self-concept investigation of early-admitted elementary school student

• Main Authors: li-ping Lee, 李麗蘋
• Other Authors: yu-yin wu
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/72771292289155959969

碩士 === 國立台北師範學院 === 教育心理與輔導學系碩士班 === 90 === Self-Concept Investigation of Early-Admitted Elementary School Students Li-ping Lee Abstract This study was aimed to investigate the self-concepts of six early-admitted elementary school children with the purpose of understanding the characteristics of their self-concepts. Six children were randomly selected from the school where the investigator teaches. They are a fourth-grade girl, a fifth-grade girl, two fifth-grade boys, and two sixth-grade boys. By adopting Shavelson’s self-concept hierarchy, the investigator first applied focus-group interviews of the qualitative -research method to figure out what the early-admitted school children’s self-concepts are, and then made individual interviews with the six children, their good friends, their homeroom teachers and parents to seek out more meaning of their self-concepts. The major findings are described below in three directions: I. From the children’s viewpoints, their self-description and academic performance are mostly positive, especially excellent in math; physical development are fairly-developed but not outstanding; appearances are of satisfactory looking but with unsatisfactory heights；emotion are steady and under self control. The “selves” seen by family members are all related to academic performance, especially test grades. The “selves” seen by peers are decided both by academic performance and personality. The “selves” seen by teachers are basically dependent on academic performance. II. The characteristics of self-concept consist of the positive self, the disciplinary self, the grades-oriented self, the amicable self, the self with steady emotion, and the confident self. III. Factors that affecting self-concept are teachers’ and parents’ attitudes. The ways teachers had been dealing with the investigated were able to improve their interpersonal relationship and shaped their self-concept. The influences from parents are vary by their fostering approaches. In order to minimize the unbalance between physical and emotional developments, and to form a healthy self-concept, the investigator suggests that the early-admitted school children do not only need to make continuous self-reflection and self-adjustment, but also to receive respect, acceptance, tolerance as well as appropriate assistance from the surroundings.