Relationship of self concept to behavioral understanding in prospective preschool teachers Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/g732dd03x

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  • The purpose of this study was to explore the relationship between self concept and behavioral understanding in a group of prospective preschool teachers. The subjects were 64 female college students enrolled in either an early childhood education or Child Development/ Family Life program. These students had completed most of the requirements for their majors with the exception of student teaching or practicum experience in the preschool. The data consisted of the total positive score on the Tennessee Self Concept Scale and the total score on the Film Test for Understanding Behavior in addition to information gathered on the following variables: age, sex, marital status, year in school, grade point average, ordinal position (number of older and younger siblings) and socioeconomic level. Also included as variables were number of credit hours in behavioral science courses: Psychology, Sociology, Anthropology, Education and Family Life. The statistical analysis consisted of: 1) simple correlational analysis using Pearson product-moment correlation coefficient among all the variables; 2) multiple regression using the scores on both instruments as the dependent variable in separate analyses. These statistical tests were employed to explore the null hypothesis: There will be no relationship between positive self concept and levels of behavioral understanding in prospective preschool teachers. The correlation between the scores on the two instruments used to measure self concept and behavioral understanding was .047 indicating no discernible relationship. Few additional significant correlations were found. However, those obtained provided further descriptive data on the subjects and on the programs in which they were enrolled. In the multiple regression analysis it was found that only two variables emerged as significant when each of the test scores were used as the dependent variable and only a very small percentage of the variance was explained in each case. When the TSCS scores were used as the dependent variable, number of Education credit hours and number of Psychology credit hours were significant, explaining 12.3% of the variance. In using the FUB scores as the dependent variable, 18.6% of the variance was explained by number of Family Life participation hours and Index of Social Position. The R² values obtained for each test used as the dependent variable indicated that 30.4% of the variation in the scores on the TSCS a.nd 27.6% of the variation in FUB scores could be explained by the variables. These findings indicated a .need for further study of the relationship between adequacy of self concept and behavioral understanding. The amount and nature of data gathered in the present study would provide avenues for further data analysis. For example, each of the two scales contain several dimensions which could be explored using other statistical techniques. In addition the investigation of different relationships among the many variables could provide data for future studies.
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