0 $a Santos de Barona, Maryann, $e advisor
790 $a 0010
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3210209