Self-concept and self-esteem reexamined

Three “self” constructs are differentiated: the “self,” that is, the “real” self; the “self-concept,” which is the information or cognitions an individual has about his “self;” and “self-esteem,” which is the judgment and feelings about the “self.” An individual's self-concept can be characterized by its realism or unrealism, its completeness or incompleteness, or by the complexity of the concepts used to describe the self. Self-esteem, but not self-concept, can be described as being positive or negative. Developmental considerations and implications are discussed.     

The odd couple: Effective public schools/mental health joint programming to provide educational/therapeutic services to emotionally disturbed students and their families

“The Odd Couple…” is a narrative presentation of the successful joint programming efforts of a public school system and community centers for mental health in providing comprehensive educational services to emotionally disturbed students. Problems and resolutions in regard to control, coordination, and philosophy issues are discussed. This article describes a simple yet effective model for cost effective and successful joint programs between non-administratively related agencies.     

Achievement motivation and self-reported grade point average

This experiment examined the impact of achievement motivation on the accuracy of self-reported grades. Since subjects high in achievement motivation have a greater need for success than subjects low in achievement motivation, we predicted that they would also be more likely to overestimate the degree of their success than low need achievers. This was tested by comparing the grade point overestimations of high and low need achievers. Although there was a general tendency toward oyerestimation, this tendency, as predicted, was significantly greater for individuals high in achievement motivation. The present study considered the implications of this finding as well as the validity of the self-reported grade point average.     

The others-concept and friendly and cooperative behavior in children

This study explored the predictability of friendly, cooperative behavior of school children over a 5-week period. The basis for the predictions was the children's others-concept, as measured by the Paired Hands Test. Structured observations of groups of children working together on assigned tasks were made during five consecutive weekly sessions, each lasting approximately 15 minutes. The observations were obtained by recording each session and categorizing verbal statements as to their task-relatedness and friendliness. This procedure allowed comparisons between children with high and low others-concepts with respect to these behaviors. In three tasks out of five the high others-concept children showed a higher frequency and greater proportion of task-related and friendly behaviors. The tasks which best differentiated between children with high and low others-concepts were those which seemed to be the most challenging and exciting, and which called for the highest degree of group cooperation. The study demonstrated how friendly and cooperative interactions among small groups of children are influenced by a combination of their others-concept and situational factors.     

Sexual differences in the responses of elementary pupils to their classroom

This ethnographic study of a self-contained classroom of eight-, nine-, and ten-year-olds examined sexual differences in peer interactions. Within the observed classroom, males and females established separate social systems which had only limited contact with each other. Males were found to interact with significantly more classmates than females, and to have significantly more friends among those of differing ages or of a different race. Females maintained a tight clique structure which influenced their responses to the classroom.     

Teacher-pupil compatibility and teachers' ratings of children's behavior

Canonical variate analysis of the relationships between teachers' ratings of children's behavior and an index of teacher-pupil compatibility objectively demonstrated a significant relationship between behaviors representative of serious psychopathology and teacher-pupil compatibility. Previous multivariate analyses of variance had failed to identify meaningful relationships between teacher-pupil compatibility and teacher nomination of a child as a behavior problem. This study provides inferential support for the contention that school behavior problems and emotional disturbances are separate nosological entities.