The Relationship of the Development of Types of Self-Concept in Childhood To Personality Characteristics

Abstract

In the present study, an attempt is made to answer questions pertaining to the possible relation between the development of a particular type of self-concept, specific personality characteristics, and the level of schooling (or vocational level) and educational attitudes of the parents. The subjects were 650 elementary and high school children. All children were presented with the Tennesse Self-concept Scale and personality questionnaires assessing anxiety, extra- and introversion, locus of control and social adaptation. Also family questionnaires and intelligence tests were employed. In the selection of the low, average and high self-concept types, Hungarian standard values (Király Dévai, Sipos) were taken into account The majority of the subjects could not be classified as either high or low self-concept types. The children’s scores placed them predominantly in the average group. High correlations (p <.001) were found between the total self-concept and personality on the variables autonomy-dependence, locus of control, adjustment and social adaptation and school performance. The relationships between the self-concept, anxiety and level of schooling of the mother were less marked. No relation could be found between the self-concept, IQ and the level of schooling (or vocational level) of the father. Within our present sample, no exceptionally large differences were discovered between the types of self-concept, based on the used dimensions and indices. These findings suggest that children between the ages of 9- and 14-years may find it difficult to differentiate between the physical and moral self, their individual abilities, and any connections that these might have to their particular position in the family and the social environment It appears that it would be altogether more profitable to assess uniform social positions. The children with a high self-concept, however, are more independent, characterized by being more conscious of their own actions and are more easily able to adapt to social norms. Their school performances are in harmony with their abilities. The opposite can be said about the children with a low self-concept.