Relationship Between Students' Social Status and Global Domain-Specific Self-Concepts.

Examines global and domain-specific self-concept differences among children and adolescents (N=815) of popular, rejected, neglected, controversial, average, and "unclassified" social status. Findings support the hypothesis that students in extreme status groups would differ in self-concept; however, fewer consistent differences emerged. Physical and academic self-concepts also contributed meaningfully. (Author/MKA)