The Relationship Between Self-Esteem and Maladaptive Behaviors in High School Students

Richman, Charles L.; Brown, Kathryn P.; Clark, M. L.

doi:10.2224/sbp.1984.12.2.177

Cited by 11 publications

(7 citation statements)

References 21 publications

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“…Regarding the moderate correlations between the Chinese Piers-Harris 2 scores and the BERS scores, these findings are also consistent with many previous studies reporting validity coefficients between the scores of the original Piers-Harris and the scores of many behavioral and personality measures (Austin & Huberty, 1993;Cohen et al, 1985;Richman, Brown, & Clark, 1984;Saylor, Finch, Spirito, & Bennett, 1984).…”

Section: Discussionsupporting

confidence: 91%

Reliability and Validity Evidence of the Chinese Piers-Harris Children’s Self-Concept Scale Scores Among Taiwanese Children

Flahive

Chuang

2010

Journal of Psychoeducational Assessment

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The Piers-Harris Children's Self-Concept Scale-Second Edition (Piers-Harris 2) was designed to measure self-concept among children and adolescents. This study aimed to assess the reliability and validity of the scores of the Chinese version of the Piers-Harris 2 (Chinese Piers-Harris). The Chinese Piers-Harris 2 was administered to 243 Taiwanese students in Grades 1 to 4. The results of factor analysis indicated a six-factor promax solution was the most appropriate solution for the Chinese Piers-Harris 2. The results also revealed acceptable internal consistency and test score stability of the Chinese Piers-Harris 2 scores. In addition, the scores of the Chinese Piers-Harris 2 had significant correlations with the scores of the Elementary School Children's Self-Concept Scale and the Behavioral and Emotional Rating Scale. Overall, the findings indicate that the Chinese Piers-Harris 2 scores have good psychometric properties for a sample of Taiwanese children.

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Section: Discussionsupporting

confidence: 91%

Reliability and Validity Evidence of the Chinese Piers-Harris Children’s Self-Concept Scale Scores Among Taiwanese Children

Flahive

Chuang

2010

Journal of Psychoeducational Assessment

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“…In addition, Cheng and Page (1989) found that the most academically unsuccessful junior high girls reported higher anxiety and depression than their successful counterparts. Finally, Richman, Brown, and Clark (1984) found that more depression appeared to be positively related to SES for girls/women, but not for boys/men.…”

Section: Self-esteem Parenting Practices Family Income and Gpa Wermentioning

confidence: 86%

Psychosocial Predictors of Psychological Distress in Taiwanese Secondary School Boys and Girls

2005

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This study was designed to investigate predictors of psychological distress in secondary school boys (n =779) and girls (n = 893) in Taiwan. Participants completed anxiety and depression scales as part of a larger study. Gender, GPA, parenting practices, self-esteem, and personality/satisfaction were significantly correlated with psychological distress. Significant gender differences were found in students' psychological distress, GPA, stereotyped thinking, academic self-expectations, parental expectations, parenting practices, and mother's education level. Stepwise regressions revealed that self-esteem was the only significant predictor for boys; it accounted for 40.9% of the variance in their psychological distress. GPA, family income, self-esteem, and parenting practices were significant predictors for girls; they accounted for 42.6% of the variance in girls' psychological distress. Research recommendations and educational implications are discussed.

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“…Students with low self-concept exhibit higher degrees of behavior problems in school than those with higher self-concept (Reynolds, 1980;Richman, Brown, & Clark, 1984;Vandergriff & Rust, 1985;Wolf, 1981). However, neither causality nor directionality has been established for the above relationships.…”

Section: Self-concept Hypothesismentioning

confidence: 99%

“…Several researchers have suggested a causal link between behavior problems and self-concept (Boyd & Hensley, 1978;Gruber, 1986;Richman et al, 1984;Rosenberg & Rosenberg, 1978). Although Vandergriff and Rust (1985) cautiously point out that causality has yet to be empirically supported.…”

Section: Self-concept Hypothesismentioning

confidence: 99%

“…AE has been associated with improved self-concept among children (MacMahon & Gross, 1987;McGowan, Jarman, & Pedersen, 1974;Percy, Dziuban, & Martin, 1981). Several researchers have suggested a causal link between behavior problems and self-concept (Boyd & Hensley, 1978;Gruber, 1986;Richman et al, 1984;Rosenberg & Rosenberg, 1978). Although Vandergriff and Rust (1985) cautiously point out that causality has yet to be empirically supported.…”

Section: Self-concept Hypothesismentioning

confidence: 99%

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Antecedent exercise as a treatment for disruptive behavior: Testing hypothesized mechanisms of action

Basile

Motta

Allison

1995

Behavioral Interventions

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This study evaluated the effects of antecedent physical exercise (AE) and a mastery task on behaviorally disturbed children's self-concepts and rates of disruptive behaviors. In addition, we evaluated whether changes in self-concept mediated any exercise induced changes in rates of disruptive behavior. Fifty-eight children were randomly assigned to one of three conditions: (a) antecedent exercise (jog/walk), (b) "mastery" task (a successive improvement miniaturebasketball shooting task), and (c) no treatment control group. A week of baseline was followed by 4 weeks of treatment and, finally another week of return to baseline. Results indicated that: (a) AE produced significantly less disruptive behavior than no treatment, (b) the "Mastery" task did not produce significantly less disruptive behavior than no treatment, (c) neither treatment produced increases in self-concept relative to no treatment, and (d) changes in self-concept did not mediate AE induced reductions in disruptive behaviors.This study evaluated the effects of antecedent physical exercise (AE) and a mastery task on behaviorally disturbed children's self-concepts and rates of disruptive behaviors. The purpose was to test two hypotheses regarding the mechanisms underlying the effects of AE. One proposed hypothesis is that improvement in an activity, whether physically beneficial or not, is what underlies the behavioral benefits of AE. The second hypothesis is that changes in self-concept mediate the effects of AE on disruptive behavior.During the last decade or so, researchers have begun to focus on the psychological and behavioral effects of physical exercise (Seraganian, 1993).Requests for reprints should be sent to Vincent C. Basile who is now at Milestone School for Child Development, 2025 64th Street, Brooklyn NY 11204.This project was completed in partial fulfillment for the requirements of a doctoral degree by Vincent C. Bade under the supervision of Robert W. Motta.

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The Relationship Between Self-Esteem and Maladaptive Behaviors in High School Students

Cited by 11 publications

References 21 publications

Reliability and Validity Evidence of the Chinese Piers-Harris Children’s Self-Concept Scale Scores Among Taiwanese Children

Reliability and Validity Evidence of the Chinese Piers-Harris Children’s Self-Concept Scale Scores Among Taiwanese Children

Psychosocial Predictors of Psychological Distress in Taiwanese Secondary School Boys and Girls

Antecedent exercise as a treatment for disruptive behavior: Testing hypothesized mechanisms of action

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