Changes in self-concept and ideal self-concept after viewing a videotaped speech

Conclusions Several conclusions can be drawn from this study: 1) At midterm there was no difference in self-concept or ideal self-concept factors clearly attributable to the videotape experience. 2) At midterm there was a significant difference on the Pleasantness factor of self-concept between videotaped males and videotaped females. 3) Females videotaped during the first half of the semester significantly increased on the Strength factor of self-concept during the second half of the semester. 4) At the end of the semester there were no significant differences in self-concept or ideal self-concept scores attributable to the time in the semester of the videotape experience. But there was a sleeper effect for females on the Strength factor that began about seven weeks after self-viewing and led to enhancement of self-concept. 5) At the end of the semester females videotaped early in the term had significantly higher scores on the Pleasantness factor of self-concept than did either group of males. 6) The significant interaction of factor x time x sex X time of videotape on the factors of ideal self-concept could not be explained. In future studies of self-concept and ideal self-concept, as related of self-viewing, males and females should be in separate treatment groups. Further research might profitable explore the sleeper effect on the Strength factor for females, the tendency of Strength factor of self-concept scores of males and females to equalize during a speech communication course, and the possibility that the lapse of time between self-viewing and measurement may influence self-concept scores.     

心理健康课程对大学生自我概念及社交状况影响的研究

目的：考察心理健康课程对大学生自我概念、社交回避与苦恼以及应付方式的影响。方法：在成都大学开设心理健康必修课程的班级中,按照入组条件选出550名大学生作为被试,采用自我概念问卷、社交回避及苦恼量表和简易应对方式问卷进行间隔16周的前后测评估。结果：在自我概念方面,学生后测时身体自我、能力自我、个人自我、社会自我、现实自我、心理健康以及自我概念总分的得分较课程开设前显著提高;在社交方面学生后测的社交回避得分、社交焦虑得分及社交苦恼总分均显著低于前测,学生的积极应对方式及消极应对方式在前后测之间没有显著的差异。结论：心理健康必修课程对大学生完善自我概念、降低社交苦恼方面具有明显积极作用。     

家庭教养方式对10岁城市与流动超常儿童自我概念的影响

选取10岁超常儿童共74名,其中城市超常儿童34名,流动超常儿童40名。采用问卷法,考察了两组超常儿童在自我概念和家庭教养方式上的差异,分析了家庭教养方式对超常儿童自我概念水平的影响,结果表明：（1）城市和流动超常儿童在自我概念上的差异主要表现在城市超常儿童的非学业自我概念要显著高于流动超常儿童。（2）在家庭教养方式方面,城市超常儿童在情感温暖理解这一维度上的得分明显地高于流动超常儿童,而在惩罚严厉、过分干涉、拒绝否认、过度保护这四个维度上的得分均低于流动超常儿童。（3）家庭教养方式中的情感温暖理解、过分保护和拒绝否认对超常儿童的自我概念总分有较好的预测作用。具体来说,家庭教养方式对学业自我概念和非学业自我概念的影响是不同的,家庭教养方式中的情感温暖理解对超常儿童的学业自我概念有较好的预测作用,而成长环境和家庭教养方式中的情感温暖因素对超常儿童的非学业自我概念有较好的预测作用。     

UTILITY OF THE STANFORD–BINET INTELLIGENCE SCALES,FIFTH EDITION,WITH ETHNICALLY DIVERSE PRESCHOOLERS

Current research on the use of revisions of intelligence measures with ethnically diverse populations and younger children is limited. The present study investigated the utility of the Stanford–Binet Intelligence Scales, Fifth Edition (SB5), with an ethnically diverse preschool sample. African American and Caucasian preschoolers, matched on age, gender, and parental education, were found to have similar patterns of high and low scores on both the composites and all subtests of the SB5. The present study also found that African American and Caucasian preschool children did not differ on overall cognitive ability as measured by the SB5 Full Scale IQ. Implications and suggestions for further research are discussed.     

Profile analysis of the Kaufman Assessment Battery for Children,Second Edition,with African American and Caucasian preschool children

This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC‐II), in terms of the Cattell‐Horn‐Carroll (CHC) theory among ethnically diverse preschool children. Forty‐nine African American and 49 Caucasian preschool children from a Midwestern city were included in the study and were matched for age, sex, and level of parental education. The profile analysis examining CHC broad abilities showed that the African American and Caucasian preschool children had similar patterns of highs and lows and performed at the same level with no significant difference between the two groups in their overall mean IQ. Profile analysis of the KABC‐II subtests found that although the African American and Caucasian groups performed overall at a similar level, they did not show the same pattern of highs and lows in subtest performance. Specifically, Caucasian preschoolers scored significantly higher than their African American counterparts on the Expressive Vocabulary subtest. Overall, the two groups displayed remarkably similar performance on the KABC‐II. © 2011 Wiley Periodicals, Inc.     

Accounting for Native/non‐Native differences in IQ scores

Verbal and Performance WISC‐R subscale scores were collected from 691 Native and 234 non‐Native children in Grades 2 and 4. Samples were drawn from each of four sites in North America: Northern Woodlands, Plains, Northwest coast, and Southwest Desert. Native children had substantially lower IQ scores than non‐Native, the difference especially pronounced for the Verbal subscale. Biopsychosocial variables including maternal and child health, socioeconomic status, parental attitudes toward school and toward cultural separation, and children's English‐language skills accounted for 67% of the Native/non‐Native difference on the Performance subscale and 57% of the Verbal subscale score difference. Implications for understanding Native/non‐Native IQ score differences and for interventions to promote Native children's academic success are discussed. © 2000 John Wiley & Sons, Inc.     

The use of Wechsler Scales in the assessment of Native Americans of the Columbia River Basin

Native American secondary students from the Columbia Basin were found to have significant Verbal-Performance discrepancies on the WISC-R and WAIS. Mean Verbal scores were significantly below the normative mean, while Performance scores were at, or above, the normative means. These findings substantiated research with other Native American groups. Also, the Verbal and Performance scales correlated so low as to preclude the Full Scale from being an accurate representation of the “g” factor of intelligence. Further, the predictive validity of the WISC-R and the WAIS for reading and math achievement was found to be at variance with the standardization group.     

大学生害羞与自我概念的相关研究

采用害羞量表和田纳西自我概念量表对356名大学生进行了调查,研究了大学生害羞与自我概念的相关关系.结果显示,大学生群体中普遍存在害羞现象,害羞者占61.5%,不同性别、年级、专业之间差异不显著,不同出生地之间差异显著,出生于乡村/镇的大学生害羞得分高于来自城市的大学生;大学生自我概念总体上较积极,但在生理自我、心理自我、社会自我3个因子上得分较低,不同性别、年级、专业、出生地之间差异不显著;自我概念与害羞显著相关.大学生害羞与自我概念存在密切的关系,提升大学生的自我概念可以有助减缓大学生害羞行为.     

学习者英语自我概念与英语水平关系中的性别差异

本文以学习者性别差异为切入点,通过对348名大学新生所做的定量研究,观察并分析学习者英语自我概念与英语水平之间的关系。研究发现：（1）女生的整体英语自我概念、听力自我概念和阅读自我概念都明显高于男生,但在口语自我概念和写作自我概念上男女生不存在显著差异;（2）女生的综合英语水平及各项技能水平均高于男生,尤其是听说水平;（3）男生的英语自我概念与英语各项技能水平间的相关系数均高于女生,同时男生和女生的口语自我概念与口语水平的相关系数均最高;（4）在英语自我概念高分组中,女生只在口语水平上明显地高于男生,而在低分组里,女生的英语各项技能水平都明显高于男生,最为突出的是写作水平。     

Indigenous Political Difference,Colonial Perspectives and the Challenge of Diplomatic Relations: Toward a Decolonial Diplomacy in Multicultural Educational Theory

This article considers how diplomacy can be refined and amplified within the field of multicultural education. Focusing on Native American peoples in particular, I argue that the multiculturalist emphasis on cultural diplomacy overlooks the political difference of First Nations peoples. In contrast to a multiculturalist cultural diplomacy, the article develops diplomacy according to a decolonial framework that seeks to dismantle colonial perspectives of Native American political difference. Drawing upon theorists and historians of diplomacy, as well as Indigenous and decolonial writers, the article seeks to provide the terms through which teacher identifications as decolonial diplomats can be fostered toward Native Americans.     

The self-concept level of black adolescents with and without African names

The self-concept level of Black adolescents with African names was explored. Black males with and without African names were first identified. All participants and their parents were then administered the Terrell and Taylor Black Ideology Scale and the Coopersmith Self-Esteem Inventory. Differences between groups on the self-concept measures were then examined using a one way MANOVA with parents' scores on the self-concept measures serving as covariates. Significant differences were found between groups. Supplemental analyses revealed no differences between groups on the Coopersmith. However, adolescents with African names had significantly higher scores on the Black self-concept scales than did those without African names.     

高中生自我妨碍的特点及其与自我概念的关系

采用问卷调查与自然实验相结合的方式对高中生自我妨碍(特质性自我妨碍与情境性自我妨碍)的特点及其与自我概念的关系进行研究.结果表明:(1)高中生特质性自我妨碍在性别上差异不显著,但在年级、学习成绩上差异显著.(2)高中生特质性自我妨碍与自我概念的总分及各个维度都存在显著负相关,其中自我概念的4个维度是特质性自我妨碍的有效预测变量.(3)在高中生情境性自我妨碍中,行为式自我妨碍的指标练习数目在性别、学习成绩上存在显著差异,但自陈式自我妨碍在各个变量上差异都不显著.(4)高中生情境性自我妨碍与自我概念存在显著负相关,其中自我概念的4个维度能有效预测行为式自我妨碍的指标练习数目,2个维度能有效预测自陈式自我妨碍.(5)高自我妨碍特质的高中生情境性自我妨碍得分也较高.     

Elevated picture completion scores: a possible indicator of hypervigilance in maltreated preschoolers

OBJECTIVE: The Picture Completion subtest of the Wechsler Preschool and Primary Scales of Intelligence-Revised (WPPSI-R) measures visual alertness and the ability to differentiate essential from nonessential details. In children who are hypervigilant as a result of maltreatment, these skills may be over-functioning. It was hypothesized that the Picture Completion subtest scores of these children would be significantly elevated in comparison to their other nonverbal scores and their overall intellectual functioning. METHOD: Fourteen children from a therapeutic day treatment preschool program for maltreated children were administered the WPPSI-R. Standardized discrepancy scores between Picture Completion scores and Performance mean scores (PC-Performance Discrepancy) and the mean of all subscale scores (PC-Overall IQ Discrepancy) were formed and then analyzed. RESULTS: The abused preschoolers scored significantly lower than the population mean on four of the five WPPSI-R Performance subscales. Only on Picture Completion did they score significantly higher. Average PC-Performance Discrepancy and PC-Overall IQ Discrepancy scores were greater than one, indicating that the mean difference of children's Picture Completion score from either their Performance mean score or all of their mean scores was more than one standard deviation. CONCLUSION: Elevated Picture Completion score may serve as a marker for hypervigilance and/or PTSD in children with histories of maltreatment.     

FACTOR STRUCTURE OF THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN–FOURTH EDITION AMONG REFERRED NATIVE AMERICAN STUDENTS

The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at increased risk for psychoeducational evaluation. The structural validity of the Wechsler Intelligence Scale for Children – Fourth Edition (WISC‐IV) was investigated with a sample of 176, six‐to‐sixteen‐year‐old Native American children referred for a psychoeducational evaluation. Confirmatory factor analysis procedures replicated the normative first‐order factor structure and a higher‐order general ability factor that accounted for the greatest amount of common (69%) and total (33%) variance. These results support the structural validity of the WISC‐IV with a referred Native American sample and suggest that interpretation of the WISC‐IV scores should not neglect the strong general ability factor.     

农村贫困初中生自我概念与父亲教养方式的关系研究

本文以240名农村贫困初中生为调查对象,运用自我描述问卷(SDQ-II)和父亲教养方式问卷(EM-BU)测查了他们的自我概念的发展状况和父亲教养方式的特点。结果发现:(1)农村贫困初中生自我概念在数学自我、异性关系自我和外貌自我维度存在性别差异,男生得分高于女生。但女生言语自我发展高于男生。体能自我的发展从初一到初三是逐步平缓下降。男生的诚实自我是从初一到初三是逐步下降的,女生则呈现相反的趋势;(2)男生相对于女生更多地感受到惩罚严厉和过分干涉以及拒绝否认等消极的父亲教养方式;(3)父亲的积极的教养方式(温暖理解)有助于自我概念的发展。父亲消极的教养方式(惩罚严厉、拒绝否认和过分干涉)不利于自我概念的发展。     

Effects of a prenatal care intervention on the self-concept and self-efficacy of adolescent mothers

The objective of this study was to examine changes in self-concept and self-efficacy during the childbearing year among adolescent mothers (defined as young mothers up to age 20) who were involved in a behavioral intervention. Subjects included a sample of 282 urban, pregnant adolescents (94% African American, 4% white, 2% other). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. A scale to measure the self-efficacy of the adolescent mother during the childbearing year was developed and evaluated. Questionnaires were administered during intake for prenatal care and in the postpartum period. In the larger study, the intervention was a peer-centered, mastery modeling intervention designed to increase self-efficacy, improve self-concept, and improve long- and short-term perinatal outcomes. The results in this portion of the data showed that self-concept increased significantly for young women in the experimental group but did not change significantly for young women in the control group. Changes were noted in the TSCS for overall self-concept as well as for several subscores, including identity, self-satisfaction, behavior, the personal self, the family self, and the social self. However, differences between groups did not reach significance once age, parity, site, and time were accounted for, except on TSCS subscales of identity and personal self. Between intake for prenatal care and postpartum, self-efficacy changed significantly for both the experimental and the control groups. Both groups increased in self-efficacy for labor and delivery and decreased in self-efficacy for infant care. In this group of mostly African American teens, peer support and small group care demonstrated positive effects on self-concept. Professional and peer interactions were equally associated in intervention and nonintervention groups with regard to self-efficacy.     

Self-concept of students in higher education: are there differences by faculty and gender?

Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students’ choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender.     

The relationship between social behavior and self-concept in school settings

The relationship between social behavior, as measured by the School Social Behavior Scales (SSBS), and self-concept, as measured by the Self-Perception Profile for Children (SPPC), was studied. Subjects included 41 public school students in Grades 5 and 6. These subjects were rated on the SSBS by their classroom teachers and also completed the SPPC as a self-report measure. A number of significant positive relationships were found between the Social Competence scores of the SSBS and the SPPC self-concept scores. Relationships between the Problem Behavior scores of the SSBS and the SPPC scores were extremely weak, and none of the obtained coefficients was statistically significant. The pattern of associations identified through this investigation provides support for the criterion-related validity of both the SSBS and SPPC, and raises some interesting questions regarding the relationship between social behavior and self-concept in children.     

A comparison of three different measures of intelligence with preschool children identified at-risk

This study compares three different measures of intelligence used with preschool children identified “at-risk.” Seventy preschoolers were administered the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test-Revised, and the Expressive One-Word Picture Vocabulary Test. The sample consisted of 21 girls and 49 boys, of which there were 30% Orientals, 3% White, 20% Black, and 7% Native Americans. Pearson's product-moment correlation was used to analyze the data. Correlated t-tests were used to calculate the differences between the mean IQs for the tests. The PPVT-R and EOWPVT were found to be significantly correlated with the Verbal and Full Scale IQ scores of the WPPSI. In addition, the PPVT-R and EOWPVT correlated significantly with the Performance Scale IQ of the WPPSI. The results and their implication for the assessment of preschool children are discussed.     

典仪--印第安宇宙观的重要载体--印第安传统文化初探

印第安典仪不仅起着将印第安创世神话一代一代传扬下去的重要作用，而且通过仪式化地再现这些神话，传达出印第安民族对无尽循环之中万事万物和谐整体的信仰，从而帮助部族成员融入印第安传统，确立部族群体观念。在这一意义上，典仪是印第安宇宙观的重要载体。