Self‐Concept and School Adjustment

Abstract

This study attempted to relate self‐concept to several dimensions of the child's experience that are deemed fundamental to effective academic adjustment. It was hypothesized that a child's conception of school would be related to his conception of himself, and thus might be construed as an extension of his self‐concept. 80 6th‐grade students were used as subjects for all phases of the investigation. Significantly positive correlations were obtained between self‐concept measures and the following variables: conception of school, social status at school, emotional adjustment, mental ability, reading achievement, and mathematical achievement.

The development of the self-concept in the young child

“…Williams ' and Cole's ( 1968) (Davidson and Land, 1960;Rosenthal and Jacobson, 1968 More and more educators and researchers (Soule, Drwnmond, and Mcintire, 1981) are acknowledging that the a.£fective components of learning are complementary to the cognitive components. Thus, concerns for the child's feelings, values, and attitudes are important in successful academic learning.…”

Special education labeling relationships with learning disabled student self-concept

“…30ther studies also examine the relationship between academic achievement and self-concept: Caplin, 1969;Cole, 1974;Combs, 1964;Coopersmith, 1959;Fink 1962;Gordon, 1977;McIntyre & Drummond, 1977;Prim&vera, Simon & Primavera, 1974;Purkey, 1970;Rogers, Smith & Coleman, 1978;Roth, 1959;Sears, 1970;Simon & Simon, 1975;Smith, zingale & Coleman, 1978;Strong, Smith, & Rogers, 1978;Vereen, 1980;Williams & Cole, 1968: Zimmerman & Allebrand, 1965 In the investigation of the self-concepts of underachieving students as compared to the self-concepts of students achieving at or above grade level, repeatedly low self-concept and underachievement are significantly rp.lated (Combs, 1964~ Fink, 1962Simon and Simon, 1975;Zimmerman & Allebrand, 1965).…”

“…16The relationsip between self-concept and academic achievement is explored by : Busby, Fillmer & Smittle, 1974;Caplin, 1969;Cole, 1974;Combs, 1964;Coopersmith, 1959;Covington & Beery, 1976;Fink, 1962;Gordon, 1977;LaBenne & Greene, 1965;McIntyre & Drummond, 1977;Primavera, Simon & Primavera, 1974;Purkey, 1970;Rogers, Smith & Coleman, 1978;Roth, 1959;Sears, 1970;Silvernail, 1981;Simon & Simon, 1975;Smith, zingale & Coleman, 1978, Strang, Smith & Rogers, 1978Williams & Cole, 1968;Vereen, 1980;Zimmerman & Allebrand, 1965.…”

“…20Purther individuals who support this correlation between achievement and self-concept are: Busby, Fillmer, & Smittle, 1974;Caplin, 1969;Caslyn & Kenny, 1977;Cole, 1974;Combs, 1964;Coopersmith, 1959;Covington & Beery, 1976;Pink, 1962;Gordon, 1977;LaBenne & Green, 1965;McIntire & Drummond, 1977;Primavera, Simon, & Primavera, 1974;Purkey, 1970;Rogers, Smith & Coleman, 1978, Roth, 1959Sears, 1970, Silvernail, 1981Simon & Simon, 1975;Smith, Zingale, & Coleman, 1978;Strang, Smith, & Rogers, 1978;Vereen, 1980;Williams & Cole, 1968;Zimmerman & Allebrand, 1965. While the literature's findings for these seven external independent variables are sometimes mixed, enough studies have found them to exert a significant influence upon a child's self-concept that ignoring the potential for their contaminating this study's self-concept findings would have been unscholarly. Consensus as to age influences upon a child's self-concept is not reached within the literature.…”

Differences between Men and Women on Selected Tennessee Self-Concept Scales

“…Academically, they are low achievers (Gadzella & Williamson, 1984b). Substantial studies (Brookover, 1969;Brookover, Thomas, & Paterson, 1964;Gadzella & Williamson, 1 9 8 4~;Purkey, 1970;Williams & Cole, 1968) have shown that self-concept and academic achievement are related and also that self-concept is related to one's locus of control (Gadzella & Williamson, 1984a;Strassberg, 1973).…”