Factor analytic study of the Piers-Harris Children's Self-Concept Scale

A factor analysis of the Piers-Harris Self-Concept Scale was conducted with a biracial u sample of children over a wide age range. The Scale was completed by 348 10-17 year old students in a rural community. Seven factors of 10 had sufficient item loadings to be interpretable. Six matched those found in the manual and an additional factor was found relating to Aggression. Race, sex, and age relationships are also reported for these seven factors.     

师生关系与小学生自我概念的关系研究

本研究采用访谈法与问卷法,选取北京市3所小学的498名三至六年级的小学生(男生255名,女生243名)及其班主任作为被试,考察了小学生的师生关系与自我概念的关系。研究结果发现:(1)师生关系的冲突性、亲密性和反应性与小学生自我概念发展具有显著相关。(2)师生关系对自我概念不同方面的发展的预测不同,师生关系的亲密性、冲突性和反应性对自我概念的各方面具有不同的预测性。(3)亲密型师生关系更有利于小学生自我概念的健康发展,冷漠型师生关系最有碍于小学生的自我概念发展。本研究结果对于教育实践具有重要的指导意义。     

儿童学业自我概念在父母教养风格与学业成就间的中介效应

运用问卷法,对612名北京市中小学生及其父母分别进行了自我概念和教养风格的测试。结果表明,父母民主型教养风格通过儿童学业自我概念这一中介变量,对儿童学业成就产生明显的正向促进作用,而父母专制型教养风格,则以直接的途径对儿童的学业成就产生负面效应。     

Equivalence of computerized and standard administration of the Piers-Harris Children's Self-Concept Scale

Two hundred seventy-nine 8- to 17-year-old children and adolescents were randomly assigned to complete paper-and-pencil or computer-administered versions of the Piers-Harris Children's Self-Concept Scale. The equivalence of these two administration modes was assessed by evaluating the comparability of scale means, variances, reliabilities, and validities. Results indicate that, of 27 comparisons, only 1 produced a statistically significant difference. We concluded that the computerized administration of the Piers-Harris scale did not affect its psychometric properties and that paper-and-pencil and computerized modes of testing for this questionnaire may be regarded as equivalent.     

Equivalence of Computerized and Standard Administration of the Piers-Harris Children's Self-Concept Scale

Two hundred seventy-nine 8- to 17-year-old children and adolescents were randomly assigned to complete paper-and-pencil or computer-administered versions of the Piers-Harris Children's Self-Concept Scale. The equivalence of these two administration modes was assessed by evaluating the comparability of scale means, variances, reliabilities, and validities. Results indicate that, of 27 comparisons, only 1 produced a statistically significant difference. We concluded that the computerized administration of the Piers-Harris scale did not affect its psychometric properties and that paper-and-pencil and computerized modes of testing for this questionnaire may be regarded as equivalent.     

自我概念在父母专制型教养风格与儿童社会行为之间的中介效应

通过对612名北京市中小学生及其父母的问卷调查,用LISEREL软件对数据进行分析的结果表明,父母专制型教养风格通过直接和间接两条途径,作用于儿童的社会行为发展.在间接途径中,通过儿童自我概念的中介作用,父母专制型教养风格对儿童社会行为产生系列负面效果.在直接途径中,父母专制型作风则直接对儿童的社会行为产生消极后果.     

童年晚期身体侵害、关系侵害与儿童的自我概念

本研究以2147名五年级儿童为被试,考察了童年晚期身体侵害、关系侵害对儿童自我概念(社交自我概念、身体自我概念和一般自我概念)的影响及其性别差异。结果表明,童年晚期身体和关系侵害均能负向预测儿童的社交和一般自我概念,关系侵害的影响比身体侵害更大。只有身体侵害可以负向预测身体自我概念。性别仅在身体侵害对身体自我概念的预测中表现出调节作用。     

Self-Concept and School Achievement: Interaction Dynamics and a Tool for Assessing the Self-Concept Component

This article briefly reviews a large body of research done within approximately the past 25 years and points out that not only is there a consistent and moderately strong relationship between self-concept and academic ability but that these two variables are highly interactive and reciprocal. Although it is easy enough to see the achievement side of this interaction, it is difficult to see the self-concept component because that involves hidden feelings and personal perceptions. In an effort to help school personnel know which behaviors to look for as possible indications of self-concept status, a self-concept inventory designed to be used informally, reflecting behavior that previous research has associated with positive or negative feelings about the self, is proposed as a tool that can help guide one's perceptions when trying to identify and understand the general nature of a student's self-concept dynamics.     

Rediscovering the Individual in Mediation Analyses

Using the article by von Eye and colleagues as a springboard, this commentary considers a variety of challenges to valid exploration of mediation processes. Along the way, a several alternatives for reinserting the individual back into mediation processes are entertained. The configural frequency approach to mediation analyses proposed by von Eye et al. (Integrative Psychological & Behavioral Science 43(3), 2009) represents a major step toward this objective. Idiographic approaches are proposed as the next step in the progression toward individual-centered mediation analyses.

Self-Concept and Stress: A Study of a Group of Southern Baptist Ministers

In this study the authors found that trait anxiety has a negative relationship with self-concept and a positive relationship with self-criticism and several life changes.     

父母在自我概念中的神经表征

在自我概念的构成中,他人尤其是亲密他人起着至关重要的作用。个体对父母相关信息的表征影响着个体自我概念的形成。对父母面孔的加工,涉及信息在个体知觉领域的表征;对父母人格特质的加工,涉及信息在个体心智领域的表征。个体对父母信息的神经表征存在性别和文化背景的差异。未来研究应整合表征父母信息的主要脑区及其作用,在研究思路上应考察家庭结构和依恋类型等因素。     

中学生偶像崇拜与自我概念的关系研究

研究采用访谈法和问卷法．选取北京市428名中学生,考察偶像崇拜与自我概念的关系。研究发现：(1)有偶像的学生人数显著高于无偶像的人数,“歌星影星”与“著名人士”是其崇拜的主流。(2)有偶像的学生的自我概念显著高于无偶像的学生,主要在同性关系自我、异性关系自我、非学业自我概念上存在显著差异。(3)在有无偶像维度上,女生的同性关系自我、一般学校自我概念存在显著差异,男生的同性关系自我、一般自我、非学业自我和量表总分存在显著差异。(4)在有无偶像维度上,初一学生的体能自我、初二学生的数学自我、初三学生的语文自我和同性关系自我、高一学生的外貌自我存在显著差异。(5)不同偶像类型的学生的自我概念存在显著差异。     

Students' Self-Concept and Academic Achievement in Zimbabwe: A Preliminary Study

Students' personal beliefs about their capabilities to learn influence their motivation and learning. This study determined the relationship between self-concept and academic achievement of Zimbabwean primary school students. A qualitative approach was used to collect data from 75 pupils (36 girls, 39 boys: age range 9–12 years). Data were also collected from five of the students' teachers. Pupils' perceptions of comments or feedback from classmates and teachers comprised the self-concept measures. Academic achievement was measured using teachers' ratings of pupils' academic performance. Pupils who reported receiving positive comments from classmates and teachers were more likely to be rated by their teachers as having higher academic achievement compared to those who perceived themselves to be less favourably regarded by teachers.     

中学生自我概念的特点及其与学业成绩的关系

本研究采用问卷法,针对随机取样的428名中学生,考察了自我概念的年级与性别特点及其与学业成绩的关系。结果表明:(1)在自我概念总量表和分量表上,中学生存在显著的年级和性别差异;(2)在自我概念子量表上,年级和性别的交互作用显著;(3)在言语自我、数学自我、一般学校、体能自我、父母关系、诚实可信、一般自我等子量表,以及学业、非学业分量表和总量表上,不同学业水平的学生有显著差异;(4)除体能自我、与异性关系和与同性关系子量表外,学业成绩与自我概念有显著正相关,而且学业成绩对自我概念有显著预测性,一般学校自我对学业成绩有显著的预测性。     

学业自我概念发展中的大鱼小池效应

大鱼小池效应(Big-Fish-Little-Pond Effect,BFLPE)是指对于同等能力的学生来说,进入高能力水平学校或班级的学生要比进入低能力水平学校或班级的学生习得更低的学业自我概念的现象.这类似于我国生活格言“宁做鸡头,不做凤尾”的描述.在系统梳理大鱼小池效应的理论与实证研究文献的基础上,对大鱼小池效应的研究现状进行了总结和分析,提出了大鱼小池效应对我国学校能力分组和学生择校现象的启示.未来应进一步加强大鱼小池效应在统计方法、跨文化一致性、具体发生情境、具体发生年龄及外部效度等方面的探讨与验证.