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| Autor/inn/en | Garwood, S. Gray; Greenberg, Roy |
|---|---|
| Titel | The Effects of Level of Cognitive Development on Self-Concept Changes in Young Adolescents. |
| Quelle | (1978), (44 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Adolescents; Cognitive Development; Cognitive Processes; Comparative Analysis; Developmental Stages; Followup Studies; Research; Response Style (Tests); Self Concept; Self Concept Measures |
| Abstract | This study examined the relationship between seventh graders' self-concept and level of cognitive development. It was hypothesized that level of cognitive development would predict self-concept response style (the tendency to select either extreme or less extreme descriptors on a likert-type scale), and that less cognitively mature young adolescents would have higher self-concept scores because of their tendency to describe themselves in terms of absolutes. The original subjects were 91 seventh graders who responded to two objective self-concept scales, to Piaget's pendulum and balance beam problems, and to a permutation problem. The data, analyzed by a multiple regression technique, indicated that cognitive level was a significant predictor of self-concept response style. Multivariate ANOVAs provided support for the remaining hypotheses. The less cognitively mature seventh-grade children scored higher on self-concept. Six months later a follow-up investigation of participants classified as both concrete thinkers and extreme responders provided additional support for the hypotheses. These results were discussed in terms of changes in self-perceptions with increasing cognitive ability, the use of self-report scales with young adolescents, and the possibility of developing a theory of self-concept which includes Piagetian notions about the development of knowledge. (Author/BD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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