Changes in self-concept, changes in self: A study of middle school females
| dc.contributor.advisor | McCaslin, Mary M. | en_US |
| dc.contributor.author | Mizner, Teresa Marie, 1971- | |
| dc.creator | Mizner, Teresa Marie, 1971- | en_US |
| dc.date.accessioned | 2013-04-03T13:29:00Z | |
| dc.date.available | 2013-04-03T13:29:00Z | |
| dc.date.issued | 1996 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278556 | |
| dc.description.abstract | The purpose of this research is to investigate self-concepts among middle school females. A nine-week self-concept enhancement program is implemented and utilized as the treatment condition. The self-concepts of all participants are assessed and monitored in nine-week intervals. The instrument, Student Self-Concept Scale assesses: (1) Self-Confidence in four areas: self-image, academic, social, and composite; (2) Importance of: self-image, academic, and social, and (3) an Outcome-Confidence composite. The results indicate that statistically significant differences exist at the pretest in two subscales: academic importance and social importance. At the posttest, statistically significant differences are detected in the academic importance subscale and in the outcome confidence composite. Overall, the results illustrate positive trends within the treatment group for each domain of the self-concept scale, with the exception of the decreased importance that all participants placed on self-image. Nine-week delayed tests in the experimental group reveal that increases from the posttest are maintained. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Guidance and Counseling. | en_US |
| dc.subject | Education, Secondary. | en_US |
| dc.subject | Psychology, Developmental. | en_US |
| dc.subject | Psychology, Personality. | en_US |
| dc.title | Changes in self-concept, changes in self: A study of middle school females | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1381946 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Educational Psychology | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b34296451 | en_US |
| refterms.dateFOA | 2018-08-27T15:20:00Z | |
| html.description.abstract | The purpose of this research is to investigate self-concepts among middle school females. A nine-week self-concept enhancement program is implemented and utilized as the treatment condition. The self-concepts of all participants are assessed and monitored in nine-week intervals. The instrument, Student Self-Concept Scale assesses: (1) Self-Confidence in four areas: self-image, academic, social, and composite; (2) Importance of: self-image, academic, and social, and (3) an Outcome-Confidence composite. The results indicate that statistically significant differences exist at the pretest in two subscales: academic importance and social importance. At the posttest, statistically significant differences are detected in the academic importance subscale and in the outcome confidence composite. Overall, the results illustrate positive trends within the treatment group for each domain of the self-concept scale, with the exception of the decreased importance that all participants placed on self-image. Nine-week delayed tests in the experimental group reveal that increases from the posttest are maintained. |
