Conference:
ECER 1998
Format:
Paper
Session Information
Session 3.04, Continuing Professional Development: Parent/Teacher and Student/Teacher Relations
Papers
Time:
1998-09-17
16:30-18:30
Room:
229
Chair:
Jenny Reeves
Contribution
The research reported in this paper focuses on the operation of Shavelson's et. al. (1976) postulation about the developmental nature of the self-concept. More specifically, the intention is to examine how age, sex and the real/ideal self-concept discrepancy effect construct development between ages ten to twelve. For the purpose of the study the self-concept of 109 pupils of Slovenian primary school was measured with the SDQ-I (Marsh, 1990). The retest was done two years later. The study confirmed the decline of the construct between ages ten to twelve, but with no important sex/gender effect on its differentiation in different areas. An additional support for the increased differentiation within the construct was significant differences in dimension of the real/ideal self-concept discrepancy. The research findings reveal important implications for future research on the construct of the self-concept, but at the same time have yet practical applications for teachers striving to understand better the behaviour and the self-concept formation of their pupils.
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