Self-concept and Success in School Among Pupils of Mid Primary Classes
Abstract
The studies referred to in this paper seek to grasp the relationship between self-concept and school results. The studies contained 120 pupils (58 girls and 62 boys) from the 4th and 5th forms of primary school. The subjects aged between 11.2 years to 12.9 years.
Taking into account the school results, three groups of subjects have been distinguished:
Gr. I (N = 40) consisted of pupils who had difficulties at school;
Gr. II (N = 40) consisted of mediocre pupils;
Gr. III (N = 40) consisted of pupils who obtained very good marks at school.
Self-concept was formulated according to the Polish version of Piers-Harris Children’s Self-Concept Scale (P – HCS – CS).
The difference between the mean scores of the experimental groups is statistically significant almost in all the scales. They point that the pupils who have difficulties in studies have a low global self-concept and low assessment of particular self-concepts, except the Happiness and Satisfaction Scale. Now the pupils whose marks were either good or very good had in proportion better scores in self-concept, both in global and particular dimensions.
The scores point to a considerable interrelation between results in studies and self-concept at mid school-age.
References
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Youman B. E. (1980). Special education placement and the self-concepts of elementary-school age children. Learning Disability Quarterly, 3, 30-34.
Brzezińska A. (1973). Struktura obrazu własnej osoby i jego wpływ na zachowanie. Kwartalnik Pedagogiczny, 3, 87-97.
Burnett P. C. (1996). Gender and grade differences in elementary school childrens’ descriptive and evaluative self-statements and self-esteem. School Psychology International, 17, 159-170.
Butler R. (1990). The effects of mastery and competitive conditions on self-assessment at different ages. Child Development, 61, 201-210.
Campbell J. D. (1990). Self-esteem and clarity of self-concept. Journal of Personality and Social Psychology, 59, 538-549.
Chapman J. W. (1988). Learning disabled children’s self-concepts. Review Educational Research, 58, 347-371.
Chapman J. W., Lamboure R. (1990). Some antecedents of academic self-concept: a longitudinal study. British Journal Educational Psychology, 60, 142-152.
Cooley C. H. (1902). Human nature and the social order. New York: Charles Scribner’s Sons.
Entwisle D. R., Alexander K. L., Pallas A. M., Cadigan D. (1987). The emergent academic self-image of first-graders: Its response to social structure. Child Development, 58, 1190-1206.
Eshel Y., Kurman J. (1991). Academic self-concept, accuracy of perceived ability and academic attainment. British Journal of Educational Psychology, 61, 187-197.
Hansford B. C., Hattie J. A. (1982). The relationship between self and achievement /performance measures. Review of Educational Research, 52, 123-142.
Harter S. (1988). Developmental processes in the construction of the self. W: T. D. Yawhey, J. E. Johnson (red.), Integrative processes and socialization: Early to middle childhood. Hillsdale, NJ: Erlbaum.
Harter S. (1990). Processes underlying adolescent self-concept formation. W: R. Montemayor, G. R. Adams, T. P. Gullotta (red.), From Childhood to adolescence. Newbury Park, CA: Sage.
Hattie J. (1992). Self-concept. Hillsdale, NJ; Erlbaum.
James W. (1892). Psychology: The briefer course. New York: Holt, Rinehart, Winston.
Jarczyk J. (1996). Struktura obrazu siebie młodziez˙y z inwalidztwem wzroku. Szkoła Specjalna, 2, 73-87.
Karnes F. A., Wherry J. N. (1981). Self-concepts of gifted students as measured by the Piers-Harris Children’s Self-Concept Scale. Psychological Raports, 49, 903-906.
Kępiński A. (1972). Psychopatologia nerwic. Warszawa: PZWL.
Konn I. S. (1987). Odkrycie „ja”. Warszawa: PIW.
Kulas H. (1986). Poziom samooceny dorastającej młodzieży a jej wyniki w nauce szkolnej. Warszawa: WSiP.
Łaguna M. (1996). Zmiany obrazu siebie pod wpływem oddziaływań o charakterze edukacyjnym. Psychologia Wychowawcza, 5, 402-407.
Murray M. E. (1978). The relationship between personality and success in remedial programs in dyslectic children. Contemporary Educational Psychology, 3, 330-339.
Polak Z. (1988). Obraz własnej osoby młodzieży niewidomej. Lublin: UMCS.
Piers E. V. (1990). Piers-Harris Children’s Self-Concept Scale. Los Angeles: WPS.
Purdie N. M., Hattie J. A. (1995). The effect of motivation training on approaches to learning and self-concept. British Journal of Educational Psychology, 65, 227-235.
Schunk D. (1990). Self-concept and school achievement. W: C. Rogers, P. Kutnick (red.), The Social Psychology of the Primary School. London: Routledge, s. 70-91.
Shavelson R. J., Hubner J. J., Stanton G. C. (1976). Self-concept: validation of construct interpretations. Review of Education Research, 46, 407-441.
Siek S. (1983). Wybrane metody badania osobowos´ci. Warszawa: ATK.
Silverman R., Zigmond N. (1983). Self-concept in learning disabled adolescents. Journal of Learning Disabilities, 16, 478-490.
Skaalvik E., Valas H., Sletta O. (1994). Task involvement and self-presentation concerns: relations with academic achievement, academic self-concepts, and self-esteem. Scandinavian Journal of Educational Research, 38, 231-243.
Sletta O., Valas H., Skaalvik E. (1996). Peer relations, loneliness, and self-perceptions in school-aged children. British Journal of Educational Psychology, 66, 431-445.
Stanik M. (1994). Ja-postulatywne u młodzieży autorytarnej. Roczniki Filozoficzne, 42(4), 187-211.
Stanisławek E. (1993). Powodzenie w nauce szkolnej a samoocena i prestiż społeczny uczniów w klasie. Psychologia Wychowawcza, 4, 304-311.
Tucholska S. (1995). Obraz siebie jedynaczek i niejedynaczek. Psychologia Wychowawcza, 4, 321-327.
Vasta R., Haith M. M., Miller S. A. (1995). Psychologia dziecka. Warszawa: WSiP.
Witkowski T. (1996). Obraz siebie u młodzieży z trudnościami w nauce szkolnej. W: A. Januszewski, P. Oles´, W. Otre˛bski(red.),Studia z psychologii w KUL. Lublin: RWKUL, s. 339-352.
Youman B. E. (1980). Special education placement and the self-concepts of elementary-school age children. Learning Disability Quarterly, 3, 30-34.
