Sex Differences in Self-Concept among African Adolescents

1991 ◽  
Vol 73 (1) ◽  
pp. 191-194 ◽  
Author(s):  
Tuntufye S. Mwamwenda
Keyword(s):  
College Students ◽  
South Africa ◽  
High School ◽  
Sex Differences ◽  
Self Esteem ◽  
Self Concept ◽  
Black African

To examine sex differences in self-concept among black African adolescents in Umtata, South Africa, 97 boys and girls whose mean ages were 18.0 and 17.7 yr., respectively, were drawn from St. John's College students who were in their final year of high school and were preparing for their final year and national matriculation examinations. On the Canadian Self-esteem Inventory mean scores obtained by girls and boys were not significantly different.

scholarly journals LONELINESS OF HIGH SCHOOL AND COLLEGE STUDENTS: THE RELATION OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND SELF-ESTEEM WITH LONELINESS

2020 ◽  
Vol 10 (1) ◽  
pp. 31-40
Author(s):  
Nataša Kostić ◽  
◽  
Šuajb Solaković ◽  
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Research Problem ◽  
Self Esteem ◽  
Demographic Characteristics ◽  
Significant Relation ◽  
School Students ◽  
Level Of Education ◽  
Significant Difference

The research problem relates to the examination of the relationof socio-demographic characteristics (gender, level of education and the place where most of childhood was spent) and the self-esteem of the respondents with loneliness.In investigating this problem, the focus was primarily on the perception of the distribution of loneliness, and the examination of the relation of independent variables (socio-demographic characteristics and self-esteem) with the dependent variable (loneliness).The sample of respondents consists of 677 high school students (49.34%) and college students (50.66%) of Bosnia and Herzegovina. The range of years of subjects ranges from 15 to 23 (AS = 18.696).The results of the study show that there is a statistically significant difference in loneliness with regard to gender (U = 38672.000, Z = -6.122, p = .000), to the level of education (U = 42292.500, Z = -5.905, p = .000) and the place in which the respondents spent most of their childhood (χ2 = 9.383, df = 2, sig = .009). The results show that there is a statistically significant relation between self-esteem and loneliness (ro = -.401, sig = .000, N = 676).

Erratum

2014 ◽  
Vol 115 (3) ◽  
pp. 951-951
Keyword(s):  
Social Support ◽  
High School ◽  
Elementary Education ◽  
Self Esteem ◽  
School Education ◽  
High School Education ◽  
Self Concept ◽  
Apoyo Social ◽  
Limited Edition ◽  
Educación Primaria

BROC, M. Á. (2014) Harter's Self-perception Profile for Children: an adaptation and validation of the Spanish version. Psychological Reports: Measures & Statistics, 115, 2, 444–466. DOI: 10.2466/08.07.PR0.115c22z5 The author wishes to clarify two references. The first was cited as: HARTER, S., & BROC, M. Á. (2012) Perfil de autoconcepto, autoestima y apoyo social para adolescentes. P4A. Madrid, Spain. COSPA & AGILMIC S.L.U. Retrieved from http://www.cospa-agilmic.com . This reference incorrectly included Dr. Harter's name. The corrected citation of this document, which is available only commercially, is as follows: BROC, M. Á. (2012) Perfil de autoconcepto, autoestima y apoyo social para adolescentes. P4A. Madrid, Spain. COSPA & AGILMIC S.L.U. Secondly, the reference below does include a Spanish translation by M. Á. Broc of an informal manual for the Self-concept, Self-esteem and Social Support Profile for Children, written originally in English by Dr. Harter, but should not have included Dr. Harter as the second author of the Spanish reference. BROC, M. Á. & HARTER, S. (2010) Self-concept, Self-esteem and Social Support Profile for Children (Elementary Education and first cycle of the High School Education). Transl. into Spanish: Perfil de autoconcepto, autoestima y apoyo social para niños de educación primaria y primer ciclo de la ESO. University of Zaragoza, Zaragoza, Spain: Service of Publications. (Limited Edition). The corrected reference is: BROC, M. Á. (2010) Self-concept, Self-esteem and Social Support Profile for Children (Elementary Education and fi rst cycle of the High School Education). Transl. into Spanish: Perfi l de autoconcepto, autoestima y apoyo social para niños de educación primaria y primer ciclo de la ESO. University of Zaragoza, Zaragoza, Spain: Service of Publications. (Limited Edition).

Self-Concept of Academic Ability as a Function of Sex, Age, and Academic Achievement among African Adolescents

1998 ◽  
Vol 87 (1) ◽  
pp. 155-161 ◽  
Author(s):  
Mzobanzi M. Mboya
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Sex Differences ◽  
Age Differences ◽  
Significant Positive Correlation ◽  
Age Groups ◽  
Academic Ability ◽  
The Self ◽  
Self Concept ◽  
Age Variations

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

Modification of Self-Esteem by Covert Positive Reinforcement

1978 ◽  
Vol 42 (3_suppl) ◽  
pp. 1305-1306
Author(s):  
Lévis Aubut ◽  
Robert Ladouceur
Keyword(s):  
College Students ◽  
Positive Reinforcement ◽  
Self Esteem ◽  
Self Concept ◽  
Female College Students ◽  
Female College

Three groups given covert positive reinforcement and a control (21 male and 19 female college students) equally improved on three measures of self-concept and a deduction task.

Sex differences in self-concept and self-esteem of late adolescents: A time-lag analysis

Sex Roles ◽  
1981 ◽  
Vol 7 (7) ◽  
pp. 709-722 ◽  
Author(s):  
Richard M. Lerner ◽  
Gwendolyn T. Sorell ◽  
Barbara E. Brackney
Keyword(s):  
Sex Differences ◽  
Time Lag ◽  
Self Esteem ◽  
Self Concept ◽  
Late Adolescents

scholarly journals The Association Between Racial Microaggressions and Depressive Symptoms: A Cross-Sectional Analysis

2021 ◽  
Vol 26 (2) ◽  
pp. 208-220
Author(s):  
Marisol Aquino ◽  
Mia Budescu
Keyword(s):  
College Students ◽  
High School ◽  
African American ◽  
High School Students ◽  
Depressive Symptoms ◽  
Racial Microaggressions ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Black African

The present study investigated whether racial microaggressions, specifically assumptions of inferiority, assumptions of criminality/second class citizenship, and microinvalidations had a relationship with depressive symptoms, and whether this relationship varied by age group (adults vs. adolescents) and race (Black and Latinx). This cross-sectional study compared 194 undergraduate college students who were all over the age of 18 to 168 high school juniors and seniors. All participants identified as either African American/Black or Latinx/Hispanic. The results indicated that respondents identifying as Black/African American, regardless of age, experience higher levels of assumptions of criminality/second class citizenship compared to Latinx respondents, F(2, 350) = 0.82, p = .442, ηp2 = .004. Results also indicated that, among Black/African American college students, but not high school students nor Latinx participants, higher levels of assumptions of inferiority were associated with depressive symptoms (b = .34, SE = 0.07, p < .001). Assumptions of criminality/second class citizenship, on the other hand, were not related with depressive symptoms (b = .06, SE = 0.08, p = .433). Lastly, regardless of race, high school students experienced more microinvalidations than college students, F(2, 350) = 3.97, p = .047, ηp2 =.013. These results underscore developmental changes in how students of color experience race and racism as they transition from adolescence into adulthood.

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