Self-Concept Theory

DEVELOPERS

Carl Rogers and Abraham Maslow

BACKGROUND

Self-concept as defined by Shavelson, Hubner, and Stanton (1976) states “In very broad terms, self-concept is a person’s perception of himself. These perceptions are formed through his experience with his environment . . . and are influenced especially by environmental reinforcements and significant others . . . Self-concept may be described as: organized, multifaceted, hierarchical, stable, developmental, evaluative, and differentiable.” (p. 411)

For years researchers have compared and contrasted self-concept and self-efficacy in academics. According to Bong and Clark (1999) “Self-concept is judged to be more inclusive, at least in its theoretical (in contrast to operational) content, because it embraces a broader range of descriptive and evaluative inferences with ensuing affective reactions.” (p. 142).

“Previously, self-concept researchers assumed that a single higher order academic self-concept factor would underlie diverse subject-specific self-concept” (Shavelson et al, 1976).

REFERENCES ~ Coding Spreadsheet - Web View

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bong, M., & Clark, R. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139-153. doi:10.1207/s15326985ep3403_1

Damon, W., & Hart, D. (1982). The development of self-understanding from infancy through adolescence. Child development, 53, 841-864

Kinch, J. (1963). A formalized theory of the self-concept. American Journal of Sociology, 68(4), 481-486. doi:10.1086/223404

Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441.

Zimmerman, B. J., (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies, New York: Cambridge University Press. 202-231