Self-concept development and education:
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
London u.a.
Holt, Rinehart and Winston
1982
|
| Edition: | 1. print. |
| Series: | Holt education.
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Bibliography S. 405 - 433 |
| Physical Description: | XII, 441 S. |
| ISBN: | 0039103544 |
Staff View
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Record in the Search Index
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| adam_text | Titel: Self-concept development and education
Autor: Burns, Robert B
Jahr: 1982
Contents PREFACE ACKNOWLEDGEMENTS 1 Introducing the Self-Concept Self-Concept as a Set of Attitudes to the Self 1; the Belief Component 4; The Evaluation Component 4; The Behavioural Tendency Component 8; Importance of Self-Concept 9; Self-Concept as a Maintainer of Inner Consistency 9; Self-Concept as an Interpretation of Experience 13; Self-Concept as a Set of Expectations 14; The Self-Concept in Psychological Theory 15; William James s Pioneer Work 15; James’s Law 16; Symbolic Interactionists 16; C. H. Cooley 17; Erikson on Identity 18; Phenomenological Approaches to the Self-Concept 19; Perception and the Phenomenal Field 20; Carl Rogers 20; A Possible Structure for the Self-Concept 23; Problems in Measuring the Self Concept 26; Summary 29; Further Reading 30 2 Some Developmental Features Introduction 31; Neonatal Capacities as a Basis for Self-Awareness 32; Erikson’s Basis to Early Self-Concept Development 34; The Development of Basic Trust 34; The Development of Autonomy 34; Initiative versus Guilt: Erikson s Third Stage 36; Industry versus Inferiority: Erikson s Fourth Stage 37; When Does the Self-Concept Become Explicit? 38; Early Language as an Aid to Self-Concept Development 39; The Role of Cognitive Development 41; Components of Self-Definition 42; Changes in Content by Age 43; The Self-Ideal- Self Discrepancy 47; Summary 49; Further Reading 50 3 Body Image and Appearance Introduction 51; Body Image as a Source of Self-Concept Development 52; Self-Awareness as a Source of Self-Concept 53; Research on Physical Appearance and Self-Concept 59; Body Image and Sex-Role Identity 63; Teachers’ and Pupils’ Physical Attributes 64; Summary 67
X Self-Concept Development and Education 4 Children’s Self-Concept and Parental Behaviour 68 The Coopersmith Study 70; Low Esteem 71; Medium Esteem 72; High Esteem 72; Siblings 73; Childrens’ Friends 74; Infant Seeding Practices 74; Childhood Problem Areas 74; Trauma 74; Acceptance. Permissiveness and Strictness 75; Democratic Practices and the Family 76; Other Issues 76; Summary and Evaluation of Coopersmith s Findings 77; The Rosenberg Study 8Ô; Societal Factors 80; Inter-Familial Factors 82; Birth Order 82; Parental Interest in Child 83; Parent s Knowledge of Child s Friends 83; Parental Interest in Academic Performance 84; Participation in Mealtime Talk 85; The Sears Study 86; Other Studies 90; Maternal Deprivation 96; Absent Parents 98; Authoritarian Practices 100; Child-Rearing Practices and Prejudice 101; From Home to School ¡02; Summary 103; Further Reading 104 5 Sex-Role Self-Concept 106 introduction 106; Biological Differences 107; Sex-Role Identification and Family Practices 109; Sex-Role Stereotypes 113; Cultural Change 117; Mass Media and Sex-Role Identity 118; The School, Sex-Role Identity and Self-Concept 120; Summary 124; Further Reading 124 6 Adolescence and the Self-Concept 125 Introduction ¡25; Two General Theories of Adolescence 126; The Psychoanalytic Perspective 126; The Social Perspective 128; Erikson ‘s Perspective 129; Puberty, Body Image and the Self-Concept 130; Male and Female Satisfaction with Body Image 131; Menarche 135; Retarded and Deviant Physical Development 137; Adolescent Case Studies 139; Retarded Physical Development 140; Erikson and the Sense of Identity 142: Studies Exploring Quantitative Aspects of Erikson s Theory 148; Empirical Studies of Adolescent Self-Concept 149; Cognitive Development and Adolescent Self-Concept ¡55; Adolescent Self-Esteem and the Family 156; Summary 161; Further Reading 162 7 Significant Others and Feedback 163 Introduction 163; Theoretical
Considerations 163; Feedback and the Young Child’s Self-Concept 166; Research on the Role of Feedback 169; General Issues 169; Mirror versus Model Explanations ¡71; Sources of Self-Esteem in Children 175; Studies of Controlled Feedback 180; Factors Affecting Feedback 182; Audience Effect 182; Attentional Focusing 183; Feedback and Anxiety 185; Susceptibilities to Persuasion 187; Objective Appraised and Credibility 187; Personalism 188; Group Aspirations 188; Salience of Characteristic Judged 190; Theories of Self-Esteem 191; Self-Consistency Theory 191; Self-Esteem Theory 192; Empirical Evidence 193; High Self-Esteem: is it always what it seems? 198 Summary 200 8 Self-Concept and Academic Achievement 201 Introduction 201 ; Education Involves Evaluation 202; The Academic Emphasis 203; Self-Concept and Academic Achievement 206; Global Self-Concept and Achievement 207; Specific Academic Self-Concept and Achievement 208; Self-Concept as Predictor of Achievement 215; Attributing Achievement and Failure 226; Sex Differences in the Self-Concept-Achievement Relationship 223; Direction of Influence 224; Conclusion 226; Summary 226; Further Reading 227
Contents xi 9 Teachers’Expectancies 228 Introduction 228; The Model Student 229; Teachers’ Feedback 230; Research on Teacher Expectancy Effects 232; Pygmalion in the Classroom Experiment 233; Other Studies that Produce Expectancy Effects 235; Studies that Eailed to Produce Expectancy Effects 239; How is the Expectancy Effect Communicated? 240; By Verbal Communication 240; By Non- Verbal Communication 242; How to Counteract the Negative Aspects of the Expectancy Effect 243; Interact Evenly with All Pupils 244; Talk with All Pupils 244; Praise Pupils Realistically 244; Set Tasks to Suit Individuals 246; Conclusion 247; Summary 248; Further Reading 249 10 Teachers’Self-Concept 250 Introduction 250; Characteristics of Effective and Ineffective Teachers 251; Effective Teachers Have Positive Self-Concepts 253; Acceptance of Self and Others 255; Effective Teachers from the Pupils’ Perspective 257; Credibility 257; Personalism 257; Counselling for Teachers 258; Phenomenological Psychology and Humanistic Education 263; Examples of Practical Methods 266; Summary 268; Further Reading268 11 Teacher Education 270 Introduction 270; Student Teacher Self-Concept 271; Teacher Training and its Effect on Self-Concept 273; Teaching Practice as a Marginal Situation 276; Organization of Teaching Practice to Improve Self-Concept 279; Summary 284 12 School Organization and Teaching Approaches 285 Traditional versus Child-Centred Approaches 285; Streaming 288; Self- Concept and School Size 290; Teachers’ Preferred Teaching Methods 291; Summary 297 13 Special School or Mainstreaming 299 Handicap 299; Case Study One 300; Case Study Two 301; Introduction 305; Special Placement (Special Class or School) 305; The Mainstreaming Approach 307; Research on Mainstreaming 308; Influence of Reference Groups 309; Integrating Handicapped Pupils 312; Training Programme for Teachers 314; Summary 317; Further Reading 318 14 Self-Concept of
Coloured Children and Prejudice 319 Introduction: the Classical Position 319; The Present Position 321; Explanations of the Present Position 322; Methodological Explanations 322; Competing Hypotheses 325; System Blame Hypothesis 327; Significant Others or Insulation Hypothesis 328; Social Class Hypothesis 331; Desegregation of Education 332; Salience of Ethnic Attributes 335; Ethnic-Minority Children and Self-Esteem in Britain 337; Self-Esteem and Prejudice 344; Clinical Beliefs 344; Non-Clinical Studies 345; Effect of Counselling of Self-Esteem on Ethnic Attitudes 348; Summary 349; Further Reading 350 15 Self-Concept and Delinquency 351 Introduction 351; Research on the Relationship Between Delinquency and Self-Concept 352; The Role of Identification and Commitment 355; Criticisms of Research 357; Self-Concept and Rehabilitation 358; Summary 361
Self-Concept Development and Education xii 16 Enhancing Pupil Self-Concept 363 Introduction 363; Client-Centred Counselling 366; Theoretical Background 366; Empathy 366; Unconditional Positive Regard 367; Genuineness 368; Research Studies 368; Self-Concept Enhancement and Reading 373; Counselling and Disadvantaged Pupils 376; Behavioural Approaches 378; Video Playback Research 383: Physical Challenge and Health Promotion 386; Encouraging Self-Concept Disclosure 389; Student Self-Disclosure 389; Teacher Self-Disclosure 390; Observations 391; Conditions for Effective Teacher Interaction with Pupil 393; Make Pupils Feel Supported by the Teacher 393; Make Pupils Feel Responsible Beings 394; Make Pupils Feel Competent 395; Teach Pupils to Set Realistic Goals 395; Help Pupils Evaluate Themselves Realistically 396; Encourage Realistic Self-Praise 397; Practical Exercises for Use with All Pupils to Enhance their Self-Esteem 398; Acquaintanceship Exercises 398; Positive Thinking Exercise 398; Self-Image Projection 399; Weekly Report Sheets 399; Friendship 400; Words that Describe ‘Me 401; Success Visualization 401; Use of Quotations 401; A Classroom Newspaper 402; Learning to Accept Negative Feelings 402; Creating a Caring Environment in which Pupils Accept Themselves 403; Summary 403; Further Reading 404 BIBLIOGRAPHY 405 NAME INDEX 435 SUBJECT INDEX 440
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| any_adam_object | 1 |
| author | Burns, Robert B. 1939- |
| author_GND | (DE-588)1012902684 |
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| bvnumber | BV000970076 |
| callnumber-first | L - Education |
| callnumber-label | LB1083 |
| callnumber-raw | LB1083 |
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| dewey-ones | 370 - Education |
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| dewey-search | 370.15 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 1. print. |
| format | Book |
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| spelling | Burns, Robert B. 1939- Verfasser (DE-588)1012902684 aut Self-concept development and education 1. print. London u.a. Holt, Rinehart and Winston 1982 XII, 441 S. txt rdacontent n rdamedia nc rdacarrier Holt education. Bibliography S. 405 - 433 Perception de soi Perception de soi chez l'enfant Psychopédagogie Educational psychology Self-perception Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf Selbsteinschätzung (DE-588)4131522-4 gnd rswk-swf Selbstbild (DE-588)4077349-8 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Selbstbild (DE-588)4077349-8 s Entwicklungspsychologie (DE-588)4014963-8 s DE-604 Selbsteinschätzung (DE-588)4131522-4 s Schüler (DE-588)4053369-4 s Lehrer (DE-588)4035088-5 s 1\p DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=000589678&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Burns, Robert B. 1939- Self-concept development and education Perception de soi Perception de soi chez l'enfant Psychopédagogie Educational psychology Self-perception Entwicklungspsychologie (DE-588)4014963-8 gnd Lehrer (DE-588)4035088-5 gnd Selbsteinschätzung (DE-588)4131522-4 gnd Selbstbild (DE-588)4077349-8 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4014963-8 (DE-588)4035088-5 (DE-588)4131522-4 (DE-588)4077349-8 (DE-588)4053369-4 |
| title | Self-concept development and education |
| title_auth | Self-concept development and education |
| title_exact_search | Self-concept development and education |
| title_full | Self-concept development and education |
| title_fullStr | Self-concept development and education |
| title_full_unstemmed | Self-concept development and education |
| title_short | Self-concept development and education |
| title_sort | self concept development and education |
| topic | Perception de soi Perception de soi chez l'enfant Psychopédagogie Educational psychology Self-perception Entwicklungspsychologie (DE-588)4014963-8 gnd Lehrer (DE-588)4035088-5 gnd Selbsteinschätzung (DE-588)4131522-4 gnd Selbstbild (DE-588)4077349-8 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Perception de soi Perception de soi chez l'enfant Psychopédagogie Educational psychology Self-perception Entwicklungspsychologie Lehrer Selbsteinschätzung Selbstbild Schüler |
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