Search

Measurement of the interpersonal perceptions of student teachers, college supervisors, and cooperating teachers in the pupil schools revealed that the interns' self-concepts were similar to their perceptions of how their college supervisors would rate them as prospective teachers but highly dissimilar to their perceptions of their cooperating teachers' views. The actual ratings by the two groups of professionals were much lower than the students thought they would be. Interpretations of these results involved the affective dimension of the emergent self-concept. (Author)

Disadvantaged high school males indicated on the Minnesota Vocational Interest Inventory a preference for service-oriented jobs. Disadvantaged females tended toward office work and selling. On the Jr.-Sr. HSPQ form of the IPAT, both groups showed a pattern of personality which can be described as group-dependent, restrained, relatively unfrustrated, self-assured, feeling few obligations, somewhat detached yet self-assured, less oriented to intellectual pursuits, and a tendency toward emotional instability and low-ego strength. The disadvantaged females were significantly differentiated from the males in tough-mindedness and self-reliance. The correlation of these measures was .58, significant at the .01 level. (Author)

In comparing the personality traits of disadvantaged youths to advantaged from an urban high school, as indicated on the IPAT Jr.-Sr. HSPQ, it was found that both groups of boys tended toward a pattern of group-dependency and restraint. They tended to be somewhat detached, less oriented to intellectual pursuits, showing a zest for action and expediency. In addition, the disadvantaged males indicated significantly greater emotional instability and lower ego strength. On the Minnesota Vocational Interest Inventory, the disadvantaged boys showed the strongest preference for health services and clean-hands type of activities; advantaged boys, office work and carpentry. (Author)

The concept of self is basically derived from: (1) the responses made toward the individual by significant people in his immediate environment; (2) his perceptions of their behavior relevant to him; (3) the internalization of his perceptions into a coherent set of self-views; (4) the resultant self which he perceives as reflected back into the eyes of the significant others; (5) the reinforcement of that self as seen by him and by others and by his view of their concepts of him; and (6) his responses to the challenges and pressures of living. The self is reinforced by others who are like him, others who are important to him, others who are identification models of behavior, and himself when he chooses those behaviors that "prove" he is right about himself. An individual's self-esteem can suffer when he is not accepted, when he doubts his acceptability or competence, or when significant others disagree about his worth. The most common measures of self-concept are self-report, observational techniques, and combinational methods (projective techniques and determining the congruence between self-ratings and ratings of others. A number of limitations in self-concept assessment are listed. Educators can enhance and sometimes modify the self-concept of students by: giving them unconditional acceptance as a person of dignity and worth; recognizing their special abilities and strengths, which increases self-confidence; providing both challenge and boundary for the emerging self, and providing modeling agents of behavior. (KM)

In comparing the pretest-posttest scores of student teachers, it was discovered that the group which had been exposed to the Flanders Interaction Analysis significantly increased their self-concept scores, whereas the control group not so treated did not. This result occurred whether the instrument measured self concept of the individual or self concept as a prospective teacher. The E group was also significantly higher than the C group on the posttest. It was concluded that, perhaps because of an increased awareness of the verbal interaction in the classroom and improved interpersonal climate, an increased self-image occurred. (Author)

An investigation was made into the various dimensions of disadvantaged children's self-perceptions in comparison to the interpersonal perceptions of them held by the significant adults in their environment--teachers and parents--both before and after a special summer program developed especially for the improvement of academic skills of the disadvantaged. The assumption was that, if the children were enabled to succeed in the other areas of the program--particularly in reading and arithmetic--they might also begin to hold a more positive attitude toward themselves, and the others' view of them might also improve accordingly. There were 63 children enrolled in a suburban community's Summer ESEA Project for its own disadvantaged. The program was carried on for six weeks in grades one to six, with provision made for reading and arithmetic remediation, nature study, arts and crafts, physical education, and personnel health care. The instrument utilized for measuring self-perceptions, the Self-Perception Inventory, measures Self-Concept, Ideal Concept, Reflected Self-Classmates, Reflected Self-Teachers, and Reflected Self-Parents. (Author/JM)

This study systematically investigated age differences in personality characteristics of advantaged and disadvantaged high school and college females. Two hundred and thirty three subjects (Ss) were randomly selected from an urban environment: 83 disadvantaged and 112 advantaged high school girls, and 38 disadvantaged college women. The test norms for the study instrument, Cattell's 16 Personality Factor Questionnaires, were based on a group of 86 advantaged college women. The disadvantaged group was 50 percent black and Puerto Rican, while the advantaged group was 75 percent White. Both disadvantaged and advantaged high school girls showed a pattern of group-dependence, self-assurance, expediency, and relatively little frustration, with the disadvantaged girls indicating greater emotional instability, less intelligence, lower ego strength, and tough-mindedness. Disadvantaged and advantaged college women seemed more sociable, assertive, conscientious, venturesome, sensitive, guild-prone, self-sufficient, tense, and controlled. The advantaged women demonstrated an even greater tendency toward intelligence and enthusiasm. (Author/JM)

This study sought to determine the self-concept level, expectancy of success in school subjects, and actual achievement in those subjects of disadvantaged youths in high school in comparison to advantaged boys. The subjects (Ss) consisted of 100 disadvantaged and 100 advantaged boys from an urban integrated high school. No Ss were in the college preparatory curriculum. The level of aspiration was determined by requesting Ss to set down the grades they thought they would get at the end of the semester in two courses, English and science. Then, the actual achievement was obtained at the end of the semester. Self-concept was measured with a standard semantic differential instrument. Disadvantaged youths, in comparison to advantaged males, showed higher course-grade predictions, more positive self-concepts, and lower achievement. It may well be that disadvantaged boys, due in part to an inconsistent pattern of past achievement and lower achievement motivation, are less realistic and more variable than advantaged boys about future achievement levels. (Author/JM)

An experimental group of student teachers (N=33) exposed to Flander's Interaction Analysis significantly increased self-concept scores; controls did not. It was concluded that a higher self-image occurred partially because of an increased awareness of the verbal interaction in the classroom and improved interpersonal climate. (Appropriate tables showing results are included as appendixes.) (Authors)

The study tested hypotheses predicting significant differences between the self-perception scores of: (1) disadvantaged children in an urban neighborhood elementary school and disadvantaged high school students; (2) disadvantaged girls and boys; and, (3), within each sex, disadvantaged elementary school and high school students. All the students in grades four, five, and six of an urban elementary school situated in a disadvantaged urban area were included--a total of 122 (70 boys and 52 girls). A sample of 100 disadvantaged high school students, 60 boys and 40 girls, was randomly selected from one of the city's three high schools. To obtain their self perception scores, 40 bi-polar traits, expressed in sentence form, were given to all of the 222 subjects. An index score was obtained for their self concept. An analysis of variance revealed a significant difference between the scores of the elementary school children and the high school students--whether with the school taken as a whole, in interaction of school and sex, or in the interaction of school, sex, and grade. The interpretation of these results centers upon expectation level and social reinforcement theory. [Not available in hard copy due to marginal legibility of original document.] (JM)

The study tests two hypothesis: (1) disadvantaged children have significantly higher self-perceptions than advantaged children at both the elementary and secondary school levels, and (2) disadvantaged and advantaged elementary school children have significantly higher self-perceptions than disadvantaged and advantaged high school students. 661 advantaged and disadvantaged students were used from both elementary and secondary levels. An inventory of forty bipolar traits was administered to the students in five forms to obtain five different dimensions of their self-perception. Results of analysis indicate significance between elementary and secondary students and between advantaged and disadvantaged groups. Also shown are significant interactions involving group and level factors. The report concludes that elementary school children have higher self-images than secondary school students, and that disadvantaged children also have higher self-images than advantaged children. (author/MC)

On the basis of previous research, which revealed difference in self-perception of disadvantaged and advantaged children, this project investigated whether differences in personality traits existed and what these differences might be as revealed by their self-perceptions. Fourth through eighth graders in an urban school system were subjects. About 200 subjects were disadvantaged, and about 300 subjects were from an advantaged area of the same city. Forty bipolar traits were expressed in sentence form, and children rated themselves on the inventory, indicating their self-concepts. Results showed higher percentages on the positive personality traits for the disadvantaged and revealed greater differences between boys than between girls. The disadvantaged, more than the advantaged, tended to see themselves as independent, competent, patient, and deliberate; while the advantaged perceived themselves as happy, self-confident, trusting, fearless, and worthy. Despite differences, both groups had higher percentages of responses in the positive end of the continuum, indicating that disadvantaged children do not necessarily reveal negative personality traits in their self-perceptions. Data also indicated that these differences did not necessarily mean that one group had negative personality traits and the other had positive personality traits. (DO)

To measure the interpersonal perceptions of 121 student teachers and their college supervisors and cooperating teachers, seven forms of a self-perception inventory of 72 traits expressed as dichotomous pairs of a continuum were administered to all three groups after the students had completed their educational internship. The index scores were submitted to a t test for correlated groups. Results indicated significantly higher self-concepts for the student teachers than the ratings which both groups of teachers gave them. The cooperating teachers and college supervisors anticipated this result with their ratings of how they thought the students would look at themselves. However, the students were less perceptive. They thought their cooperating teachers and supervisors would rate them higher as prospective teachers than they actually did. (Author/JS)

The specific intention of this study was to determine whether samples of disadvantaged students showed positive self-images (as had been shown by some of previous researches) and whether these are maintained when disadvantaged children move out of their neighborhood schools to the more integrated environment of the high school. Seven hundred and seven subjects from an urban school system used in the study were comprised of 309 disadvantaged students (138 in elementary school, 171 in secondary school; 184 boys, 125 girls) and 398 advantaged students (186 elementary, 212 secondary; 199 boys, 199 girls)--the criterion of "disadvantage" having been defined according to family income (less than $4,000 per annum), welfare aid status, and housing in low-rent or subsidized tenements. A self-perception instrument using 40 bipolar traits expressed in sentence form were presented to the subjects. An analysis of variance statistical design was applied to the index scores obtained. The results showed that disadvantaged children of all ages had higher self concepts than advantaged children, but that disadvantaged high school students were not as high in self concept as disadvantaged children at the elementary school level. Tables of test results are appended. (RJ)

Disadvantaged and advantaged high school students were tested for their self-concepts and their perceptions of their teachers' views of them. The teachers' perceptions of these students were also measured. From the vocational classes of an urban integrated high school, a sample of 91 disadvantaged students (66 males and 25 females) and 71 advantaged students (54 males and 17 females) were randomly selected. The twelve teachers of these students were also involved. Disadvantagement was determined in terms of annual family income (less than $4,000), living quarters (low-rent tenements or subsidized housing), and receipt of state aid or welfare funds. There was a minority composition of over 50 percent Negroes and Puerto Ricans among the disadvantaged students, and a white majority of 75 percent among the advantaged. An inventory of 40 bipolar traits was given to the students, and the teacher group was given some traits but with instructions to rate each of the students in the sample who were in the instructor's class. It was found that disadvantaged students view themselves similarly to how they believe others look at them, but the teachers actually see them less positively. However, teachers tended to think more highly of advantaged students. (Author/DM)

Este artigo pretende sublinhar a importância de entender a obra de Mário de Sá- Carneiro através de uma leitura atenta da sua produção literária que não procura provas da “veracidade” dessa leitura na biografia do poeta do Orpheu. Partindo de uma análise do trabalho crítico de Fernando Cabral Martins, levanta-se a problemática de deturpar uma análise de crítica literária com abordagens influenciadas por normas de história da literatura que inserem a obra no seu contexto histórico, o que tem sido o caso na recepção da obra de Sá-Carneiro, onde o mito do autor tende a ofuscar o seu legado literário. Assim, este artigo questiona se em O Modernismo em Mário de Sá-Carneiro, Fernando Cabral Martins consegue libertar a obra sá-carneiriana da sombra do poeta biográfico, e oferece uma avaliação panorâmica da tradição crítica dedicada ao autor, apontando para casos de interpretações que se prenderam com questões que ficam para fora do texto, como tem sido o caso com a natureza homossexual da obra e do homem., This article intends to analyse the importance of understanding the work of Mário de Sá-Carneiro through a close reading of his literary production that does not seek proof of the “veracity” of that reading in the biography of the Orpheu poet. Based on an analysis of the critical work of Fernando Cabral Martins, the article raises the problematic question of corrupting literary criticism with approaches influencedby literary historical conventions that insert the work in its historical context, which has been the case in the reception of Mário de Sá-Carneiro’s work, where the myth of the author has tended to obfuscate his literary legacy. Therefore, this article questions whether in O Modernismo em Mário de Sá-Carneiro, Fernando Cabral Martins manages to liberate Sá-Carneiro’s work from the shadow of the biographical poet, and it offers a panoramic assessment of the critical tradition dedicated to the author, identifying cases of interpretations that are caught up in questions that lie outside the text, as has been the case of the homosexual nature of the work and the man.

A comparative study was undertaken of the self perceptions of disadvantaged children with those of advantaged children in grades four to eight. Each child's self concept, ideal concepts, and reflected values were measured. The result from an analysis of variance design, indicated more positive self images on all measures for disadvantaged children over advantaged children as a whole, for disadvantaged boys over advantaged boys, for advantaged girls over disadvantaged girls, and grade four over grade eight in both groups. The major conclusion was: disadvantaged children do not necessarily reflect negative self concepts or lower self esteem than advantaged children. Since disadvantaged children have contact only with other disadvantaged children in elementary schools, they are insulated from acquiring negative attitudes from those who are not advantaged. The challenge for education, then, is to help the disadvantaged child maintain his positive self image as he enters high school. Further research needs are discussed. (Author/LS)

This Study was part of a larger project entitled "The Bridgeport Vocational Rehabilitation and Cooperative Education Project, supported by VRA Grant RD-1818g,DHEW, Washington, D. C.