A Qualitative Study on Self-Concept of Boys and Girls among Late Adolescence (original) (raw)

A Comparative Study on Self-Concept of 13-16 Years Students of two Different Category Schools

2014

The purpose of this study was to observe the difference, if any, on the early –teen boys students of two different type schools. Subjects of this study were one hundred fifty male Navodaya students of three age categories and similar number of age and height-weight-matched students from other than Navodoy schools (fifty students for each age group from each type of school). Six dimensions of self-concept, namely- behaviour, intellectual and school status, physical appearance and attributes, anxiety, popularity, and happiness and satisfaction were the criterion measures. Mean, standard deviation (SD) and ANOVA followed by Post-Hoc LSD and independent t-test were the statistics used for data interpretation. Significance difference (p<0.05) was observed between Navodoy and other than Navodoy students in behaviour and happiness and satisfaction of 13-year, 14-year and 15-year age groups. Difference was also observed in intellectual and school status in 13-year and 15-year age groups ...

A Study of Self-Concept among Adolescents

2021

In the present paper, an attempt was made to study self –concept among adolescents. A descriptive study was conducted to elaborate the relationship between self-concept and socio –emotional school climate among adolescents. A sample consisting of 200 adolescents was taken from schools situated in Ludhiana district. Data was collected with the help of Self-concept list Rating Scale by Deo (2008) and Socio – emotional School Climate Inventory by Sinha and Bhangane (1998) .Subsequently data was subjected to statistical analysis. Results clearly indicated a significant relationship between overall self-concept and socio-emotional school climate of adolescent students. No Significant difference was found between mean scores of self-concept of rural and urban adolescent students. No significant difference was found between mean scores of self-concept of adolescent boys and girls.

Study of Self Concept among 9 th Grade Students In Relation to their Gender

This study will focus on Self Concept among 9th grade students in relation to their Gender. Self as process is defined in terms of activities such as thinking and perceiving and coping with the environment. And Self concept is the term usually used to refer to this area of private experience and self assessment. The result of the study shows that maximum numbers of students have above average level of self-concept. And its positively correlated with boys and girls. The result of this study will help to improve the environment of school to assist their students in showing better act in their self concept.

SELF-CONCEPT OF ADOLESCENTS AND ITS RELATIONSHIP WITH THEIR SOCIAL AND EMOTIONAL ADJUSTMENT

Adolescence, the transitional period between childhood and adulthood is marked by changes in the body, mind and social relationships. As adolescents confront these challenging years, they establish a self-concept; that is some sense of who they are. A strong self-concept, especially among girls, appears to be a key factor in developing good mental and physical health. Equally important is the positive impact of emotional support for all adolescents-boys and girls (Park,2003). Self-concept is a central concept in psychology (Harter, 1983). One way to measure adolescent growth is through the level of the self-concept, which indicates how worthy individuals believe they are. Self-concept has been viewed in the present study as one's knowledge about one's own self in the form of an organized cognitive structure that takes into account a set of attitudes, beliefs and values. It is regarded in the form of perceptual, conceptual and attitudinal components and it is regarded as a component of personality of 'how I see myself', self-esteem, self-confidence and self-contentment. The present study is a noble attempt to find out the differences in social and emotional adjustment and self-concept of adolescents with sex and type of school variation and the relationship, if any, between self-concept and social and emotional adjustment, also if there exist significant differences in the high, average and low self-concept groups with respect to their social and emotional adjustment.

A Descriptive Survey on the Self-Concept of the School-Going Adolescent of Purulia District

International Journal for Research in Applied Science and Engineering Technology

The study of 'self-concept' helps in understanding human behaviour; it has been recognized as a potent means for making a deep study of personality. Self-Concept Inventory (SCI) (Shah (1986)) was administered on a random sample of 1083 school-going adolescent, selected from 50 Government, Government Sponsored and Government Aided schools of Purulia district. The results showed that the students expressed their High Self-Concept in all ten dimensions of SCI including Self-Concept in totality. Probably, this simple and unpretentious behaviour is the modal characteristics of the people of Purulia district-being a permanent inhabitant of Purulia the researcher also feels so.

Study on the Development of Self-awareness in Teenagers

Procedia - Social and Behavioral Sciences, 2015

The self concept is considered closely related to social relationships, through which it is continuously modified and re-created, based on the numerous feedbacks that the individual receives in different situations. This research study aims to develop selfconsciousness differences in adolescence. We used a standardized test for assessing self-image and test "Who am I?", a sample of research and knowledge of the ego and personality in this purpose. The study was conducted in two classes each with 25 people aged 17 years old, of both sexes. The tests that have been screened subjects consisted of choice and expression response considered suitable for their way of being. In the first test, there were presented 40 items with response options to analyze the level of self-image and in the second test were asked to respond in short composition with the question "Who am I?".The result of the data processing using Pearson correlation coefficient revealed that there was a statistically significant correlation (value of r =.628) as p <0.05 and therefore the research hypothesis is supported by data obtained and accepted.

The Development of Multiple Domains of Self-Concept in Late Childhood and in Early Adolescence

Current Psychology, 2017

The paper examines the development of self-concept across multiple domains using Slovenian late childhood and early adolescence samples in longitudinal design. In the preset study we analyzed (i) the developmental paths of specific domains of self-concept; (ii) sex related differences in the development specific domains of self; (iii) stability of self-concept in different age groups, and (iv) the level of self-concept differentiation in Slovenia. We used The Self-Concept Questionnaire (Musitu et al. 2012) that measures four self-concept domains: social self, family self, academic self and emotional self in a late childhood sample (9 year olds; N = 41) and in an early adolescent sample (14 year olds; N = 36) in 5 time point (3 to 6 months apart). In Slovenia children are in the same school, called basic school, from age of 6 until age of 15 which provides a good setting to observe developmental changes in a stable environment (without transition). The results show significant decrease in emotional self-concept in two year time in late childhood sample and significant increase of general self-concept, social self-concept and family self-concept in early adolescent's sample. The stability and the level of differentiation were comparable in both age groups. Sex did not have significant effect on self-concept domains development in two year time.

EFFECT OF EMOTIONAL MATURITY ON SELF-CONCEPT OF ADOLESCENTS – A STUDY

Emotional maturity is not only the effective determinant of personality pattern but it also help to control the growth of adolescent’s development. The concept ‘Mature’ emotional behaviour of any level is that which reflects the fruits of normal emotional development. A person who is able to keep his emotions under control, who is able to broke delay and to suffer without self-pity, might still be emotionally stunned and childish .Morgan (1934) stated the view that an adequate theory of emotional maturity must take account of the full scope of the individuality, power and his ability to enjoy the use of his powers. In the present study, the researchers accepted a sample of 200 students of secondary level students in Bilha and Kota blocks of Bilaspur district in Chhattisgarh. Among them 100 were boys and 100 were girls of Private and Government Schools. The researchers used two tools for the very purpose of data collection which are – i) Emotional Maturity Scale developed by Y. Singh & M. Bhargava and ii) Self-Concept Questionnaire developed by R. K. Saraswat. The researchers collected the data and analysed statistically by using mean, correlation, SD, t-test and ANOVA. Then the researchers interpreted the findings and drew a conclusion on the basis of the findings. The study revealed some new perspectives about the effect of emotional maturity on self-concept of adolescents.

The Development of Multiple Self‐Concept Dimensions During Adolescence

Journal of Research on Adolescence, 2018

The purpose of this research was to analyze the development of self-concept during adolescence. Participants included 484 teenagers (226 boys and 258 girls) from middle-class families in the Basque Country region of Spain (M age = 14.99, SD = 1.81 in Time 1 and M age = 15.64, SD = 1.80 in Time 2). Longitudinal analysis found differences in the general school dimension. Six dimensions (math, verbal, general school, physical abilities, parent relationships and same-sex relationships) reported a linear trend with a decreasing monotonic pattern; self-esteem fit a cubic trend and physical appearance a quadratic trend line. Males showed higher means in self-esteem, math, physical abilities, physical appearance, emotional stability and parent relationships; and females had higher values in verbal and general school.