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Relationships between self‐concept and directly observed behaviors in kindergarten children
Author(s) -
Strain Phillip S.,
Kerr Mary Margaret,
Stagg Vaughan,
Lenkner Donna A.,
Lambert Deborah L.,
Mendelsohn Sylvia R.,
Franca Vany M.
Publication year - 1983
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(198310)20:4<498::aid-pits2310200418>3.0.co;2-n
Subject(s) - psychology , developmental psychology , task (project management) , self concept , academic achievement , peer group , compliance (psychology) , peer acceptance , social psychology , management , economics
Twenty kindergarten children who were nominated by teachers as not being socially and academically competent (low‐rated) and 36 kindergarten children who were nominated by teachers as competent (high‐rated) participated in this study. Self‐concept and academic achievement data were gathered on each subject. In addition, all children were observed in class, with particular attention to compliance/non‐compliance with adult requests, on‐task/off‐task behavior, and positive/negative social behaviors with peers. The results indicate that: (a) The factor structure of the self‐concept instrument (Primary Self‐concept Inventory) was replicated in both groups of children. (b) There were no significant differences in self‐concept scores among high‐ vs. low‐rated children. (c) There were profound differences in academic and social behaviors that were found to covary with positive self‐evaluations within the two study groups. In general, high‐rated children who felt best about themselves were higher achievers and more compliant than were their study group cohorts. Low‐rated children who felt best about themselves were, on the contrary, more off‐task, more negative in their peer contacts, and inferior academically to their study group cohorts.