The Development of the Self-Concept in Adolescence. Final Report.

Autor/in	Dusek, Jerome B.
Institution	Syracuse Univ., NY. Dept. of Psychology.
Titel	The Development of the Self-Concept in Adolescence. Final Report.
Quelle	(1978), (127 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adolescents; Cognitive Processes; Cross Sectional Studies; Elementary Secondary Education; Individual Differences; Longitudinal Studies; Self Concept; Socioeconomic Status; Student Development; Student Interests + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Cognitive process; Kognitiver Prozess; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Socio-economic status; Sozioökonomischer Status; Studieninteresse
Abstract	Numerous studies indicate age and sex differences in adolescent interests and self-concept development; however, few longitudinal studies have been conducted outside the area of vocational interests. It was hypothesized that an examination of data from both cross-sectional and longitudinal samples would clarify age and sex differences in the development of adolescent self-concept. Male and female elementary, middle, and high school students completed questionnaires, a self-concept scale, interest assessments, and instruments about the sources of information used by adolescents. Results indicated that cognitive functioning was a primary determinant of self-concept. Environmental encounters such as peer/family relationships, school, role-taking, and reactions of others affected self-concept. The longitudinal data demonstrated consistency in self-concept measures over time. Cross-sectional comparison data, showing grade-level differences, did not replicate each other. Interest in interpersonal relationships, education, human ecology, and drugs was higher for older students than younger students. Social class and academic achievement had little effect on self-concept development. (Author/HLM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01