1-6 The relationships study of elementary school children's self-concept
The purpose of this paper was to explore the relationships between subjects self-concept scores and their sex, grade, social-economic as well as their school-region. The samples, which included 4730 randomly selected students from third to sixth grade levels of elemantary school in Taiwan. Using "Children's Self-Concept Scale"(CSCS) as investigative intrument. The main findings are as following:
(1)Considering the external construct, students scored higher in the family-self, but lower in the mental-self. As far as the internal construct is concerned, subjects scored lower in the areas of self-action and self-satisfaction.
(2)There were significant differences between male and female students' self-concept scores in the areas of physical-self, ethical-self, self-satisfaction, self-action and the composition scores.
(3)High graders revealed higher self-concept scores than low graders. All of the fourth, fifth and sixth grade level students scored significantly better than the third grade students in the family-self and self-action.
(4)Subjects from high social-economic status. "Middle-high" and "middke-low" social-economic students in the area of physical-self, social-self and the compositionscore. In the areas of ethical-self, self-satisfaction and self-action, students come from the "middle=high" social-economic status scores significantly higher than students from "low" social-economic level, and the "middle" social-economic students reported significantly better thn the "middle-low" students. In addition, the "high" social-sconomic students scored significantly better than the "low" social-seconomic students, and the "middle-low" social-economic students. In regards to the self-identity, it appeared that the "high" social-economic students, as well as the "middle-high" and "middle" social-economic students scored significantly better thna the "middle-low" and "low" social-economic students.
(5)Students come from the north, south an the east regions reported significantly better self-concept than those from the middle region. In the areas of physical self and self-identity, the north-south and east-region students did significantly better than the middle-region students. Moreover, the middle-region students in the family-self, socisl-self, self-action and the composition scores. Finally, the morty-region students scored significantly higher than the middle-region students in the self-satisfaction.
The findingd and suggestions made in this study are especially helpful in the areas of education and guidance as well as future studies for those who are in trested in upgrading the elemantary education.
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