Brown IDS Self-Concept Referents Test; Technical Report 2. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/inn/en	Shipman, Virginia C.; Gilbert, Lynn E.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Brown IDS Self-Concept Referents Test; Technical Report 2. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (18 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Data Analysis; Disadvantaged Youth; Educational Testing; Longitudinal Studies; Measurement Instruments; Preschool Tests; Research Reports; Self Concept Measures; Sex Differences; Socioeconomic Status; Tables (Data); Test Results + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Auswertung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Tabelle
Abstract	Data obtained from the administration of the Brown IDS Self-Concept Referents Test as part of the longitudinal study are provided and discussed. The Brown IDS Self-Concept Referents Test is a technique for assessing self-concept which uses a photograph of the young child to induce him to take the role of another toward himself. While looking at the photograph, the child answers questions in terms of his own feelings about himself and then in terms of what his mother, teacher, and classmates think. In this study, 14 (of a possible 15) bipolar items were presented in "either-or" format. Each item was scored as positive or negative (refused, indeterminate, or don't know). Total number of omitted and an adjusted self-concept score were the two scores used in the analysis. The alpha coefficient of reliability for total score and number of omits for Years 1 and 2, which is tabulated, ranged between .59 and .91. The correlations of scores within and across years for the self-referent task and correlations for the teacher-referent scores are shown in tables. The score distributions for adjusted and unadjusted total scores and number of omits in Years 1 and 2, also tabulated, were markedly skewed, indicating the strong tendency for the child to select positive attributes. Analyses of variance (age x sex x SES--mother's education) were performed for children tested in both years. Results revealed marginally significant age differences. No significant sex differences occurred. There was a significant age x SES interaction, and SES x Year interaction was also significant. (For related documents, see TM 003 174-175, 177-198.) (DB)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC