Cross-Cultural Utility of the Tennessee Self-Concept Scale

1982 ◽  
Vol 51 (3) ◽  
pp. 897-898 ◽  
Author(s):  
Bernice N. Ezeilo
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
Cross Cultural ◽  
Self Concept ◽  
School Students ◽  
Nigerian Subjects ◽  
Tennessee Self Concept Scale

The Tennessee Self-concept Scale was administered in Nigeria to 78 college and 74 high school students, and their scores were compared with USA norms. The scale was reliable for the literate Nigerian subjects. Nigerian subjects' total Positive (Self-esteem) scores fall within the range of scores obtained from similar USA groups.

Is Self-Concept a Reliable Predictor of Economic Status?

1981 ◽  
Vol 49 (3) ◽  
pp. 883-886 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
High School ◽  
High School Students ◽  
Economic Status ◽  
Self Concept ◽  
School Students ◽  
School Grades ◽  
High School Grades ◽  
Reliable Predictor ◽  
Lower Status ◽  
Tennessee Self Concept Scale

To determine the extent to which self-concept could reliably predict whether black high school students would be correctly classified as having advantaged (middle) or disadvantaged (lower) economic status 200 middle- and 200 lower-status boys and girls from five high school grades of a large southeastern city were given the Tennessee Self-concept Scale. The model utilizing 8 variables correctly classified 266 subjects as 180 advantaged and 220 disadvantaged. More correct classifications (143) were made for disadvantaged than for advantaged (123). More students in lower grades were correctly placed; more students in upper grades were classified as disadvantaged. Fewer misclassifications (30.5%) of girls were made than of boys (36.5%). Variables with the highest standardized discriminant coefficients were Identity and Personal Self.

Right Hemisphericity and Low Self-Esteem in High School Students: A Replication

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1058-1058 ◽  
Author(s):  
Carri-Lynne Lazure ◽  
M. A. Persinger
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Affect ◽  
University Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Affective Component ◽  
Hemispheric Activation

A total of 26 Grade 9 and 24 Grade 12 boys and girls were administered the Rosenberg self-esteem questionnaire and Vingiano's hemisphericity questionnaire. Greater right hemisphericity was associated with lower self-esteem. The strength of the effect ( r = 0.52) was comparable to previous studies involving university students and supports the hypothesis that persistent input of negative affect from right hemispheric activation adversely influences the affective component of self-concept.

scholarly journals The Mediating Role of Mathematics Self-Concept in the Association of Self-esteem and Classroom Environment Perceptions with Math Anxiety in Students

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Maasomeh Naderi Dehsheykh ◽  
Fariba Hafezi ◽  
Zahra Dasht Bozorgi
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Math Anxiety ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Mediating Role ◽  
Female High School

Background: Math anxiety (MA) emerges as a state of discomfort and anxiety when a student is faced with a math problem. Objectives: The present study aimed to investigate the association between self-esteem and classroom environment perceptions with math anxiety through the mediating role of mathematics self-concept (MSC) in female high school students. Methods: This descriptive-correlational study was conducted on all the female high school students in Ahvaz, Iran in the academic year 2020 - 2021. In total, 237 students were selected as the sample population via single-stage cluster sampling. Data were collected using the Math Anxiety questionnaire (MAQ), Self-Esteem questionnaire (SEQ), Dundee Ready Educational Environment measure (DREEM), and Mathematical Self-Concept questionnaire (MSCQ). The proposed research model was evaluated using structural equation modeling. Results: With the exception of self-esteem and classroom environment perceptions (CEPs), all the direct paths were significantly correlated with MA (P = 0.001). Moreover, the indirect paths of self-esteem were significantly correlated with MA considering the mediating role of MSC (β = -0.240; P = 0.002). Furthermore, a significant association was observed between CEP and MA, mediated by MSC (β = -0.129; P = 0.001). Conclusions: According to the results, the proposed model had a good fit and could be an important step in identifying the influential factors in the MA of students.

scholarly journals Relationship between personality traits and self-concept in high school students

2013 ◽  
pp. 551-562
Author(s):  
Mia Maric
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Social Desirability ◽  
Self Esteem ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Self Concept ◽  
School Students ◽  
The Relationship

In adolescence, there are significant changes in behavior, which are largely determined by personality traits and perceptions which adolescents have about themselves. The main objective of this study was to determine the relationship between basic personality dimensions of Eysenck model and certain aspects of self-concept among high school students. The sample consisted of 200 students in the second and fourth year of high school. The research results confirm the existence of significant correlation between all three investigated dimensions of personality and certain aspects of self-concept in adolescence. Thus, it was determined that neuroticism is positively associated with fear of negative evaluation, externality and low social desirability and negatively with loneliness. Extraversion is positively related to persistence, self-esteem and general life satisfaction, and negatively with the perceived incompetence, loneliness, fear of negative evaluation and externality, and low psychoticism is positively associated with persistence, self-esteem and general satisfaction, and negatively with the perceived incompetence and loneliness.

Relationships between Area-Specific Measures of Self-Concept, Self-Esteem and Academic Achievement for Junior High School Students

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1117-1118 ◽  
Author(s):  
Douglas Muller ◽  
Jack Chambliss ◽  
Martha Wood
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Peer Relations ◽  
Junior High School ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
Self Concept ◽  
School Students

Physical maturity, peer relations, academic success and school adaptiveness self-concept and self-esteem measures were correlated with reading, language, mathematics, and composite achievement scores for 26 male and 48 female junior high school students. Academic success self-concept was significantly correlated with each of the achievement measures. Peer relations self-concept and self-esteem correlated with language, math, and composite achievement. Academic success self-esteem measures did not correlate with any of the measures of achievement.

Alienation, Self-Esteem and Attitudes toward Drinking in High-School Students

1968 ◽  
Vol 29 (2) ◽  
pp. 350-354 ◽  
Author(s):  
Howard T. Blane ◽  
Marjorie J. Hill ◽  
Elliot Brown
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
School Students
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