Changes in self-concept, changes in self: A study of middle school females

Persistent Link:
http://hdl.handle.net/10150/278556
Title:
Changes in self-concept, changes in self: A study of middle school females
Author:
Mizner, Teresa Marie, 1971-
Issue Date:
1996
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this research is to investigate self-concepts among middle school females. A nine-week self-concept enhancement program is implemented and utilized as the treatment condition. The self-concepts of all participants are assessed and monitored in nine-week intervals. The instrument, Student Self-Concept Scale assesses: (1) Self-Confidence in four areas: self-image, academic, social, and composite; (2) Importance of: self-image, academic, and social, and (3) an Outcome-Confidence composite. The results indicate that statistically significant differences exist at the pretest in two subscales: academic importance and social importance. At the posttest, statistically significant differences are detected in the academic importance subscale and in the outcome confidence composite. Overall, the results illustrate positive trends within the treatment group for each domain of the self-concept scale, with the exception of the decreased importance that all participants placed on self-image. Nine-week delayed tests in the experimental group reveal that increases from the posttest are maintained.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Guidance and Counseling.; Education, Secondary.; Psychology, Developmental.; Psychology, Personality.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
McCaslin, Mary M.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleChanges in self-concept, changes in self: A study of middle school femalesen_US
dc.creatorMizner, Teresa Marie, 1971-en_US
dc.contributor.authorMizner, Teresa Marie, 1971-en_US
dc.date.issued1996en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this research is to investigate self-concepts among middle school females. A nine-week self-concept enhancement program is implemented and utilized as the treatment condition. The self-concepts of all participants are assessed and monitored in nine-week intervals. The instrument, Student Self-Concept Scale assesses: (1) Self-Confidence in four areas: self-image, academic, social, and composite; (2) Importance of: self-image, academic, and social, and (3) an Outcome-Confidence composite. The results indicate that statistically significant differences exist at the pretest in two subscales: academic importance and social importance. At the posttest, statistically significant differences are detected in the academic importance subscale and in the outcome confidence composite. Overall, the results illustrate positive trends within the treatment group for each domain of the self-concept scale, with the exception of the decreased importance that all participants placed on self-image. Nine-week delayed tests in the experimental group reveal that increases from the posttest are maintained.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Guidance and Counseling.en_US
dc.subjectEducation, Secondary.en_US
dc.subjectPsychology, Developmental.en_US
dc.subjectPsychology, Personality.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcCaslin, Mary M.en_US
dc.identifier.proquest1381946en_US
dc.identifier.bibrecord.b34296451en_US
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