scholarly journals The Influence of Maturity Fears and Appearance Interest on Self-concept among Lower-grade Elementary School Girls with Precocious Puberty

2020 ◽  
Vol 26 (2) ◽  
pp. 181-189
Author(s):  
Hyun-Jeong Nam ◽  
Mi-Young Choi
Keyword(s):  
Elementary School ◽  
Precocious Puberty ◽  
Intervention Program ◽  
Pearson Correlation ◽  
Nursing Intervention ◽  
The Self ◽  
Self Concept ◽  
Major Influence ◽  
Lower Grade ◽  
Maturity Fears

Purpose: This study explored the relationships of maturity fears and appearance interest(interest in appearance, interest in weight) with self-concept among girls with precocious puberty. Methods: The participants for this study were 120 elementary school students (8 to 10 years old) and their parents from two hospitals located in Chungcheong Province. Data were collected from January to February 2019 using self-reported questionnaires. The collected data were analyzed using descriptive statistics, the independent t-test, the Mann-Whitney U test, one-way analysis of variance, Pearson correlation coefficients, and multiple regression analysis in SPSS for Windows version 23.0. Results: Statistically significant negative correlations were found between self-concept and maturity fears (r=-.34, <i>p</i><.001) and interest in weight (r=-.29, <i>p</i>=.001). Maturity fears were identified as a factor affecting the self-concept of girls with precocious puberty (β=-.34, <i>p</i><.001). This variable explained 11.5% of the variance in the self-concept of girls who experienced precocious puberty. Conclusion: This study confirmed that maturity fears had a major influence on self-concept in girls with precocious puberty. The results of this study can be used as basic data for the development of a psychosocial nursing intervention program for girls who experience precocious puberty.

scholarly journals Penguasaan Konsep IPA Ditinjau dari Konsep Diri dan Minat Belajar Siswa

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Lin Suciani Astuti
Keyword(s):  
Multiple Regression ◽  
Test Data ◽  
Significant Influence ◽  
Research Data ◽  
The Self ◽  
Self Concept ◽  
Major Influence ◽  
Science Concepts ◽  
Learning Together

<p>The purpose of this study to determine the effect of self-concept and interest in learning the mastery of science concepts. The instrument used in this study is a questionnaire self-concept and interest in learning while measuring mastery of concepts based on the test of IPA. Analysis of the test data used is Multiple Regression. Results of analysis of research data to prove that: (1) there is significant influence self-concept and interest in learning together toward mastery of science concepts, this is evidenced by the value of F = 10.803&gt; Ftabel and the Sig = 0.000 &lt;0.05; (2) there is a significant influence on the concept of self-mastery of the concept of science, it is shown from the results of calculations which show the value t = 3,471 and sig = 0,001, lower than 0.05. (3) Interest in learning gives positive and significant impact on the mastery of science concepts. This is shown from the results of calculations which show the value t = 2.620 and sig = 0,010, lower than 0.05. Although when compared to the self-concept, interest in learning the value of sig is larger. So the concept of self is a major influence on the mastery of science concepts of the interest in learning.</p>

scholarly journals The Relationship of Self-Concept and Work Satisfaction with Teachers Performance of Islamic Elementary School of Tebing Tinggi City

2019 ◽  
Vol 2 (2) ◽  
pp. 123-136
Author(s):  
Siti Zahara ◽  
Candra Wijaya
Keyword(s):  
Job Satisfaction ◽  
Elementary School ◽  
Significant Relationship ◽  
The State ◽  
The Self ◽  
Self Concept ◽  
Basic Aspect ◽  
Relationship Of ◽  
The Relationship ◽  
Effective Contribution

One of the basic things that affect the performance of teachers in carrying out their duties is self-concept. Self-concept is all ideas, thoughts, beliefs and convictions that individuals know about themselves and influence individuals in dealing with others. An important factor in self-concept is that self-concepts are learned through individual experiences and interactions with others. In addition, self-concept is a critical and basic aspect of the formation of individual behavior, developing rapidly and together with the development of speech. There is a positive and significant relationship between the self-concept of teachers in the State of Madrasah Ibtidaiyah Tebing Tinggi with the performance of teachers at the State Madrasah Ibtidaiyah in Tebing Tinggi. This means that the higher and positive self-concept, the higher and positive the performance of teachers in State Madrasah Ibtidaiyah Tebing Tinggi by providing an effective contribution of 28.7%. This means that the variation that occurred in the teacher's self-concept variable Tebing Tinggi State Madrasah Ibtidaiyah was 28.7% predictable in improving the performance of teachers at State Madrasah Ibtidaiyah in Tebing Tinggi. There is a positive and significant relationship between job satisfaction with the performance of teachers at State Madrasah Ibtidaiyah in Tebing Tinggi. This means that the higher and positive job satisfaction of teachers at State Madrasah Ibtidaiyah in Tebing Tinggi city, the higher and positive the performance of teachers in State Madrasah Ibtidaiyah Tebing Tinggi by making an effective contribution of 32%.

scholarly journals The Effect of Self-Concept on Resilience and Happiness among the Undergraduate Hostellers and Day-Scholars

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
V. Joshy Anthony ◽  
S. Neethu Mol
Keyword(s):  
Positive Relationship ◽  
Pearson Correlation ◽  
Private College ◽  
T Test ◽  
The Self ◽  
Self Concept ◽  
Subjective Happiness ◽  
Adolescent Students ◽  
Subjective Happiness Scale ◽  
Resilience Scale

The purpose of the current study is to examine the effect of self-concept on happiness and resilience among undergraduate adolescent students both hostellers and day-scholars (35 hostel students and 35 day-scholar under graduates). Participants, aged between 18 and 19 years (late adolescence), were selected from private college in Palakkad, Kerala. The self-concept questionnaire by Rajkumar Saraswat (1984), Resilience Scale by Wagnild and Young (1990) and Subjective Happiness Scale by Lyubomirsky were used for collecting the data. The data was analyzed using independent sample t-test and Pearson Correlation. Findings found a positive relationship among two constructs- self-concept and happiness. Moreover, analysis revealed that the adolescent who has self-concept has higher in happiness and resilience.

scholarly journals Predictors of Self-Concept in Elementary School Pupils

2020 ◽  
Vol 22 (3) ◽  
Author(s):  
Dejana Bouillet ◽  
Renata Miljević-Riđički
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Peer Relations ◽  
Social Relations ◽  
Family Relations ◽  
The Self ◽  
Self Concept ◽  
School Age ◽  
Male And Female

Research consistently shows the connection between self-concept in children and youngpeople and their social relations, which is also reflected in pupils’ attitudes towardseducation. This paper analyses how family relations, peer relations and attitudestowards education contribute to the global self-concept of male and female pupilsof 8 to 14 years of age. The research was conducted by using an extended versionof the Questionnaire for Planning Social-pedagogic Interventions. The researchsample consisted of 3,335 pupils from 43 Croatian elementary schools. This studyexamines the hypothesis on differences in self-concept predictors between male andfemale elementary school pupils, suggesting that in comparison with male pupils, theself-concept of female pupils is more dependent on social relations and the level ofengagement in education. It was established that self-concept is relatively stable forboys of 8-14 years of age while it becomes weaker among girls of 8 -14 years of age.Statistically, for both male and female pupils, self-concept significantly depends on theassessment of the quality of family relations, peer relations, and the attitude of pupilstowards education. The most important self-concept predictor among male pupilsis their relationship with their peers, and among female pupils it is family relations.In addition, relationships with significant others and attitudes towards educationcontribute more strongly to the self-concept of female pupils than it does with theirmale peers.Keywords: attitude towards education; family relations; peer relations; significantothers in school age

scholarly journals KONSEP DIRI DAN KOMUNIKASI INTERPERSONAL PADA SISWA SMAN X ACEH BESAR

2021 ◽  
Vol 4 (1) ◽  
pp. 101-114
Author(s):  
Karjuniwati Karjuniwati ◽  
Lativa Ananda ◽  
Julianto Julianto
Keyword(s):  
High School Students ◽  
Interpersonal Communication ◽  
Random Sampling ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Total Sample ◽  
The Self ◽  
Self Concept ◽  
Stratified Random Sampling ◽  
School Students

Komunikasi interpersonal merupakan komunikasi dua arah untuk membangun hubungan relasi dan mencapai tujuan yang sama. Dalam membangun komunikasi interpersonal pada siswa terdapat kendala-kendala yang menghambat terbentuk komunikasi interpersonal yang efektif antara siswa dengan siswa ataupun guru. Tujuan penelitian ini adalah untuk mengetahui hubungan konsep diri dan komunikasi interpersonal pada siswa SMAN X Aceh Besar. Penelitian ini merupakan penelitian kuantitatif dengan jumlah sampel 167 orang. Penentuan sampel dengan teknik stratified random sampling dan analisis hipotesis menggunakan analisis korelasi Pearson. Berdasarkan analisis hipotesis data, diperoleh koefisien korelasi sebesar R= 0.568 dengan p=0.000, yang menunjukkan bahwa terdapat hubungan positif yang signifikan antara konsep diri dan komunikasi interpersonal pada siswa SMAN X. Hal ini mengindikasikan bahwa semakin tinggi konsep diri, maka semakin efektif komunikasi interpersonal, sebaliknya semakin rendah konsep diri maka semakin tidak efektif komunikasi interpersonal pada siswa SMAN X Aceh Besar. nterpersonal communication is two-way communication to build relationships and achieve the same goals. In building interpersonal communication to students, there are obstacles that prevent effective interpersonal communication between students and students or teachers. The purpose of this study was to determine the relationship between self-concept and interpersonal communication in students of SMAN X Aceh Besar. This research is a quantitative study with a total sample of 167 people. The samples were determined by using stratified random sampling technique and hypothesis analysis using Pearson correlation analysis. Based on the data hypothesis analysis, a correlation coefficient of R = 0.568 with p = 0.000 was obtained, which indicates that there is a significant positive relationship between selfconcept and interpersonal communication among high school students. This indicates that the higher the self-concept, the more effective interpersonal communication. On the other hand, the lower the self-concept, the less effective interpersonal communication is for students of SMAN X Aceh Besar.

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