Master's Theses

Date of Award

Summer 1992

Degree Name

Master of Science (MS)

Department

Social Work

Advisor

Bill Daley

Abstract

The purpose of the researcher was to investigate the self-concept of college preparatory students. The independent variables were gender, educational classification (grade level), residency status, involvement in extracurricular activities, family structure, and family concept. The dependent variable was the self-concept score obtained from the Personal Attribute Inventory - Self. The following four instruments were used: a demographic data sheet constructed by the researcher, an activity involvement rating sheet constructed by the researcher, the Personal Attribute Inventory - Self, and the Personal Attribute Inventory - Family. The sample consisted of 150 randomly selected sophomores, juniors, and seniors from a college preparatory school in the Midwest. A status survey factorial design was employed with predetermined and post hoc groupings. Five composite null hypotheses were tested at the .05 level of significance, 4 using three-way analyses of variance and 1 using a two-way analysis of variance. Seventeen comparisons and 14 recurring comparisons were made. Of the 17 comparisons; 5 were statistically significant at the .05 level; of the 5 comparisons which were statistically significant, 3 were for main effects and 2 were for interactions. The 3 significant main effects were residency status, involvement in extracurricular activities, and family structure. The 2 significant interactions were between 1) involvement in extracurricular activities and family structure, and 2) family structure and family concept. The results of the present study appeared to support the following generalizations: 1. Subjects who lived at home with parents had stronger self-concepts than those with other living arrangements. 2. Subjects highly involved in extracurricular activities had stronger self-concepts than all other subgroups except those from intact families with low involvement. 3. Subjects from other family structures with intermediate and low involvement in extracurricular activities had the weakest self-concepts of any subgroup. 4. Subjects from an intact family structure reporting both positive and negative family concepts had stronger self-concepts than those from other family structures, regardless of family concept.

Rights

Copyright 1992 Joseph B. Hertel

Comments

Notice: This material may be protected by copyright law (Title 17 U.S. Code).

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