Relationship of self-acceptance to other variables with sixth grade children oriented in self-understanding.

The relationship between "causal" orientation, anxiety, and insecurity in elementary school children.

“…Possible shortcomings of this scale such as rater bias and halo effect would be operative in a different fashion. Bruce (1958) using the same tests with sixth-grade Ss obtained a correlation of .26 (N 184) significant at the .01 level, thus giving some indirect support for our hypothesis. Furthermore, his finding is basically in agreement with our data obtained for sixth-grade Ss.…”

“…As noted in Table 6 chi square analysis indicates for both fifth and sixth grades a preponderance of cases from the experimental (causal) classes in the High Causal Cell and a preponderance of cases from the control (regular) classes in the Low Regular Cell, far beyond the number of expected frequencies. Bruce (1958) demonstrated that sixthgrade children who had participated for two consecutive years in an experimental learning program designed to develop a causal understanding were more secure and less anxious than control Ss who had not par- ticipated in such a program. He used the same tests which were used in this study but did not report the L scores.…”

Self-image disparity: A developmental approach.

“…While there have been studies with children indicating a positive relationship between self-image disparity and both paperand-pencil tests of adjustment (Hanlon, Hofstaetter, & O'Connor, 1954) and judgments of being "less secure" (Bruce, 1958), the most consistent finding in research on children's self-image disparity is the positive relationship typically found between self-ideal disparity and anxiety (Bruce, 1958;Coopersmith, 1959;Lipsitt, 1958).…”

Theory of mind and self-concept in preadolescents: Links with gender and language.

“…Although the investigation of self-concept and social understanding in preadolescents began over 40 years ago (Bruce, 1958; Flapan, 1968), researchers remain puzzled as to how preadolescents learn to make meaning from their social experiences. Over the past decade, developmental psychology has attempted to answer this question by envisioning the child as an interpretative psychologist who depends on a mentalistic construal of reality to make sense of the social world (Bennett, 1993).…”