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Self‐concept, school self‐image, satisfaction, and involvement in an alternative high school
Author(s) -
Reddy W. Brendan,
Langmeyer Daniel,
Asch Paule A. Steichen
Publication year - 1978
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197801)15:1<66::aid-pits2310150113>3.0.co;2-i
Subject(s) - psychology , self image , self concept , academic achievement , norm (philosophy) , scale (ratio) , life satisfaction , social psychology , developmental psychology , mathematics education , physics , quantum mechanics , political science , law
Alternative education emphasizes students' psychological development and academic achievement. The present paper reports a case study of the psychological correlates of students' adjustment to a small urban free school. It was expected that: (a) students would have high general self‐concept, school selfimage, satisfaction, and involvement; (b) self‐concept would discriminate between those high and low in school adjustment: and (c) there would be a positive relationship between school self‐image, satisfaction, and involvement. Forty male and thirty female students voluntarily answered the New Morning Student Questionnaire (1972) and the Tennessee Self‐Concept Scale (Fitts, 1965). Results showed that students were psychologically well adjusted; they had a somewhat higher self‐concept than the norm for high school students; self‐concept was a good predictor of school self‐image and satisfaction; and there was a positive relationship between school self‐image, satisfaction, and involvement.