Self concept : a comparison of four groups of university students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/9w0326844

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  • The major purpose of this study was to determine if there were significant differences in the self-concepts of vocational education teacher-trainees, non-vocational education teacher trainees and non-education students at Montana State University. Two hundred students were surveyed to determine if there were any differences in self-concepts based on either major field of study or program level. Fifty subjects, 25 freshmen and sophomores and 25 juniors and seniors, were randomly selected from each of the fields of vocational education, non-vocational elementary education, non-vocational secondary education and non-education to participate in the study. The Counseling Form of the Tennessee Self Concept Scale (TSCS) was selected as the instrument for measuring self-concept and comparisons were made for 13 independent variables and for "Total P," the most important score on this instrument. Analysis of variance procedures utilizing the F statistic were used during hypothesis testing. The .05 level of significance was used for all tests. The findings of the study revealed that there were no significant differences in self-concept scores when comparisons were made by major field of study. However, when comparisons were made by program level, upper division students overall reported significantly higher "Total P" scores than did lower division students. Further testing revealed that only two of the groups, vocational education and non-vocational elementary education, had contributed to the significance for "Total P." Similar findings were true for these two groups in regard to the independent variables of "Self-Satisfaction" and "Personal Self." In addition, the non-vocational elementary education group reported significant differences for the "Moral-Ethical Self" and "Social Self" variables. In all instances where significance was observed, scores for upper division students were higher (more positive) than for lower division students. Major conclusions reached through the study were: 1. Upper division students at Montana State University tend to have more positive self-concepts than do lower division students. 2. Education majors at Montana State University tend to have more positive self-concepts than non-education majors. Contrary to the preponderance of contemporary thought and previous research findings, it is possible for individuals of adult age to develop more positive self-concepts. Included among the recommendations is further study to identify the factors that contribute to positive self-concept development in teacher training. Also, the researcher recommends that the Tennessee Self Concept Scale (TSCS) be used in counseling students who intend to pursue a teaching career.
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