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Self concept and social participation in preschool children

Başlık çevirisi mevcut değil.

  1. Tez No: 364329
  2. Yazar: FEYHA ARMAĞAN
  3. Danışmanlar: DOÇ. DR. DIANE SUNAR
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Psikoloji, Education and Training, Psychology
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 1987
  8. Dil: İngilizce
  9. Üniversite: Boğaziçi Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Klinik Psikoloji Ana Bilim Dalı
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 306

Özet

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Özet (Çeviri)

The present study was conducted to further investigate the relationship between self concept and social participation. From the two educational upper class preschools involved in this study 49 children qualified as subjects with reference to age, SES and intact family status. Half of the subjects were 4 year old and half were 6 year old. The subjects were matched for sex. Each child's play during free play sessions was observed for a ten minute sample on five occasions. Tizard's scale of social participation was used to assess social. principation and a total social participation score was computed for each subject. The Children's Self Social Constructs Test was used to measure eleven aspects of self-social relations: preference for mother, preference for father, preference for friends preference for teacher, identification with mother, identification with father, identification with friends, identification with teacher, realism for size, need for social contact, and self esteem. This instru ment yielded eleven subscores. The self concept was also measured by the Early Childhood self concept index. This instrument yielded a total self concept score. Pearson product moment correlations between social participation and each of the other variables were carried out, and t-test were used in this investigation. Analysis of data was organized around three main hypotheses. It was predicted that correlations either positive or negative would exist between each of the 11 self-social constructs. It was hypothesized that sex 'differences would exist in nine of the self social constructs. It was also hypothesized that there would be age differences in each of the self social constructs. The hypothesis for correlations was rejected for 10 constructs and retained for one construct. The results indicated a significant relation between social participation and preference for peers. T-test results indicated signifi- cant sex diffTrences for 2 self social constructs. Boys were higher in preference for father and girls were higher in preference for teacher. T-test analyses also indicated significant age differences for three self-social constructs. Four year olds had higher scores for preference for friends and need for social contact, while 6 year olds were higher in preference for teacher.The significant relation between social participation and preference for friends indicated that socially participative subjects showed a greater preference for their peers over other significant adults. Sex differences were discussed in terms of- sex role socialization. Age differences more discussed in relation to peer and adult-child social development and social and socialization influences.

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