THE DEVELOPMENT OF A. TEACHER,
RATING SCALE FOR THE MEASUREMENT OF

THE SELF-CONCEPT OF FOUR YEAR OLD
NURSERY SCHOOL CHILDREN

Thesis Ior II“: Degree OI M. A.
MICHIGAN STATE UNIVERSITY

Jo Anne HuddIe-ston Lifshin
1963

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ABSTRACT

THE DEVELOPMENT OF A TEACHER RATING SCALE FOR
THE MEASUREMENT OF THE SELF-CONCEPT OF
FOUR YEAR OLD NURSERY SCHOOL CHILDREN

by Jo Anne Huddleston Lifshin

Although numerous techniques for the measurement of the self-
concept have been developed in the past several years, these have not
been applied to the preschool level. This study developed from a need
to obtain a means of measuring the self-concept of the preschool‘ch’ild..
The purpose of this study was to develoP a rating scale which would
measure children's self-concepts as evaluated by their teachers and to
validate the scale with a set of criterion situations.

The twenty-three item teacher rating "Self-Concept Scale" was
developed on the order of the Semantic Differential and was based on
items from Bills' Index of Adjustment and Values (1951), a modification
by Katz of Brownfain's scale (1956), and a rating scale on the selection
of clinical psychologists (1947). Two verbal and four performance
criterion situations were used to obtain ratings of feelings of adequacy
of children in an interview situation.

A It was hypothesized that teachers' ratings of items on the "Self-
Concept Scale" would be significantly related to ratings of feelings of
adequacy in the verbal and performance criterion situations. ‘ The phi
coefficient was used for item selection.

The forty-one subjects, representing four year old children in
three nursery schools in the Lansing-East Lansing, Michigan, area,

were separated into two group, a group of twenty-one subjects for

Jo Anne Huddleston Lifshin
2

selection of items and a group of twenty subjects for replication of
the study with items previously selected. The results for the first
group were not conclusive enough to provide a basis for selection of
items, however, and the study was replicated with the original items.

The items which were significant at the . 05 level when com-
pared by the phi coefficient with the mean criterion situation ratings
were:

1 - able to give expression to feelings - limited in ability to give
expression to feelings - for Group 1 for mean verbal and mean total
criterion situation ratings.

2 - persistent - impatient - for Group 7. for mean verbal and
meal total criterion situation ratings.

3 - humorous - humorless - for Group 1 for performance
criterion situation ratings.

4 q calm - easily upset - for Group 2 for performance criterion
situation ratings.

5 - poised - nervous - for Group 2 for performance criterion
situation ratings. A

b - merry - depressed - for Group 1 for total criterion situation
ratings.

None of the items were significantly related to both the verbal and
performance criterion situation ratings.

- Findings of the study indicated a need for further study in the
areas of the longitudinal aspects of the self-concept, self-referent
terms as applied to children, and the manner in which an individual's
perceptions of himself are evaluated by others. The possibility that
ratings may have been influenced by a selective reference group for
development of the measures was presented. The data appeared to lend
support to the position of self-theory which indicates that an individual's
perceptions of himself may have only partial correspondence to what

others observe of his behavior, and that the observations of others may vary.

THE DEVELOPMENT OF A TEACHER RATING SCALE FOR
THE MEASUREMENT OF THE SELF-CONCEPT OF
FOUR YEAR OLD NURSERY SCHOOL CHILDREN

By

Jo Anne Huddleston Lifshin

A THESIS

Submitted to
Michigan-State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Home Management and Child Development

1963

ACKNOWLEDGMENTS

The author expresses her gratitude to Dr. Martha E. Dale,
under whose guidance and understanding, the completion of this
thesis was possible.

Special appreciation is due to Dr. William T.. Stellwagen,
Departments of Psychology and Communication, for statistical
direction and generous donation of time and assistance during the
course of the study.

The author is grateful to members of the Guidance Committee,
. Dr. Bernice Borgman, Miss Dorothy Russell, and Miss Betty
Garlick (Ex-Officio), for helpful suggestions and critical reading of
the text of the thesis.

The author wishes to acknowledge Miss Betty Garlick, Spartan
Nursery School, Miss B. Suzanne Torrey, Laboratory Preschool,
and Mrs. Ruth Richardson and Staff, Community Nursery School,
for assistance in collection of the data.

The author also expresses appreciation for suggestions and
discussion to members of the staff of Spartan Nursery School,

Miss Mariella Aikman and Mrs. Vera Borosage.

‘ Acknowledgment is given to Mrs. Mildred Harder, Secretary,
. Spartan Nursery School, for secretarial assistance.

Final appreciation is given to the author's husband, Arthur
Lifshin, for patience and'under standing in the completion of the

thesis.

**************

ii

TABLE OF CONTENTS

CHAPTER
LINTRODUCTION. .. . .. . .
II.- REVIEW OF LITERATURE . . . . .
History of the Self-Concept . . .
Self-Concept Theory. . . . . . .

Development of the Self . . .
Measurement of the Self-Concept

III. METHODS AND PROCEDURES . . . . . . . . . . .

Q

Research Concerning the Self-Concept of Nursery
SchoolChildren................

Selection and Description of Sample . . . . . .

Assumptions and Hypotheses. . . . . . . . . . .
Selection of Initial "Self-Concept Scale"ltems. ..

Selection of Criterion Situations . . .
Validation of Experimenter's Ratings .
Procedure for Teachers' Ratings of the "Self-

Concept Scale". . . . .

Procedure for Administering Criterion'Situations

Statistical Treatment of Data. . . . . . . .

IV. PRESENTATION AND DISCUSSION OF RESULTS

Discussion of Results . . . . . . . . .. . . . . .

14
18

21
Z3
Z3
24
26
29
31
31
32
32
36

36

Items Which Were Significantly Related to
Criterion Situation Ratings. . . . . . . .
Items Which Were Not Significantly Related
to Criterion Situation Ratings . . . . . .
Further Considerations" . r.' . . . . . . . . . . . .

'V.<ADDITIONAL INFERENCES . . . . . . . . . . . . . .

Differences Found Among Groups . . . . . . . . .
Areas Indicated for Further Study. . . . . . . . .

iii

i TABLE OF CONTENTS -- Continued

CHAPTER Page

VI- SUMMARY AND CONCLUSIONS ....... . . . . . 56
BIBLIOGRAPHY ....... . . . . . . . ...... . . . . . 60
APPENDICES .......... . . . . . . ........... 63

A. Teacher Rating "Self-Concept Scale". . . . . . . . . 64

B. Criterion Situations . ................ . 68

iv

LIST OF TABLES

TABLE Page

1. Background Information of Subjects as Represented in
Groups.........

0 O O O O O O O O O O O O O O O O 25

2. Teacher Rating "Self-Concept Scale" Items as Com-
pared with Mean Verbal Criterion Situation Ratings . . . 3‘7

3. Teacher Rating "Self-Concept Scale"‘Items as Com-
pared with‘Mean Performance Criterion Situation

Ratings. 0 O O O O Q O O O O O O I O O O O O O O O O 0 O O 38

4. Teacher Rating "Self-Concept Scale" Items as Com-
pared with Mean Total Criterion Situation'Ratings . . . 39

5. Mean Ratings for Nursery School Groups . . . . . . .

CHAPTER I
INTRODUCTION

The development of a rating scale for the measurement of the
self-concept of the four year old nursery school child has as its
theoretical basis recent developments in the area of the self.

- Resurgence of interest in the self after World War II was accompanied
by an array of measuring techniques, such as the Q-sort, adjective
check lists and rating scales. Between the work of William James
and his contemporaries in the late 1800's and recent developments
(Allport (1943, 1955), Snygg and Combs (1949), Rogers (1951), the
self concept remained unexplored.

Gordon Allport considers the manner in which the ego (or self)
became sidetracked and lost from view one of the oddest events in
modern history. Allport (1943, p. 451) writes, "It is odd because the
existence of one's own self is the one fact of which every mortal person-—
every psychologist included- -is perfectly convinced. "

Self-concept has been defined in numerous ways in the light of
recent studies. The definition of the self-concept which was the most
workable in terms of the problem chosen, however, was the definition I
developed by Carl Rogers. Rogers (1951, p. 136) defines the self-
concept as follows.

The self-concept or self— structure may be thought of as
an organized configuration of perceptions of the self which are
admissible to awareness. It is composed of such elements as
the perceptions of one's characteristics and abilities, the per-
cepts and concepts of the self in relation to others and to the
environment; the value qualities which are perceived as associ-
ated with experiences and objects and goals and ideals which
are perceived as having positive and negative valence.

l

Previous studies concerning the self-concept have dealt with the
school age child or with adults and have required that subjects be able
to read. The self-concept is, however, established early in the life
of the individual.

Gordon Allport states that the age at which the child achieves
stability of personal identity is about four or five years of age. In re-
lation to the development of the self, Mead (1948, p. 135) writes,

I "The self is something which has a development; it is not initially
there, at birth, but arises in the given individual as a result of his
relations to that process as a whole and to other individuals in that
process."

Further support for the establishment of a self-concept during
the preschool period is found in the epistemogenic theory of Sarbin.
Social selves, with roles expanding through increasing contacts with
other individuals arise in the child, according to Sarbin (1952), around
the second year of life.

In approaching a problem concerning the self-concept of the
four year old child, a search of literature yielded no appropriate
measurement technique. The initial step in study of the self-concept
of a child this age then appeared to be the development of an instrument
which would provide a measurement of the self-concept of the child.

The purpose of this study was to develop a scale for the measure-
ment of the self-concept of the four year old nursery school child.
The design of the problem was influenced by the limitation of time and
funds and the availability of nursery school children as subjects.
A scale which could be rated by the nursery school teacher from con-
tinuing observations of the child in nursery school was determined
to be an efficient and workable measure.

Bipolar items, in the manner of the semantic differential (Osgood,

1957), were chosen to reflect the teacher's indication of the child's

self-concept. This scale would reflect a child's self-concept, based
upon the definition accepted, as it appeared to the child's teacher.

The problem chosen involved the validation of the rating scale
with a set of criterion situations. The criterion situations were
designed to measure adequacy in both verbal and performance situ-
ations, and were administered to the children individually, independent
of the ratings by the children's teachers.

The experimenter's ratings were validated through simultaneous
ratings by two psychologists (the writer's advisors) and the experimenter
with four children, and by follow-up checks on the experimenter's
ratings by the advisor.

The sample, composed of forty-one four year old nursery school
children, was divided into two groups for teacher ratings of the "Self-
Concept Scale, " and for administration of the criterion situations.
Items on the teacher rating "Self-Concept Scale" which ranked high in
terms of relation to the criterion situations for the first group of
twenty-one subjects were to be selected for administration to' the
second group of twenty subjects. The results of the analysis for the
first group were not conclusive enough to provide a basis for selection
of items, however, and the study was replicated with the original
items. The subjects in the second group were rated with the same
criterion situations to maintain validity of the study. The relations of
the items on the teacher rating "Self-Concept Scale" and the criterion
situation ratings for the first group and for the second group were

analyzed with the phi coefficient.

CHAPTER II

REVIEW OF LITERATURE

History of the Self-Concegt

The self-concept, as referred to in modern psychology, dates
back to the work of William James; philosoPhically, the concept of
"self" dates back to primitive man. Murphy (1949,. p. 5) writes,
"While primitive cultures differ as much in their psychology as they
do in their basketry and pottery, or their kinship systems, they show
a general preoccupation with one recurrent problem--the nature and
attributes of the soul. "

The recurrent problem of the soul provided a basis for early
Greek psychology. Plato's tripartite division of the soul is considered
to be his major contribution to psychology. -P1ato conceived of the
soul as being divided into the appetitive or nonrational soul located in
the abdomen, the striving, realistic soul or thumos located in the
chest, and the pure, reasoning soul, located in the brain by virtue of
its rational function. ~ Roback (1961) points out, however, that Plato's
division of the soul may either be Plato's original thinking or a contri-
bution of Egyptian and Eastern lore.

Descartes‘ conception of the mind as substance is considered
by Frondizi to be the necessary point of departure for any study of
the modern conception of the self. - Frondizi (1953, p. 3) writes,- "The

modern conception of the self begins with. Descartes's discovery of

the c ogito'. "

In the 1880's, James, Royce and Dewey and their contemporaries
spoke freely of the ego, self or soul. The soul, however, was giving
way to Wundt's onslaughts, and the theological implications of the soul
were negated to develop a "new psychology. “ After the concept of the
soul became unpopular, the unifying properties of the individual were
occasionally referred to under the term of "self. " A total eclipse of the
soul and partial eclipse of the self, however, soon followed.

Empiricism flourished in psychology, and was accompanied by
negation of the soul as an object of study for psychologists. Hume
considered the self to be "a group of sensations from the body" (Murphy,
1949, p. 32). Tichener's definition of the self (Sarbin, 1952, p. 11)
as "the sum total of conscious processes which run their course under
conditions laid down by bodily tendencies" would not parallel modern
conceptions of the self.

While positivism and scientific objectivity flourished, the psycho-
analytic movement began to gain support. Gordon Allport (1943, p.
451) writes, "I am inclined to believe history will declare thatpsycho-
analysis marked an inter-regnum in psychology between the time when
it lost its soul, shortly after the Franco-Prussian War and the time
when it found it again, shortly after World War II-. " Except for the
Eur0pean psychologists (such as Stern and Claparede), the psycho-
analytic theorists (such as Freud and Jung) and the sociologically
oriented psychologists (such as Mead and Cooley) the self almost com-
pletely disappeared with the rise of'behaviorism.

A resurgence of interest in the self began with Allport's

Personality: A Psychological Interpretation (1937). Advances in self

 

theory (Raimy, Lecky, Allport, (Snygg and Combs, Rogers) and the
development of related measurement devices followed. During the past
twenty years the self and associated terms have experienced great popu-
larity as bases for measurement techniques and for hypotheses for

experimental studies .

Self-Concept Theory

 

Self-concept theory is derived in part from the influence of
Leibnitz. The Leibnitzian Tradition "maintains that the person is not
a collection of acts, nor simply the locus of acts; the person is a
source of acts. And activity itself is not conceived as agitation result-
ing from pushes by internal or external stimulation. It is purposive.
To understand what a person is, it is necessary always to refer to what
he may be in the future, for every state, of the person is pointed in
the direction of future possibilities. " (Allport, 1955,. p. 12.) Allport
(1955, p. 16) considers to be more in keeping with the tradition of
Leibnitz, in terms of motivation, those "who postulate one basic
motive in life--the maintaining, actualizing and enhancing of the
capacities of the experiencing organism. "

The Leibnitzian Tradition is then opposed to the Lockean view
which gave rise to the positivistic school of psychology.

William James (1890) formed the basis for such of the con-
temporary theorizing in the area of the self. Much of what is written
today about the self and ego may be traced directly or indirectly to
James. a (Hall and Lindzey, 1957)

James (1961 (1892), p. 43) writes, "Whatever I may be thinking
of, I am always at the same time more or less aware of myself, of
my personal existence. " Allport follows this approach in discussing
the lack of interest in the self between the time of James and the post
World War II period.

James' theory of the self includes a hierarchy of empirical
selves or "rne's. " His statement (1961 (1892), p. 44), "In the widest
possible sense, a man's me is the sum total of all he can call his, "
is often quoted and has provided the basis for much "self-as-object"
theory. The material me, with the body as the innermost part, is a

part of each individual, according to James. Included in the material

me, the lowest of the empirical selves, are all those things that the
individual refers to as collected property. A man's social me, next
highest in the hierarchy, involves the recognition the individual
receives from his peers. In speaking of the spiritual me, the highest
order of the self hierarchy, James (1961 (1892), p. 48) writes, "By
the 'spiritual me,’ so far as it belongs to the empirical self, I mean
no one of my pas sing states of consciousness. I mean rather the entire
collection of my states of consciousness, my psychic faculties and
dispositions taken concretely. This collection can at any moment
become an object to my thought at that moment and awaken emotions
like those awakened by any of the other portions of the Me. "

In addition to the constituents of the empirical me's, James dis-
cusses feelings and emotions of the self (self-complacency and self-
dissatisfaction) and self-seeking and self-preservation. Self-seeking
can be of a bodily nature, of a social nature or of a spiritual nature.

The empirical me's can become objects 'of awareness. - James
(1961 (1892), p. 58) writes, "In each kind of Me, material, social and
spiritual, men distinguish between the immediate and actual, and the
remote and potential. "

In addition to the empirical m‘e's, James writes of the self as
a knower, and concludes that there exists room for much future
inquiry in that direction. In regard to the knower, James (1961' (1892),
p. 63) writes, "The I, or 'pure ego' is a very much more difficult
subject of inquiry than the Me. - It is that which at any given moment is
conscious, whereas the Me is only one of the things which it is conscious
of. In other words, it is the Thinker. " Consistency is found in the
knower, while empirical selves change.

Allport (1955) also sought an answer to the question of whether
there is a knower. He questions James'fhesitance in admitting a knower

after committing himself to empirical selves. The possibility that

James wished to avoid the presentation of a homunculus theory of
introducing a synthesizer or knowing self is one tenable conclusion
advanced by Allport.

Allport (1943) presented the ego as knower as a part of the ego,
emphasizing James' admission of knowing. Allport's (1943) ego
included:

1 - the ego as a knower

2 - the ego as an object of knowledge

3 - the ego as primitive selfishness

4 - the ego as dominance drive

5 - the ego as a passive organization of mental processes

6 - the ego as a fighter for ends

7 - the ego as a behavior system, and

8 - the ego as the subjective organizationeof culture.

The ego, according to Allport (1943) is made up primarily of
social values.

One may note the similarity between Allport's division of the
ego (1943) and his division of the P‘roprium(1955) which will be dis-
cussedlater in this section of this thesis. The object of discussion
in this thesis is the "self, "which is not to be regarded as synonymous
with the "ego" as it was regarded by Freud.

Regarding the differentiation between the self as an object and
the self as a doer, Hall and Lindzey (1957,. p. 468) write,

The term self as used in modern psychology has come

to have two distinct meanings. - On the one hand it is defined as

the person's attitudes and feelings about himself, and on the

other hand it is regarded as a group of psychological processes
which govern behavior and adjustment. The first meaning may
be called the self-as-object definition since it denotes the
person's attitudes, feelings, perceptions and evaluations of

himself as an object. In this sense, the self is what a person
thinks of himself. , The second meaning may be called the

self-as-process definition. The self is a doer, in the sense that
it consists of an active group of processes such as thinking,
remembering and perceiving.

The two conceptions of the self are so distinctly different
that it would be better to have separate terms for them. Some
writers have adopted the convention of using the term ego when
they wish to refer to the group of psychological processes, and
to reserve the term self for the person's system of conceptions
of himself. However, this convention is not universally followed.

, Sometimes the terms self and ego are employed in just the
opposite sense from the one given above, or sometimes one of
them, either the ego or the self, is used to designate both the
processes and the object that is perceived.

Conceptions of the self-as-object and self-as-deer have led to
confusion in the field, and one might agree that a systematic differen-
tiation of the meanings of the self would help establish a more clearly
defined description of the self.

Hilgard (1949) discussed the self in relation to defense mechan-
isms in his Presidential addresses to the American Psychological
Association. A Hilgard (1949, p.376) proposed, "If we are to understand
a person's defenses against guilt-feelings, we must know something about
his image of himself. " Mechanisms of defense, according to Hilgard,
are comprehensible only if a conception of self is accepted. One can
look for the self in awareness.

Hilgard prefers an inferred self rather than a self which is
derived from self-reports- The self, according to Hilgard, can be
inferred from projective techniques, clinical interviews, etc.- Inference
from data from the above, techniques could then be used to construct a
self that would give a more-coherent account of motivated behavior than
would self-reports. The nature of the self can be distorted by fears
when an individual is questioned about what he thinks of himself.

The self of awareness, in Hilgard's formulation, is an object of

value, an object about which attitudes of appreciation and depreciation

10

are organized. The roles that others play in shaping the self are given
credit by Hilgard. According to Hilgard, important human motives
are interpersonal both in origin and in expression. The self has full
meaning only when expressed in social interaction.

Hilgard supports the position of the self-as-object. He proposes
that the lay picture of the self as the sole executer of the individual's
behavior is inaccurate. Hall and Lindzey (1957, p.. 473) quote Hilgard,

» "'Behavior is not the product of the self; rather it is the productlof a
complex of psychological processes aroused by proximal and distal
stimuli of which the person is largely unaware. '"

Rogers (1951, p. 136) credits Raimy with conducting the first
objective study of attitude toward self. Raimy (Katz, p. 2) refers to the
self-concept as being "composed of all the meanings which the individual
has about himself and his relation to the world about him. " The self-
concept is considered by Raimy to be "'a map which each person con-
sults in order to understand himself, especially during, moments of
crisis or choice. " Raimy's formulation of the self as a perceived object
in the phenomenal field influenced the work of Rogers (1951).

The self-concept '6: self-image as described in the theory of
Snygg and Combs is termed the phenomenal self. They write (1949,

p. 80).
i What a person does and how he behaves are determined

by the concept he has of himself and his abilities. The phenomenal

self, holding the most important part in the individual's phenomenal

field, is the point of reference for his every behavior. The phe-
nomenal self includes all those aspects of the phenomenal field
which the individual experiences as part or characteristic of him-
self.

Snygg and Combs do not consider the self to be a unit function,
but rather as an exceedingly complex function, "composed of all the

meanings which the individual has about himself and his relation to the

11

world around. " (Snygg and Combs, 1949, p. 80). The self as a complex
function is also found in the work of Raimy (1943).

~ Snygg and Combs state that although behavior objectively observed
may appear inconsistent, from the point of view of the behavior, it may
not be. The complexity of the phenomenal self may make it appear dis-
organized, but it is highly organized and operates in a consistent and
predictable fashion.

- Combs and Soper (1957) defined the self-concept as a "self-as-
object. " They state (1957, p. 136), ". . . the self concept is the
organization of all the individual refers to as 'I' or 'me. ' It is himself
from his own point of view. The self-concept is not a mere conglomer-
ation or addition of isolated concepts of self, but a patterned interre-
lationship or "gestalt" of all these. Like many of the concepts of which
it is composed, the self concept has a degree of stability and consistency
which gives predictability to the individual and his behavior. "

The self-concept, as it is described by Combs and Soper, cannot
be directly observed. It can only be approached through the per-
ceptions of the individual or others.

, Carl Rogers' self theory, which has been tested by himself and
others (Wylie 1961), Crowne, Stephens and Kelly (1961), grew out of
long experience in a clinical setting.

. Hall and Lindzey (1957, p. 478) write of Rogers,

Rogers' theory of personality represents a synthesis of
phenomenology as presented by Snygg and Combs, of holistic

and organismic theory as developed in the writings of Goldstein,

Maslow and Angyal, of Sullivan's interpersonal theory, and of

self-theory for which Rogers himself is largely responsible

although he acknowledges a debt to Raimy (1943) and Lecky (1945).

Rogers' definition of the self-concept (which is quoted on page 1.
of this thesis) represents the basis for many studies in the area of the
self-concept. - Rogers (1951, p. 191) further describes his synthesis of
the self,

12

This configuration . . . as Raimy says . . . "serves to
regulate behavior and may serve to account for uniformities in
personality. '

As long as the self-Gestalt is firmly organized and no
contradictory material is even dimly perceived, then positive
self-feelings may exist, the self may be seen as worthy and
acceptable, and conscious tension is minimal. Behavior is
consistent with the organized hypotheses and concepts of the
self structure.

The self— structure, in Rogers' formulation, is not statiC. - It can
be changed through therapy as the individual begins to perceive himself
as a more adequate person. Rogers stresses that the individual can
gain a more realistic appraisal of himself when he recognizes that
values of goodness or badness of experience are not inherent in the
objects experienfed but in the value placed on them by the individual.

Gordon Allport (1955) drew upon his previous work (1937, 1943)
and the work of James to develop an outline for the propriate aspects
of personality, where the term "propriate" refers to the Proprium.
Allport states that Jarnes' taxonomic scheme with a hierarchy of
empirical selves and a knowing self is inadequate in the perspective of
modern psychoanalytic and experimental research.

Allport includes the following functions within the Proprium,
which he defines (1955, p. 40) as "all the regions of our life that we
regard as peculiarly ours. "

l - The bodily sense. The bodily me seems to be composed
of streams of sensations that arise within the organism.

2 - Self-identity. Although self-identity is unstable in the
very young child, at about four or five years of age it becomes
the surest attest a human being has of his own existence.

3 - Ego-enhancement. The need for "unabashed self-seeking"
is tied to the need for survival.

l3

4 - Ego-extension. Allport (1955, p. 45) writes "The
process of learning brings with it a high regard for possessions,
for loved objects, and later for ideal causes and loyalties. "
Ego-extension refers to whatever objects a person calls "mine. "
These are objects of importance to the person.

5 - Rational agent. Allport (1955, p. 46) writes, "For
whether the ego synthesizes or merely rationalizes, it has the
property of synthesizing inner needs and outer reality. "

6 - Self-image. Allport (1955, pp. 46-47) describes the
self-image,- "A propriate function of special interest today is the
self-image, or as some writers call it, the phenomenal self.
The image has two aspects: the way the patient regards his
present abilities, status, and roles; and what he would like to
become, his aspirations for himself. " The latter aspect may be
compulsive, compensatory and unrealistic, or it may be an
"insightful cognitive map, closely geared to reality and defining
a wholesome ambition. " According to Allport (1955, p. 47),
"The ideal self-image is the imaginative aspect of the proprium,
and whether accurate or distorted, attainable or unattainable,
it plots a course by which much propriate movement is guided
and therapeutic progress achieved." "This self-image helps
bring our view of the present into line with our view of the future. "

(It may be noted that the self-image or phenomenal self is
only a part of the Proprium as outlined by Allport.)

7 - Propriate striving. Allport states that "ego-involved"
or propriate behavior plays a large role in the nature of moti-
vation.

8 - The knower. Allport (1955, p. 51) asks,~ "Do we not
have in addition a cognizing self--a knower, that transcends all
other functions of the proprium and holds them in View?"

In answer to this question, he writes (1955,. p. 53), "We not only
know things but we know (i. e. , are acquainted with) the empirical
features of our own proprium. " He further writes in support of
the ego as a function of the proprium (1955, p. 53), "Since knowing
is, beyond any shadow of doubt, a state that is peculiarly ours, we
admit it as the eighth clear function of the proprium. (In other
words, as an eighth valid meaning of 'self' or 'ego. ')"

Allport stresses (1955, p. 54), "Certainly all legitimate phenomena

that have been, and can be ascribed to the self or” ego must be admitted

14

as data indispensable to a psychology of personal becoming. - All eight
functions of the 'proprium' (our temporary neutral term for central
interlocking operations of personality) must be admitted and included.
In particular the unifying act of perceiving and knowing (of compre-
hending propriate states at belonging together and belonging to me)
must be admitted. " He warns, however, against letting a homunculus
creep into discussions of the self concept. The solution to all problems

cannot be attributed to the self.

Development of the Self

The ego and the self are used synonymously by Sarbin (1952).
Sarbin's epistemogenic theory describes a self which is only one of
many cognitive structures). Behavior is organized around cognitive
structures that result from responses -to stimulus objects and residual
stimuli. The epistemogenic theory lends support to the "self-as-object"
position, as Sarbin postulates that the "human animal" can regard itself
as an object as other objects in the world. The self is empirical, not
transcendental..- Properties of substructures of the self are determined
by the total interbehavioral field. A self, subject to continual and
progressive change, is changed in part through organic maturation
and reinforcement of selected responses.

Change in the self is a function of resistance to de-differentiation,
and breadth of sub- structures, where de-differentiation refers to
strength of boundaries of the substructures and the number of sub-
structurally-dis similar perceptions that may be included in the same
substructure.

Five empirical selves emerge in Sarbin's epistemogenic theory.
He writes (1952, p. 19), "The selves may be regarded as stages of
refinement in discrimination of stimuli, or as the development of

referenc e schemata. "

15

The five empirical selves in Sarbin's theory are the somatic
self, the receptor-effector self, the primitive construed self, the
introjecting-extrojecting self and the social self. - With the exception
of the social self, the empirical selves develop very early in the life
of the child. The social self begins to develop and expand around the
second year of life.

The child can have conceptions of his body shortly after birth,

i. e. , the child begins to differentiate cries to various needs. The
receptor-effector self, which closely follows the development of the
somatic self, is soon followed by undifferentiated responses to ex-
ternal stimuli. The primitively construed self is apparent the fir st
year of life; it closely follows differential vocalization to non-self
persons. The introjecting-extrojecting self appears around the first
year of life, near the time the child begins to respond to commands.
The child, after his second birthday, begins to develop a number of
social selves or roles. At this time he-can speak in short sentences,
and "I" and "me" become apparent in' his vocalizations. The social
self becomes dominant at this time although the other empirical selves
are not negated. The somatic self is not necessarily central in the
organization of the individual although it appears so in the graphic
representation of the epistemogenic theory (Sarbin, 1952,, pp. .13-18).

Sarbin considers that the "self as 1" develops as a high order
inference or cognitive structure, and deveIOps as a result of and
consists of lower-order inference'(or reference) schemata called
empirical selves. WhenSarbin uses "1, " the referent is a cognitive _
structure with interval organization characterized by substructures
with varying properties of strength and breadth.

.Symonds (1951, pp. 58-59) writes, "Not until the age of four or
five does the child's thinking mature so as to take on the form resembling

that which it will have as an adult. - At this stage the child becomes

16

interested in personal relationships. It is at this stage that the first
conceptions of causality and logic begin to appear. Now the child is
able to consider phenomena somewhat objectively without referring
them at all times to his own needs and desires. " Negativism is re-
placed by growing social adaptivity.

The age at which Symonds finds the child becoming interested
in personal relations and in which the first conceptions of causality and
logic appear, is the same age at which Allport (1955) suggests that self-
identity begins to stalilize.

The self of George Mead as an object of awareness has had a
strong impact on psychological thinking according to Hall and Lindzey
(1957, p. 474). In relation to development of the self, Mead writes
(1948, p. 135),. "The self is something which has a development; it is
not initially there, at birth, but arises in the given individual as a
result of his relations to that process as a whole and to other individuals
in that process. " Mead stresses the fact that the individual must
distinguish between experience that immediately takes place and the
organization of the experience by the individual. . Experiences, thus,
become organized in terms of perceptions of the self. - (One may note
the emphasis of Rogers (1951) on the need for the individual to evaluate
experiences in terms of the value placed on objects by the individual.)

Mead (1948, p. 135), in further explanation of the self as an
"object to itself, " states, "The individual experiences himself as such,
not directly, but only indirectly, from the particular standpoints of
other individual members of the same social group, or from the
generalized standpoint of the social group as a whole to which he belongs.
He enters his own experience only as far as he first becomes an object
to himself. " The self is then viewed as "essentially a social structure.- "

Language, in accordance with Mead's theory of the self, is

essential for development of the self.

l7

Mead conceives of the "genesis of the self" as involving:

1 - Conversation of gestures between animals involving
some sort of cooperative activity which is a type of stimulus
response pattern.

2 - Play and the game. In play and the game, the self
is seen as a thing. - Children's imaginary playmates are used
as an example of a primitive type of play in which the imaginary
playmates are organized to call out responses they call out in
others and themselves. . Older children "play at something, "
utilizing the individual child's own responses to stimuli. Games
involve, according to Mead, readiness to "take the attitude of
everyone else involved in the game. " Rules are, according to
Mead, a set of responses to the type of play. Mead (1948, p.
144) stresses "Only in so far as he takes the attitude of the
organized social group to which he belongs toward the organized,
cooperative social activity or set of such activities in which the
group is engaged, does he develop a complete self or possess
the sort of complete self he has discovered. . . . " Communi-
cation is able to control the conduct of members of a group
engaged in play and the game.

Another sociologically oriented self-theorist, Cooley, is noted for

the "looking-glass self. " Cooley (1922, pp. 183-184) writes, "In a
very large and interesting class of cases the social reference takes the
form of a somewhat definite imagination of how one's self--appears in a
particular mind, and the kind of self-feeling one has is determined by
the attitude toward this attributed to that other mind. A social self of
this sort might be. called the reflected or looking glass self. . . . "
This self-idea, in Cooley's formulation, includes three principal ele-
ments, imagination of the individual's appearance to another, imagi-
nation of his judgment of that appearance, and some sort of self-feeling.

~ Snygg and Combs recognize the importance of symbolic response
patterns in the development of the self, as did Mead. "Labels, " in
particular, are emphasized as they are applied to children.

Snygg and Combs (1949, p. 83) write,

18

Out of the interaction of the child with the world about
him, the individual comes to differentiate more and more
clearly his phenomenal self. Obviously this concept can
only be a function of the way he is treated by those who sur-
round him. As he is loved or rejected, praised or punished,
fails or is able to compete, he comes gradually to regard
himself as important or unimportant, adequate or inadequate,
handsome or ugly, honest or dishonest, and even to describe
himself in the terms of those who surround him. The child
can only see himself in terms of his experience, and in terms
of the treatments he receives from those responsible for his
development. Since his phenomenal self is the result of his
experience, his behavior can only be an outgrowth of the
meaning of that experience, and he must necessarily become
in truth what he has been labelled by the community which sur-
rounded him.‘

Thus it may be seen that many definitions and interpretations
of the self and related terms are encountered in the literature. For
the purpose of this investigation, a formulation which most closely

approaches that of Rogers will be used.

Measurement of the Self-Concep_t

 

Some of the most challenging of the problems encountered in an
investigation of concepts centering around the area of the self are
concerned with methodology and the establishment of measurement
techniques.

1 The self, as a phenomenological concept, has given rise to a
variety of assessment techniques. Measurement techniques most
commonly used for measurement of the self-concept and related terms
referring to self-regard are the Q-sort, rating scales, questionnaires
and adjective check lists.

The Q-sort, as developed by Stephenson (1935), and modifications
of the Q-sort, have frequently been employed to measure the self.

Wylie (1961, p. 41) describes the application of the Q-sort as follows,

19

"In the typical application of this technique a large number of
personality-descriptive items are sorted by S into nine piles which
are arranged on a continuum according to the degree to which they
are characteristic of S's self. " The items are forced into;a "quasi-
normal" distribution. Rogers has been influential in the refinement
of the Q-sort, and has used the Q-sort to measure a subject's real
self and ideal self in therapy situations. Wylie (1961) provides an
extensive list of Q-sorts that have been developed.

Rating scales, questionnaires and adjective check lists, as
used to measure the self-concept, may be divided into four types.
Wylie (1961, p. 65) describes the four types of these measurement
techniques,

1 - Those which purport to tap self-acceptance directly;

1. e. , by asking S how he feels about his standing on the stated

characteristics;

2 - those which use this direct approach and also derive

a discrepancy score between separately obtained self and

ideal ratings, answers or checks;

3 - those which utilize mainly a self-minus-ideal dis-
crepancy score . . . ;
4 - those which rely on S's report of actual self only,

with the ideal end of the scale being assumed by E, or the

fa‘vorability‘ of the terms being de'finedvin-tef'ms' of external '

judged opinions of desirability.

An extensive list of rating scales, questionnaires, and adjective
check lists, used to measure the self, has been compiled by Wylie
(1961).

Self-concept theorists, in dealing with an inferred variable, have
encountered difficulty in developing appropriate observable indices for
their constructs. The necessity of remaining within the realm of one's
conscious perceptions of one's environment, and of the self as seen in
relation to the environment, has presented specific requirements as to

the type of measurement techniques which may be used. The phenomeno-

logical orientation of self—concept theorists has necessitated Q-sorts,

20

check lists, and questionnaires as means of measurement of the
phenomenal self. To the writer's knowledge no recent measurement
technique has followed the assertion of Hilgard (1949) that the self-
concept can be better inferred from projective techniques than from
subjects' self-reports.

Wylie (1961) found little evidence of construct validation of
self-concept measures in her survey of self-concept measures.

Wylie (1961, p. 39) writes,

One finds that a very wide range of instruments has been
used to measure various aspects of the phenomenal self, most
of them having been used in only one study. Many of the articles
give incomplete descriptions of the instruments or no real
description at all, and no publicly. available source is given for
the reader to follow up, should heIWish'vto know more about
specific instruments, item content and the like. . Consequently
it is difficult or impossible for the critical reader to make any
confident inferences as to what variables might be influencing 58'
responses. In the majority of studies no reliability estimates
are given, and those that are presented are mostly of the split-
half or interjudge variety, giving no indication of stability on
retest. The problem of any kind of validity is often bypassed
entirely, being substituted for by assumptions of face validity,
or reliance on the reader to infer what he will from whatever
statement of operations is given.

The-question of equivalence of measures of self-concept, however,
has been approached by Crowne, Stephens and Kelly (1961).

The authors discuss a number of measures of self—acceptance
and give special consideration to Raimy's measure of self-acceptance
(1948), providing a categorization of self-referent statements in client-
centered therapy; The Chicago Q-Sort (Butler and Haigh, 1954), intro-
ducing the discrepancy between the self-concept and the concept of ideal
self as an index of self-acceptance; and Bills (Bills, Vance and McLean,

1951) adjective rating scale incorporating the self-ideal discrepancy

model in the Index of Adjustment and Values. They write (1961, p. 101)

21

concerning these measures, "These measurement procedures were
derived from Rogers' (1951) personality theory, and among the many
tests of self-acceptance, probably represent the clearest operational
expression of the concept as it is found in his theory. "

Crowns, Stephens and Kelly subjected four self-acceptance tests
to an approximation of the correlation validation model proposed by
Campbell and Fiske (1959). For this investigation, the convergent
validity of several tests, grouped by measurement models, of the same
variable, namely self-acceptance, was studied. Tests used for the
validation study were the Self-Acceptance questionnaire (S. A. question-
naire) (Crowne, 1959), which is a modification of the Chicago Q-sort;
the Index of Adjustment and Values; the Buss scale (Buss and Gerjuoy,
1957), which is composed of sixteen groups of adjectives; and the Gough
Adjective Check List (A.C.L.) (Gough, 1950, 1955, 1960), which is
composed of three hundred adjectives.

The mean intercorrelations of the tests were . 53 for male subjects
and . 52 for female subjects, both of which represented highly significant
correlations for the tests. Tests based on the same measurement
model were more highly correlated than tests based on different measure-
ment models.

A second part of the study involved the equivalence of the self-
acceptance tests and their utility in predicting a dependent variable of
adjustment. The A. C. L. , the Buss Scale, a Semantic Differential
technique, the S. A. questionnaire and the Incomplete Sentence Blank
(Rotter and Rafferty, 1950) were employed for this part of the study.

All intercorrelations were significant at the . 05 or . 01 level.

Research Concerningthe Self-Conc ept

 

of Nursery School Children

 

The self-concept, at the preschool level, has not shared the

popularity of the area for research and the deve10pment of measurement

22

techniques which is found at the school age and adult levels. - Research
based on the self-concept of the pre-school child has been negligible.

- Louise Bates Ames (1952) observed children's verbal behavior
in a nursery school setting, and in detail, described their self-initiated,
responsive and general verbal behavior. Verbal interaction observed
was related to the developing sense of self of the nursery school child
and the changes which occurred in the manner in which he saw himself
and his roles in relation to others. No attempt was undertaken to

measure the self concept of the children observed.

. ' CHAPTER III

METHODS AND PROCEDURES

The fact that the four-year-old child has a self-concept that can
be measured has been supported in the preceding chapters. The pur-
pose of this study was to develop a scale for the measurement of the
self-concept of the four-year-old nursery school child as perceived by
the child's teacher. A teacher rating scale, which would provide an
efficient and usable measure was established as the type of measure-
ment technique which could be developed within the time and financial
limits of the study. - In this chapter the procedures for developing the
teacher rating "Self-Concept Scale,‘" the criterion situations used for
validation of the scale, and the procedure for statistical treatment of

the data will be presented.

Selection and Description of Sample

 

The subjects for this study were forty-one four-year-old nursery
school children. , Subjects were drawn from three nursery schools in
the Lansing-East Lansing; Michigan, area- Entrance requirements
of the nursery schools are such that differences in environmental back-
grounds of the children may be presupposed. It was anticipated that a
more representative sample of nursery school children would be
obtained by selecting subjects from the three nursery schools than if
subjects had been selected from only one nursery school. Fourteen
subjects, comprising the total number of four-year-old children
enrolled, were chosen from the Community Nursery School, Lansing,

Michigan. The Community Nursery School is a Day Care Center .

23

24

supported by the United Fund of Lansing, established to provide full
day care for children whose mothers must work for financial reasons.
A Fourteen subjects were selected from the Laboratory Pre-School,
Michigan State University, East Lansing, Michigan. These subjects
represented all of the four-year-old children in two groups at the
beginning of the interview period. The‘Laboratory Pre-School is
primarily a laboratory nursery school with facilities for observation
and participation for Child Development students as well as a nursery
school for preschool children. Thirteen subjects, comprising the
total number of children in one group, were selected from Spartan
Nursery School, Michigan State University, East Lansing, Michigan.
- Spartan Nursery School is a cooperative nursery school for children
of Michigan State University students, and also provides facilities

for observation and participation for Child Development students.

The majority of Spartan Nursery School families live in Michigan State
University married housing.

Children are enrolled in the various nursery schools on the
basis of position on a waiting list. Children at Laboratory Pre-School
and Spartan Nursery School are placed in various groups on the basis
of chronological age.

The following Table 1 shows backgrouns information of subjects

as represented in the three nursery school groups.

As sumptions and Hypothe s e s

 

The following assumptions were made concerning the development
of the teacher rating. "Self-Concept Scale. 3’

. Assumption 1. Four year old children possess a sufficient aware-

 

ness of self to enable measurement of the self-concept.

25

TABLE 1

BACKGROUND INFORMATION OF SUBJECTS
AS REPRESENTED IN GROUPS

 

 

 

 

 

 

Community Laboratory Spartan Total
N. 5. Preschool N- S.
Group 1 Group 2
Sample Size 14 7 7 13 41
Boys 10 1 5 9 25
Girls 4 6 2 4 16

Mean Chronological Age
Years 4.47 4.18 4.34 4.62 4.44
Months 53.64 50.14 52.12 55.38 53.28

Occupation of Wage Earner
Professional (other than

professor) l l 2
M.S.U. professor 4 9
Business 1 2 3
Student 13 13
Clerical,
Secretary 2 2
Laborer
Skilled 2 2
Unskilled 6 6
Other 2 2
Median Age of Parents
Fathers 34 38 42 31 35
Mothers 31 36 34 29 32
Number of Siblings
Only Child 5 1 l 0 7
One 2 3 3 4 12
Two 3 2 l 5 11
Three 4 l O 4 9
Four 0 0 l 0 1
Five 0 0 1 0 l
Ordinal Position in Family
First 7 4 3 5 19
Second 4 l 2 7 14
Third I 2 0 1 4
Fourth 2 0 1 0 3
Sixth 0 O l 0 I

26

Assumption 2. Teachers' ratings can be used as one kind of

 

measure of children's self-concepts.

Assumption 3. Criterion situation ratings would serve as one

 

kind of measure of children's self-concepts.

Assumption 4. Constituents of the self-concept included in the

 

initial selection of items for the teacher rating "Self-Concept Scale"
were representative of a large number of percepts included in the
self-concept.

The major hypothesis for this study was as follows.

Hypothesis 1. There is a relationship between teachers' ratings

 

of children on the "Self-Concept Scale" and the experimenter's ratings
of their feelings of adequacy on the criterion situations.

It was expected that children who ranked high on the teacher
rating "Self—Conc ept Scale" would also rank high on the criterion situ-
ation ratings. - Children who ranked low on the teacher rating "Self-
Concept Scale" were expected to rank low on the criterion situation
ratings.

The statistical hypothesis which was tested for significance at
the . 05 level with the Phi coefficient was as follows.

Statistical Hypothesis. There is not a relationship between

 

teacher 3' ratings of children on the "Self-Concept Scale" and the experi-
menter's ratings of their feelings of adequacy on the criterion

situations.

Selection of Initial "Self-Concept Scale" Items

 

The initial selection of items for the "Self-Concept Scale" was
completed after a search of literature concerning the self-concept and
descriptions of the behavior of the four-year-old child. Those items
selected were formed from a synthesis and modification of those used

in measurement of the self-concept of adults and school age children

27

(Bills, 1951; Katz, 1956; and a rating scale entitled "A Research
Project on the Selection of Clinical Psychologists, 1947).

Bills' (Bills, Vance and McLean, 1951) Index of Adjustment and
Values is a forty-nine item scale which was used to sample the concept
of the self and to measure acceptance of self. A five point scale was
employed on which the subject checked whether he considered the item
characteristic of himself seldom, occasionally, about half of the time,
a good deal of the time or most of the time.

Irving S. Katz's modification of Broanain's scale (Katz, 1956)
included twenty items on which subjects rated themselves on a ten
point continuum as rank in class.

Bipolar items were also selected from Scales A and B of a rating
scale entitled "A Research Project on the Selection of Clinical
Psychologists."

The twenty-three bipolar items selected for the teacher rating
"Self-Concept Scale" were arranged for scoring on a seven point con-
tinuum in the manner of the Semantic Differential. Os good, Suchi
and Tannenbaum (1957, p. 76) write,

Although we often refer to the semantic differential as
if it were some kind of 'testif’ having some definite set of items
and a specific score, this is not the case. To the contrary,
it is a very general way of getting at a certain type of information,
a highly generalizable technique of measurement which must be
adapted to the requirement of each research problem to which it
is applied. ‘

The rationale for the use of the semantic differential for this scale
was that the bipolar items, which expressed constituents of the self-
concept, could be rated easily by the teachers, on an expansive enough
continuum to provide for variance in degrees of the characteristic in
individual subjects.

The twenty-three bipolar scales were rated, for each subject

against three concepts (the concepts representing stimulus terms to which

28

the checking of the scales is a terminal response.) (Osgood, . Suchi

and Tannenbaum, 1957, p. 77) The concepts and corresponding

bipolar scales were as follows. . (Also see Appendix A.)

Conc epts

Manner of Approach

Manner of C0ping with
Problem Situations

Integrative Aspects
of Behavior

Bipolar Scales

 

adventurous

as s ertive

calm, compos ed
careful

c onfident

courageous
independent

alert, observant
imaginative

persistent,
per severing

purposeful,
determined

c ompetitive
c ompliant

considerate

consistent

cooperative

friendly

kind

merry, gay

able to give
expression to
feelings

poised

pleasant
humorous, funny

cautious
submissive
easily upset
reckless,
car ele s s
uncertain, doubting
ability
timid
dependent

inattentive

unimaginative ,
m echanic al

impatient

aimle s s , haphazard

noncompetitive
stubborn,
obstinate
inconsiderate
inconsistent
obstructive
antagonistic
cruel
depressed, gloomy
limited in ability
to give expression
to feelings
nervous, excitable,
wrought up
unpleasant
humorless

29

Selection. of Criterion Situations

 

A set of criterion situations in which a child's feelings of
adequacy could be evaluated by a trained observer was designed to
provide a means of validating the teacher rating "Self-Concept Scalei'f'
Two situations in which a child's feelings of adequacy to verbal stimuli
and four situations in which a child's feelings of adequacy, to perform-
ance stimuli could be rated were included in the final set of situations.

An introductory sample situation, which was not scored, con,-
sisted of the stringing of five beads ‘of alternating colors by the experi-
menter and the subsequent stringing -of the beads by the subject.

The verbal situations were as follows.

1 - Ways to Feel. The subsets of this situation provided a

 

basis for rating the subject's ability to express feelings and to cope
with hypothetical situations including a way to cope with beinglost on
a street corner and not being able to find his mother in a grocery store.

2 - Nursery School. The subsets of the nursery school

 

situation provided a basis for evaluating the subject's expressed [feel-
ings concerning various aspects of the nursery school.

The performance situations were designed in each case to provide
for differing degrees of difficulty in performance tasks and to provide
a means of measuring a subject's feelings of adequacy during the per-
formance of such tasks- Spontaneous verbalizations and situational
indications of adequacy were used as bases for ratings.

The performance situations were as follows.

 

l - Modified Porteus Maze tests (ages 4 to 8). The series
of Porteus Maze tests, Vineland Revision, were administered in
accordance with standard instructions (Porteus, 1959, pp. 156-159),
with the exception of the hypothetical rat and cheese stimulus being
changed to the subject and his house. Subjects were rated on feelings

of adequacy in performance of the maze tests.

30

2 - Blocks. The subject was, in the first subset of the
block situation, requested to build a block bridge just like the one
which the experimenter built. Blue and orange blocks were alternated.
In the second subset of the block situation, the subject was told that a
particular child in the group (constant over the group) had built a block
tower "this high" (9 one and three-fourths inch blocks), and was in-
structed to build one "this high" also. Blocks were again alternated in
color. The subject's feelings of adequacy were evaluated in building
the block bridge and block tower.

. 3 - Bolts and Nuts. Three bolts with diameters of 3/8 inch,

 

1/4 inch, and 1/8 inch were given to the subject in sequence from large
to small with a group of eleven nuts varying fromvlarger than the 3/8
inch bolt to smaller than the 1/8 inch bolt with the instructions, "Can
you put the one that fits on this bolt. " The subject's feelings of adequacy
were evaluated in performance of the bolts and nuts tasks.

4 -- Piggy Bank and Gum Ball Machine. In this situation, the

 

experimenter gave the subject a transparent glass piggy bank and five
pennies which were counted by the experimenter. The first subset of
the situation involved the inserting of the pennies into the bank. -When
the pennies had been inserted in the bank, a gum ball machine was
presented, and the procedure for obtaining a gum ball was demonstrated.
The subject was told, "If you can get a penny out of the bank, you can
get a gum ball. " It was anticipated that this would provide a situation
with high motivational force. Thepresence of a visible reward in the
subject's field was expected to produce high motivation toward perform-
ing the task of obtaining the penny from the bank.

In each situation, spontaneous verbalizations and situational com-
ments were recorded on the scoring blank. Feelings of adequacy for
each subset of each situation were scored on a five point continuum from
+2. (very adequate) to -2 (very inadequate). (See Appendix B for

criterion situation directions and scoring blank.)

31

Validation of Experimenter's Ratings

 

Four 4 year old nursery school children, not included in the
sample, were rated on the criterion situations simultaneously by
Dr. Martha Dale, Dr. William Stellwagen and the experimenter previous
to the interviewing of any of the subjects. In this manner the experi-
menter's scoring procedure was checked against that of the two
advisors.

The criterion situation interview for each fourth subject was
tape recorded. The experimenter's advisor, Dr. Martha Dale, checked
the recordings against the experimenter's ratings to determine whether
or not the manner of scoring was consistent over the period of inter-

viewing .

Procedure for Teachers' Ratingiof the

 

"Self-Conc ept Scale"

 

Teacher rating "Self-Concept Scales" for individual subjects were
given to the subjects' respective teachers at the time of the initial
interviewing of the nursery school groups. ' "Self-Concept Scales" were
rated by the teachers during the time that their respective groups were
being administered the criterion situations. The scales were rated in
accordance with directions modified from Osgood, Suchi and Tannenbaum
(1957, pp. 82-83). 7 (See Appendix A.) After interviews with subjects
were completed in the respective groups, the "Self-Concept Scales" for
that group were obtained from the teacher. Teachers were not given
any indication of subjects' performances on the criterion situations until
the collection of the "Self-Concept Scales," nor did the experimenter
have access to the scales until interviewing was completed. Laboratory
Pre-School subjects and Spartan Nursery School subjects were rated by

the head teachers of the sample groups, Miss B. Suzanne Torrey and

32

Miss Betty Garlick, respectively. Three full time teachers are em-
ployed at the Community Nursery School, and subjects' ratings were
combined evaluations by the head teacher, Mrs. Ruth Richardson

and the two assistant teachers.

Procedure for Administering Criterion Situations

 

The criterion situations were administered to each subject
individually by the experimenter. The order in which subjects were
selected for administration of the criterion situations was dependent on
those subjects present on a particular day, and those subjects not en-
gaged in thematic or creative play at a particular time. - Half of the
subjects in each group were given the verbal situations first and the
remaining half were given the performance situations first. 'In this
manner the possibility of influence on the ratings due to presentation
order would be balanced.

. Subjects were interviewed in the office of the Community Nursery
School, in an unused playroom at Laboratory PreSchool and in an
additional building used for office space at Spartan Nursery School.

In each case the subjects were familiar with the room used for the
interviews, and the area was kept as free as possible from inter-

ruptions .

Statistical Treatment of Data

 

Subjects were divided' into two groups for administration of the
teacher rating "Self-Concept Scale" and the criterion situations.
Community Nursery School subjects and seven of the fourteen Laboratory
Pre-School subjects were included in the first group; these subjects'
ratings were to be used for selection of items. - Spartan Nursery School

subjects and the seven remaining Laboratory Pre-School subjects were

 

33

included in the second group; these subjects were to be interviewed
on the criterion situations and r ated on the selected items.

After the data were collected for the twenty-one subjects initially
rated and interviewed, mean verbal, mean performance and mean total
ratings were obtained for each subject on the criterion situations.
Teacher rating "Self-Concept Scale" ratings were dichotomized as
high (+3, +2, and +1) and low (0, -l, -2, and -3) for each bipolar item.
Mean verbal, mean performance and mean total criterion situation
ratings were dichotomized as high (+ 2 and +1) and low (0, -1, and -2).
Scores for each subject for each "Selvaoncept Scale" item and for the
mean criterion situation ratings were then compared. Tables pooling
the twenty-one subjects' ratings for the teacher rating "Self-Concept
Scale" items against their mean verbal, mean performance and mean
total criterion situation ratings were set up in the following manner.

Teacher Rating "Self-concept Scale"
, Item (Bipolar Scale)

High Low
Mean (Verbal, High a b
Performance, or
Total) Criterion
Situation Low c d

A subject obtaining a "high" rating on the teacher rating "Self-
Concept Scale" and a high fnean criterion situation rating would be
represented as a frequency in the (a) section. A subject obtaining a low
rating on the teacher rating "Self-Concept Scale", but a high mean
criterion situation rating would be represented as a frequency in the
(b) section, etc.

This procedure was followed in comparison of teacher rating
"Self-Concept Scale" items against mean verbal criterion situation

ratings, then for comparison of items with mean performance criterion

34

situation ratings, and finally for comparison of the items with mean
total criterion situation ratings.

An X score (defined as ad-bc as represented in the above illus-
tration) was then computed for each comparison. The X values were
ranked in order of magnitude. The items which yielded the highest
positive and highest negative values were planned to be selected for
comparison with the criterion situations for the second group of
subjects. The results of the comparisons for the original twenty-one
subjects were, however, not conclusive enough to define a cut-off point
for the scale items. It was then decided that the entire procedure
would be replicated for the second group of subjects to determine
whether support could be obtained for high-ranked items in the com-
parison for the first group of subjects.

The second group of subjects, therefore, was rated and inter-
viewed in accordance with the same procedure as the first group of
subjects, using the same teacher rating "Self-Concept Scale" items
and the same criterion situations.

The test of statistical significance which was selected was the
phi coefficient (See Edwards, 1957,. pp. 214-216 for detailed discussion).
The phi coefficient applied to the selection of items with assumptions for

nominal data. The phi coefficient was defined for each item as
g _ ad - bc

r " (a+b)(b+d)(a+c)(c+d) °

phi coefficients are described on page33.

 

The components for the calculation of the

A phi coefficient was computed for each teacher rating "Self-
Concept Scale" item as compared against the mean verbal, mean
performance and mean total criterion situation ratings, for Group 1
and for Group 2, where each subject was represented as a frequency in
the comparison.

. No measure of reliability which may be considered to be a test
of statistical significance was applied to the items, For descriptive

purposes, a pooled probability was obtained for the items which were

35

significant at the . 05 level. This pooled probability represented the
product of the defined level of significance (.05) of the phi coefficient
for the group in which the item was significant multiplied by the prob-
ability of obtaining a significant phi coefficient by chance for the other
group. A significance level of . 01 was established for the pooled prob-
ability for descriptive purposes only.

The results of the statistical treatment of the data are presented

in Chapter IV, in Tables 2, 3 and 4.

CHAPT ER IV

PRESENTATION AND DISCUSSION OF RESULTS

The results of this study are shown in the following tables:
Table 2, showing the phi coefficients representing the comparisons
between mean verbal criterion situation ratings and teacher rating
"Self-Conc ept Scale" items; Table 3, showing the phi coefficients
representing the comparisons between mean performance criterion
situation ratings and the teacher rating "Self-Concept Scale" items;
and Table 4, showing the phi coefficients representing the comparisons
between meanetotal criterion situation ratings and teacher rating

"Self-Conc ept Scale " items .

Discussion of Results

 

The results of this study, as presented inTables 2,. 3, and 4,
will be discussed in accordance with Hypothesis 1, which will be
repeated here for clarity.

.Hypothesis 1. There is a relationship between teachers' ratings

 

of children on the "Self-Concept Scale" and the experimenter's ratings
of their feelings of adequacy in the criterion situations.

To facilitate discussion of the results, those items which yielded
significant phi coefficients when compared with the criterion situations
will be discussed first. The non-significant items will then be dis-

cussed.

36

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Items Which'Were Significantly Related to

'i Criterion". Situation Ratings

Analysis of the data for Group l'showed only one item which
could be selected for the "Self-Concept Scale" on the basis of relation
to the verbal criterion situation ratings; The item, "able to give
expression to feelings--limited in ability to give expression to feelings, "
yielded a phi coefficient significant at the . 05 level when compared with
the mean verbal criterion situation ratings for Group 1. The compari-
son of this item with the verbal criterion situation ratings for Group 2
did not support the finding for Group 1.

The significance of the item for verbal criterion situations, but
not for performance situations, may lie within the nature of the item.
The item and the verbal criterion situations both provided a verbal
basis for ratings. The ability to express feelings would noticeably
influence ratings of feelings of adequacy in verbal situations, but would
not be as readily apparent in performance situations. It may be sug-
gested, however, that although ratings for performance situations
were based on the performance element of the situation rather than
the ability. of the subject to express feelings, this aspect of the apparent
self-concept may have influenced spontaneous verbalizations.

This item was also significant when compared with mean total
criterion situation ratings for Group 1. Aspects of the self-concept
that are apparent in a brief or continuing, interaction need to be con-
sidered in the light of the high relationship of teachers' and the
experimenter's ratings of the ability to express feelings.

The item, "persistent-impatient, “ was significant when compared
with mean verbal criterion situation ratings for Group 2., but ap-
proached a. zero correlation for Group 1. The item was not significant
for either group when compared with performance situations, but

yielded a significant phi coefficient when compared with mean total

41

criterion situation ratings for Group 2 only. It may be noted that
subjects in general found the performance situations especially
interesting. It might be expected, considering the nature of the situ-
ations and the short duration of a child's attention span, that individual
differences in persistence would be more readily apparent in situations
in which interesting concrete objects were not within the visual field

of the subject. Counterbalancing the order of presentation of the situ-
ations, however, may have influenced the comparisons. The discrep-
ancy between the phi coefficients indicates that the significant result
for Group 2 may have been a chance finding.

The item “clam-easily upset" was significant when compared
with performance criterion situations for Group 2 but not for Group 1.
The item, when compared with verbal criterion situations differed
widely for the two groups, but was consistently high when compared
with performance situations. - The nature of the two types of criterion
situation stimuli may again be a factor in the relationship of the
criterion situations to the item. \As observed in the nursery school,

a child may be seen as calm or easily upset in either verbal or
performance situations. The performance criterion situations,
however, in requiring the subject to perform rather than to express
himself verbally, were more sensitive to indications of a "calm" or
"easily upset" subject as rated by the teacher than were the verbal
criterion situations.

The itemJ'poised-nervous" was also significant when compared
with the performance criterion situations for Group 2 and with the
mean total criterion situation ratings for Group 2. The phi coefficients
obtained for this item were somewhat related to those obtained for
"calm-easily upset, " and the discussion of the nature of the situations
may be applicable to "poised-nervous" also. When the broad appli-

cations of this term are considered, it would be expected that a child

42

who would be rated as "poised" by a teacher on the basis of continuing
observations would appear to feel adequate during the criterion situ-
ation interview. A child who would be rated as "nervous" by a teacher
would be expected to display "feeli’ngs of inadequacy" in the criterion
situation interview. The limited significance of the item when com-
pared with the criterion situations, however, requires further study
of the item as applied to a child. his possible that the term-"poised"
may imply adult manifestations of experience and so be erroneous in
terms of a four-year-old child. In some instances, differential ratings
may have been obtained due to the observer-child nature of the criterion
situations as compared with the group interaction setting in the nursery
school.

The item,- "humorous-humorless, " was significant when com-
pared with the performance situations for Group 1. The item was
also significant for Group 1 when compared with mean total ratings.
Phi coefficients for the item-as compared to performance and total
criterion situation ratings for Group 2 were negative, which indicates
that the item probably provided a basis for selection in Group 1 because
of chance factors. - It appears that one needs to consider the nature of
humor in a child and the relative insensitivity of a set of criterion
situations of this nature to this aspect of children's emotions. A possible
explanation may lie in a relationship between what is evaluated as an
adequate phenomenal self and the ability to express humor. - If an
adequate phenomenal self means being able to accept into its organi-
zation any and all aspects of reality, and a person who feels inadequate
to deal with his perceptions of reality feels threatened by such per-
ceptions and is likely to reject or distort them (Combs and Taylor), the
adequacy of the self as it appears to an observer may be related to
indications of humor. It may be noted that a close relationship is found

between the phi coefficients for "ability to give expression to feelings -

43

limited in ability to give expression to feelings" and: "humorous -
humorless. " It is possible that these aspects of the apparent self-
concept may be functions of a common denominator.

The item, "merry-depressed,- " was significant when compared
with the total criterion situation ratings for Group 1 only. - "Merry-
depressed" encompasses much of the apparent self-concept, and
would be expected to relate to an overall mean rating of feelings of
adequacy. It is possible that, especially at the extreme ends of the
scale, the item as rated by the teacher would be apparent in feelings
of adequacy as rated by an observer. This may be an aspect of the
apparent self-concept, that unless observed in extremes, is not
consistent. The nature of the terms "merry" and "depressed" may
also require consideration in terms of a four-year-old child. Whereas
a "depressed" child may manifest this appearance in singular or group
behavior, "merry" may b e better expressed in a group situation.

It is possible that "happy" would have been a more appropriate term.

Items Which Were Not Significantly Related

to Criterion Situation Ratings

The items which will be discussed in this section were not sig-
nificant at the . 05 level when compared either with the mean verbal,
mean performance or mean total criterion situation ratings with the
phi coefficient. They were considered to fail to provide a basis for
selection of items for the teacher rating "Self-Concept Scale. "

A possibility exists that the criterion situations provided a
measure of a different nature than did the teacher ratings of the
"Self-Concept Scale. " An important aspect of the differing measures
of subjects' apparent self—concepts lies in the group nature of the
nursery school as compared to the criterion situation interaction of an

observer and 'an individual subject. It appears that difficulty may have

44

been encountered in obtaining a measure reflecting the items;
"competitive-noncompetitive, " "compliant- stubborn, " "considerate-
inconsiderate, " "cooperative-obstructive, " “friendly-antagonistic, "
"kind-cruel" and "pleasant-unpleasant, " largely due to the nature of
the criterion situations. ‘Some characteristics require a group
setting for observation; the type of criterion situations used would be
little influenced by these characteristics of the apparent self-concept
unless shown in extremes. One of these items, "friendly-antagonistic, "
was rated "high" for each of the forty-one subjects, and so did not
discriminate. It would appear overall that these items essentially
were not related to the criterion situation ratings in this study.

A further inability of the criterion situations to gain a compara-
ble measure of the apparent self-concept of the subject is reflected in
the item "consistent-inconsistent. " Consistency of behavior over a
period of time could not be observed in a thirty-minute interview.

Some aspects of the apparent self-concept as it was rated by the
teachers appeared not to have been related to the criterion situation
ratings. There is a possibility that an optimum rating lies toward a
more medium point than the extremes of the "assertive-submissive"
scale. The characteristic of "careful-reckless, " although ratings
were related more closely to performance criterion situations than
to verbal criterion situations, probably did not influence criterion
situation ratings to a great extent. The criterion situation appeared
to be insensitive to "adventurous-cautious" as rated by the teachers.
Ratings of the item, "independent-dependent" also appear not to have
been related to the criterion situation ratings.

A positive correlation was expected between the criterion situ-
ation ratings and the teachers' ratings of the subjects for the item,
"confident-uncertain. " The phi coefficients for this item, however,

were in each case low. The nature of the group situation as contrasted

45

with the interview situation presents the possibility that different
behavior may be observed in the two situations. It is possible that

a child who appears to be either confident or uncertain in a group
situation may appear to be the opposite in an interview situation.

This may be the result of changing the psychological field of the child.

Findings of the study indicate a need for consideration of the
meanings of the various aspects of the self-concept included in the
teacher rating "Self-Concept Scale" in relation to children's behavior.
"Self-Conc ept Scale" items may have different meanings to different
adult raters, some of which may be erroneous in regard to the actual
aspects of the four-year-old child's self-concept. ‘For example,
"courageous-timid" may have a meaning to adults which is not applicable
to the four-year-old child. A question may also be raised as to whether
or not the nursery school situation or the criterion situations can
provide bases for ratings of "courageous" in the extreme context of
the term. The item, "imaginative-unimaginative" may also be con-
sidered in terms of the meaning applied to children's behavior. - Four
year old children who engage in dramatic or fantasy play may be
consider ed to be imaginative. It may be questioned whether or not
this is an aspect of the apparent self-concept that can be discriminating
at this age.

The item,‘ "alert-inattentive, ” also requires closer study in
terms of the four year old child. It is possible that a child may be
rated as alert by the nursery school teacher, but not be motivated to
perform so as to obtain a high rating on the criterion situations.
Conversely, a child who appears inattentive in the nursery school
setting may be highly motivated in the criterion situation interview
and so be rated as having high feelings of adequacy. Individual dif-
ferences in attention span may influence both ratings of "alert-

inattentive" and feelings of adequacy in the criterion situations.

46

The above comments may apply to the item, "purposeful-
aimless. " A need is indicated for further consideration of the bases
for ratings of children's feelings of adequacy in the criterion situations
as compared with teachers' ratings of the "Self—Concept Scale" items.

The teacher rating ”Self-Concept Scale" items discussed in this
section may or may not be important aspects of the apparent self-
concept, but were not significantly related to the criterion situation

ratings in this study.

Further Considerations

 

If the self-concept is thought of as a unitary percept, and the
teacher rating "Self-Concept Scale" items are thought of as representing
this percept, it would be expected that variation in an individual sub-
ject's rating by a teacher would be slight. Teachers' ratings of the
individual subjects showed variationfrom item to item. For example,
all forty-one subjects were rated as) ”high" for the item, "friendly-
antagonistic. " Although greater consistency was found in the criterion
situation ratings, variation was also found withinindividual subjects'
criterion situation ratings. - Considerationmay be given to the per-
ception of the self-concept by a rater. Consideration may also be given
to the raters of the subjects. Some of the factors which may have in-
fluenced the ratings include the background of the teachers, of the
interviewer, the duration of their experience with children and the fact
that there was only one man among the raters. ‘ Teachers who observe
a child's behavior inmany situations in the nursery school over a
period of time may see him in a light different from that of an observer
in a thirty-minute interview.

If a strictly phenomenological explanation of the self-concept is
accepted, the individual alone can give an indication of his self-concept.

This would account somewhat for discrepancies between teachers' and

47

an observer's ratings of apparent self-concept. An inferred measure
of the self-concept, as proposed by Hilgard, would require greater
depth of measurement than was given in either the criterion situations
or the teacher rating scale, but it would appear that the criterion
situations should provide a more accurate reference for a measure of
inferred self.

Some differences may be attributed to the fact that the ratings
made by the teachers were based upon many observations which ex-
tended over various periods of time; the observer's ratings were based
upon findings in a single interview. - Katz (1956) found, however, that
a temporal measure of the self was surprisingly highly related to
other consistency measures of the self-concept. By administering an
inventory at different times, Katz presumed that a more longitudinal
measure of self-regard was obtained. 9 Katz, (1956,. p. 40) writes,

"A person gives himself discrepant evaluations when asked to evaluate
himself from different frames of references, according to Brownfain,
because he 'is sufficiently the victim of circumstances, of threat
emanating from the environment or from his own unconscious impulses
that the definition of self is to a large extent controlled by changing
situations over which he has no control. '" “The possibility that the
subjects‘ provided bases for evaluation from different frames of references
is quite plausible.

The nature of the findings presented causes one to evaluate
critically the validity of a measure of apparent self-concept. One may
question whether or not an observer's ratings of a child's feelings of
adequacy have credence in terms of a child's perceptions of his own
abilities and capacities; ratings by an observer may not be representative
of a child's actual perceptions of himself.

Raimy (in Sarason, 1962, p. 337) aptly states,- "M we perceive

in ourselves (the Self-Concept) may have only partial correspondence

48

with what other people perceive in us or the so-called objective
personality. Yet, as always, we behave in accordance with our own
perceptions even though the opinions of others or the urgencies of
our biological make up interact to influence our perceptions of our-
selves. "

This is not to deny the usefulness of a teacher rating scale of
this nature or to imply that it does not reflect what may be understood
about a child beyond the scope of his self-appraisal. An efficient
teachers rating scale, with items carefully selected, finds use in terms
of comparisons of teachers' ratings and the ratings of parents or
others. Teachers, through a scale, could possibly gain a measure
of their evaluations of children. The actual measurement of per-
ceptions of the self, however, cannot be obtained through teachers'
ratings. In this discussion, the scale has been referred to as a
teacher rating. "Self-Concept Scale!' to indicate that the apparent self-
concept was evaluated by teachers' ratings. The scale is a measure
of teachers' perceptions of what children think of themselves.

One of the problems encountered in the modification of a scale
developed for adults for use at the preschool level is the meaning of
self-referent terms when applied to children. ~ There is a definite
need for further study in this area. A verbal frame of reference; in
which children could evaluate themselves would provide an applicable
basis for measurement of the self-concept at the pre-school level.

~ If, as the literature indicates, difficulty is encountered in con-
structing a valid measure of the self-concept, more thinking may
need to be done at the theoretical level as to what the self-concept
actually involves. The self-concept is understood to be a significant
unitary factor in an individual's behavior. Perhaps to measure the
self-concept adequately, other variablesmust be identified and con-

trolled. - Further consideration may be given as to what is actually

49

meant by the percept that is called the "self-concept" or "self-regard. "
One may question whether or not James was correct in assuming a
hierarchy of empirical selves and a knowing self. The question-may

be asked as to whether the self-concept is a series of percepts--

which have some relation to other behavioral phenomena and which

have not yet been identified in relation to the self-conc ept.

As far as the teacher rating aspects of the problem areconcerned,
one» may ask whether or not the results of a study which involved a
. scale constructed with teachers ratings and validated with an observer's
ratings were influenced by raters' perceptions of themselves and their
different backgrounds. It is hoped that these relationships will eventually
be identified, the theory expanded, and techniques developed for
measurement of parts of the self-theory. If perceptions of others'
reactions to the individual influence the self-concept, the origin of
these influences needs to be studied; basically, what influencesper-
ceptions of others' perceptions of the individual.

A brief comment on the differentiation of overt behavior and the
underlying features of behavior-may be pertinent to this discussion.
Hollander (in David and Brengelmann, 1960, 211) considers the issue
as follows, "What continues to perplex, however, is thelinkage between
these underlying features and the overt behaviors which are observed.
Are these related? And if so, by what mechanisms do the former
‘mediate their influence to the latter? ' What of behaviors at the 'surface'
which appear to have little relevance to the 'core' ? May we accept
these as in some way indicative of the nature of that 'core' ?"

'If teachers continue to evaluate children, in scale form or in
other forms, consideration must be given to this linkage between
- "surface" and "core" behavior.

Consideration must also be given to the developmental aspects

of the personality. Allport (1955, p- 28) poses the question of the

50

relative importance of earlier and later stages of development.

In the discussion of his position that the foundations of character

are established by the age of three, four or five, Allport (1955, p. 33)
writes, "But for the child who enjoys a normal affiliative groundwork,
and who successfully enters the more advanced stages of socialization,
the situation is different. In his case the foundations of character
were established by the age of three or five, only in the sense that he

is now free to become; he is not retarded; he is well launched on the

 

course of continuous and unimpeded growth. "

Cattell (in Sarason, 1962, p. 104) found that the personality factor
identified as "Ego-Strength" was continuous through the four year level
to the adult level of the scale. Factor loadings, however, changed.
Cattell writes, "In regard to these changes in the test weights in the
pattern to be measured, we may instance that the ego strength factor
in four-year-old children loads freedom from temper tantrums, free-
dom from enuresis, infrequency of headaches and psychosomatic
disorders, infrequency of manifestations of jealousy, etc. "

Cattell found that manifestations of "Ego-strength" changed
but that "Ego-strength" in a "core" sense remained constant. ' The
possibility of a central core of personality which can be manifested in
different behavior presents a challenge for greater longitudinal explora-
tion of the self-concept, with other personality factors considered,
in relation to what is observed by an external source and what is per-

ceived by the individual.

CHAPTER V

ADDITIONAL .INFERENCES

Differences Found Among Groups

 

Although many of the findings of this study were negative,
one of the interesting supplementary aspects of the results was the
differences in ratings of the three sample groups. The following
Table 5 shows the teacher ratings and criterion situation ratings of
subjects collapsed into total mean ratings for the three nursery
school groups. These mean group ratings were not used as a basis

for statistical comparison.

TABLE 5

MEAN RATINGS FOR NURSERY SCHOOL GROUPS

 

 

 

 

 

m m
Nursery School Number Teacher Rating ~Criterion Situations
Group "Self-Concept Group Mean
Scale" Group Verbal Perform- Total
Mean ance
Community
N. S. 14 +0. 158 +0. 2092 +0. 3807 +0. 1936
Laboratory Preschool
Group 1 7 +1.3600 +0.5886 +0.?986 +0.?3?1
Group 2 7 +1.1924 +0. 2471 +0. 2900 +0. 3600
Spartan '
N.S. 13 +1.555 +0.3362 +0.8??? +0.6?08
a . b .
7 pomt scale (+ 3 to -3) 5 pomt scale (+2 to -2)

51

52

When ratings for each subject were collapsed into total mean
values for the nursery school groups, differences still existed in
the ratings. The mean ratings for the Community Nursery School
subjects were consistently lower than the mean ratings of the other
groups for both the teachererating "Self-Concept Scale" and the
criterion situations, with the exception of the performance criterion
situations.

One or both parents of Spartan Nursery School subjects are
Michigan State University students. Fathers of Laboratory Preschool
subjects are primarily Michigan State University professors; the
remaining fathers are employed in other professions. In contrast,
parents of children in the Community Nursery School are primarily
skilled or unskilled laborers, and are predominantly Negro. (See
Table 1, p. 25.) The criterion situations and the teacher rating
"Self-Concept Scale" were developed and pretested with Spartan Nursery
School and Laboratory Preschool children as referents and as pretest
subjects. The supplementary findings, in relation to the backgrounds
of the subjects, presents a possibility that the reference groups for
construction of the measures of apparent self-concept may have been
a limiting factor in the study. In this study, all of the children avail-
able for the Community Nursery School were needed for the final
sample.

It is p.ossible that aspects of the apparent self-concept and values
implicitin the scale have been defined in terms of the reference groups,
and that items operated differentially when subjects from a differing
socioeconomic group were rated and interviewed. It may also be noted
that Community Nursery School subjects attend nursery school five
full days each while their mot hers work, while children at the other
nursery schools have a nursery school experience consisting of from

five hours a week to seventeen hours a week.

53

While it is possible that group differences may have resulted
from chance factors, these supplementary findings are consistent
with discussions of intelligence and socioeconomic and racial dif-
ferences. Jones (in Carmichael, 1954) describes several implications
of status involved studies of intelligence. Jones (in Carmichael, 1954,
p. 648) writes that Davis and Havighurst criticize "existing intelligence
tests as being too narrowly limited to problems of an academic type,
which are not equally relevant, comprehensible or motivating among
children of different social classes. . Support can readily be found for
the argument that current testing methods emphasize subject matter,
problems, and tasks which are more compatible with middle-class than
with lower-class goals and experiences; such tests tend to underpredict
the educability of lower class children. " Jones comments, however,
"Davis's criticisms incur special difficulty with nonverbal tests and
with mental test differences found in the preschool period. "

Jones' comment concerning nonverbal tests is in accordance
with the supplementary finding that ratings for performance criterion
situations were higher for the Community Nursery School group than
for one other group. Laboratory Preschool Group 2 and Spartan
Nursery School mean ratings, however, were higher than the mean
ratings of Community Nursery School subjects.

Jones further comments (in Carmichael, 1954, p. 648), "It may
be useful to repeat once more the generally acknowledged fact that the
validity of mental tests diminishes when we apply them to groups
deviating in cultural norms from the original standardization group. "

On the basis of the criterion situation interviews, it is probable
that differences in motivation due to cultural background may have been \
observed. Emphasis on certain performance and social skills in the
family may have affected behavior in these situations. The special role

of the child whose parent is a university student and the mobility of the

54

family may have influenced the apparent feelings of adequacy which

were rated for Spartan Nursery School subjects.

Areas Indicated for Further Study

 

One of the more challenging areas for further study is found in
the need to develop techniques which will measure the self-concept
as it is evaluated by a child, whether this be through self-referent
statements or projective techniques. Before a self-concept scale for
four-year-old children can be developed, the behavioral variables
which are related to the self-concept must be identified and controlled.
Longitudinal studies present possibilities for obtaining information
about the development and consistency of the self-concept. The aspects
of the self-concept which are relatively stable and those which reflect
developmental characteristics can be approached through longitudinal
research. The meaning and value of aspects of the self-concept as
they apply to a child must not be ignored in studies of this type. This
area could be expanded to include an exploration of what is temporal
and what is durable in terms of the self to the child.

Another area which may be presented for further study is the
relation of behavioral manifestations of the self-concept and the” 'core'
concept. Teachers! , parents' and possibly others impressions of the
child's apparent self-concept can gain meaning through study of the
child's perceptions of himself and others' perceptions of him.

Further experimental work, at the preschool level, when, as
Allport says, the child's foundations of character are established, can
contribute to theory regarding the self-concept. It is possible that
information can be gained, through longitudinal research, as to the
nature of the self. Exploration of the self, as a unitary concept, as

a reflection of others' perceptions of the individual, or as a series of

55

empirical objects, can be begun at this age and so provide bases for

consideration of development at a later stage.

CHAPTER VI
SUMMARY AND CONCLUSIONS

The self-concept, as an important influence on behavior, has
been the basis for a considerable number of theoretical writings
and research during the past several years. The development of the
self-concept has been approached in theoretical writings, but dis-
cussions of the self-concept of the very young child have not been
accompanied by the numerous measurement techniques which are
found in the area of the adult self-concept.

Before research could be conducted concerning the self-concept
of the preschool child, a means of measuring the self-concept of the
preschool child was required. This study developed from a need to
obtain a means of measuring the self-concept of the four-year-old
nursery school child. The specific problem of the study involved
the development of a teacher rating scale which would measure
children's apparent self-concepts, and the validation of the scale with
a set of criterion situations which were also developed during the study.
It was realized that the scale would serve as a measure of apparent
self-concept or the self-concept as it is perceived by another individual.

The twenty-three item teacher rating "Self-Concept Scale" was
developed on the order of the Semantic Differential of Osgood (Osgood,
Suchi and Tannenbaum, 195?), and was based on items from Bills'
Inventory .t Adjustment and Values (Bills, Vance and McLean, 1951),
Katz's modification of Brownfain's scale (Katz, 1956), and Scales A
and B of a scale entitled "A Research Project on the Selection of

Clinical Psychologists" (194?). Verbal and performance criterion

56

5?

situations were developed to provide a means of rating observed
feelings of adequacy of children in an interview situation in response
to verbal and performance stimuli.

The experimenter's ratings of the criterion situations were
validated through simultaneous ratings by two psychologists (the
writer's advisors) and the experimenter with four children. Tape
recorded criterion situation interviews of each fourth subject were
checked by the advisor.

Twenty-one 4-year-old nursery school children were interviewed
with the criterion situations and were rated by their teachers on the
teacher rating "Self-Concept Scale. " Ratings were dichotomized to
provide "high" or "low" ratings for mean verbal, mean performance
and mean total criterion situations, and for each teacher rating
"Self-Concept Scale" item. Mean verbal, mean performance and
mean total criterion situation ratings were compared against each
teacher rating "Self-Concept Scale" item for each subject. The pooled
subjects' ratings of mean verbal, mean performance and mean total
criterion situations compared against each scale item were tested for
statistical significance with a phi coefficient. Teacher rating "Self-
Concept Scale" items were to be selected on the basis of a high
relationship to the criterion situation ratings as obtained by the phi
coefficients. (The selected items were then to be administered to a
second group of subjects. It was found that the results for the first
group were not conclusive enough to define a cut-off point for the items
when the phi coefficients were ranked. The study was then replicated
with the second group of twenty 4-year-old nursery school children.
For descriptive purposes only, a pooled probability for each significant
item was obtained by multiplying the defined level of significance (. 05)

for the group in which the item was significant by the level of significance

58

of the phi coefficient of the item for the other group. This was not to
be considered to be a statistical measure of the reliability of the
items.

The items which were significant at the . 05 level when the
teacher rating "Self-Concept Scale" items were compared with the mean
verbal criterion situation ratings were "able to give expression to
feelings-limited in ability to give expression to feelings" for the first
group and "persistent-impatient" for the second group. - Comparison
of the teacher rating "Self-Concept Scale“ items with performance
criterion situations showed "humorous-hurnorless" to be significant
for the first group, and "calm-easily upset" and "poised-nervous" for
the second group. When the teacher rating "Self-Concept Scale" items
were compared with the mean total criterion situation ratings, "able to
give expression to feelings-limited in ability to give expression to
feelings" and "merry-depressed" were significant for the first group,
and "persistentfimpatient" and "poised-nervous" were significant for
the second group. The above findings, which showed these items to
provide a basis for statistical selection of items for one group, were
not supported through analysis of data for the other group.

The small number, and the type, of items which were found to be
significantly related to the criterion situation ratings leads to a con-
sideration of the nature of behavior which was observed and rated in
the two situations. The data appears to lend support to the aspect of
self theory that what is perceived of the individual by himself may have
only partial correspondence to what others perceive of him. - What is
perceived by others in the nursery school may also have only partial
correspondence to what is perceived by others in an interview situation
with one adult.

The teacher rating "Self-Concept Scale" may have been able to
measure aspects of the apparent self-concept that the criterion situ-

ations could not measure, and some aspects of the apparent self-concept

59

could be observed in the criterion situations but not in the nursery
school. The possibility that the teacher rating scale and the criterion
situations operated differentially in regard to a different socio-
economic group than the one on which the measuring instruments were
standardized was indicated in the findings.

Findings of the study suggest that there is a need for exploration
of the self-concept as approached from the child's perceptions of him-
self and from descriptive terms meaningful in regard to his age group.
Longitudinal research, in which the self-concept could be explored
from an early age to the adult level, would provide a considerable
amount of information about the nature of the self-cone ept and its
relative stability in the life of the individual.

The study, in general, provided few items which could be con-
sidered to be a valid measure of the apparent self-concept of the four
year old nursery school child. Possibilities for further exploration of
the self-concept and its relation to the manner in which an individual's
perceptions of himself are perceived by others were, however, sug-

gested through findings of the study.

1.

4.

VS .1

6.

7.

8.

9.

10.

BIBLIOGRAPHY

Allport, Gordon W. » Personality: A Psychological Interpretation.
New York: Henry Holt and Company, 193?. Pp. xiv + 588.

 

. "The Ego in Contemporary Psychology, "

vPsychological Review, L (1943). 451-478-

 

Becoming. - New Haven: Yale University Press, 1955.

 

(Yale Paperbound, Third Printing, 1961) Pp. ix +106.

Ames, Louise B. "The Sense of Self of the Nursery School Child
as Manifested by TheirVerbal Behavior, " The Journal of Genetic
Psychology, LXXXI (1952), 193-232.

 

Bills, Robert E. , Edgar L.- Vance, and Orison‘S. McLean.
~ "An Index of Adjustment and Values, " Journal of Consulting

Psychology, XV (1951), 257-261.

 

Cattell, Raymond B. - "Foundations of Personality Measurement

Theory in Multivariate Experiment, " in I. G. Sarason (Ed. ),

‘ Conterriorary Research in Personality. Princeton: D. Van
Nostrand Company, Inc., 1962. Pp. 99-111.

 

Combs, Arthur W., and Daniel W. Soper. "The Self, Its Derivative
Terms and Research, " Journal of Individual Psychology, XIII
(195?), 1349-145.

 

Cooley, Charles H. HumanNature and the Social Order. New York:
Charles Scribnerls Sons, 1922. Pp. x + 460.

 

Crowne, Douglas P. ,1 Mark W... Stephens, and Richard Kelly.
"The Validity and Equivalence of Tests of Self-Acceptance, "
Journal of Psychology, LI (1961), 101-111.

 

Edwards, Allen L. Techniques of Attitude Scale Construction.
New York: Appleton-Century-Crofts, Inc., 1957. Pp. xiii + 256.

 

11. Frondizi, Risieri. The Nature of the Self. , New Haven: Yale

 

University Press, 1953. Pp. xi + 209.

60

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

61

Hall, Calvin S. , and Gardner Lindzey. Theories of Personality.
New York: John Wiley and Sons, Inc. , 1957. Pp. xi + 572.

 

Hilgard, Earnest R. "Human Motives and the Concept of Self, "
American Psychologist, IV (1949), 374-382.

 

Hollander, E. P. - "Reconsidering the Issue of Conformity in
Personality, " in Henry P. David and J. C. Brengelmann(Ed. ),
Perspectives in Personality Research. New York: Springer
Publishing Company, Inc., 1960. Pp. 210-225.

 

James William. Psychology: The Briefer Course. Edited and
with an Introduction by Gordon Allport. New York: Harper
and Brothers, 1961. (First published in 1892: New York, Henry
Holt and Company) Pp. vii + 109.

 

Jones, Harold E. "The Environment and Mental Development, "
in Leonard Carmichael (Ed. ), Manual of Child Psychology.
New York: John Wiley and Sons, Inc. , 1954, Second Edition.
Pp. 631-696.

 

Katz, Irving S. "A Study of the Stability of the Self-Concept and Its
Relation to Sociometric Status. " Unpublished Ph. D. Dissertation,
Michigan State University, 1956. Pp. vi + 84.

Mead, George H. Mind, Self and Sociefl. Edited by Charles W.
Morris. Chicago: The University of Chicago Press, 1948.

 

Murphy, Gardner. Historical Introduction to Modern Psychology.
New York: Harcourt, Brace and Company, 1949. Pp. xiv + 466.

Osgood, Charles E. , George J. Suchi, and Percy H. Tannenbaum.
The Measurement of Meaning. Urbana: University of Illinois
Press, 1957. Pp. 342.

 

Porteus, Stanley D. The Maze Test and Clinical Psychology.
Palo Alto, California: Pacific Books, 1959. Pp. 203.

Raimy, Victor C. "Self-Reference in Counseling Interviews, " in
I. G. Sarason (Ed.), Contemporary Research in Personality.
Princeton: D. Van Nostrand Company, Inc., 1962. Pp. 336-344.

"Research Project for the Selection of Clinical Psychologists. "
Unpublished Rating Scale, University of Michigan, ‘1947.

24.

25.

26.

2?.»

28.

29.

30.

62

Roback, Abraham A. History of nghology and Psychiatry.
New York: Philosophical Library, 1951. Pp. 442.

 

Rogers, Carl R. Client Centered Therapy. Boston and New York:
Houghton Mifflin Company, 1951. Pp. 560.

 

Sarbin, Theodore R. ‘ "A Preface to a Psychological Analysis of
the Self, " Psycholoiical Review, LIX'(1952), 11-22.

 

Snygg, Donald, and Arthur W. Combs. Individual Behavior.
New York: Harper and Brothers, 1949. ~ Pp. ix + 386.

 

Symonds, Percival M. The Ego and the Self. ' New'York: Appleton-
Century-Crofts, Inc., 1951.

 

Taylor, Charles, and Arthur W. Combs. - "Self-Acceptance and
Self-Adjustment, " Journal of Consulting Psychology, XVI (1952),
89-91.

 

Wylie, Ruth C. The Self-Concept. Lincoln, Nebraska: University
of Nebraska Press, 1961. Pp. xiii + 370.

 

APPENDICES

63

APPENDIX A

TEACHER RATING "SELF-CONCEPT SCALE"

Instructions for Rating Teacher Rating

 

4:
"Self-Concept Scale"

 

The purpose of this study is to measure the self-concept of
individual children by having you judge certain aspects of the self of
the individual child being rated against a. series of descriptive scales.
(In rating the scales, please make your judgments on the basis of what
these things mean to you.) On the rating sheet you will find three dif-
ferent concepts to be judgedand beneath them a set of scales. You
are to rate the child on each of these scales'in order.

Here is how you are to use the scales:

If you feel that the concept directly above the scales, for the
child being rated, is very closely related to one end of the scale, you
should place your check mark as follows:

adventurous x : _$~ : : : : cautious

...
_

7 ~ or
adventurous : : : .; .: : x cautious

' If you feel the concept, for the child being rated, is quite closely

 

 

 

related to one or the other end of the scale (but not extremely), you
should place your check-mark as follows:

confident : x : : : : : unc ertain

01'

confident : ,: : : : x : uncertain

 

 

 

If the concept seems only slightly related to one side as opposed

to the other side, for the child being rated, (but is not really neutral),

64

65

then you should check as follows:

imaginative : : x : : : : unimaginative

OI‘

imaginative : .: .: : .x : .: unimaginative

 

The direction toward which you check, of course, depends upon
which of the two ends of the scale seem.most characteristic of the
child you are judging.

‘ If you consider the concept to be neutral on the scale for the
child being judged, both sides of the scale equally associated with the
concept, or if the scale is completely irrelevant, unrelated to the
concept, then you should place your check-mark in the middle of the
spaces.

pleasant ___:__:_: .12:_5.__‘.‘__ unpleasant
IMPORTANT: (1) Place your check-marks in the middle of the

spaces, not on the boundaries.
(2) Be sure you check every scale for every
concept--do not omit any.

(3) Never put more than one check-mark on a

single space.

 

*
~ Instructions modified from Osgood, Suchi and Tannenbaum (1957..
pp. 82-83).

66.

Concept of Self

 

Name Date of rating
Group
Rater

 

 

 

Manner of Approach

 

adventurous : cautious

 

assertive : : . : . submissive

 

calm, composed easily upset

 

 

 

 

 

 

 

 

 

 

 

 

 

careful : : : : : : reckless, careless
confident : : : : : : uncertain, doubting
ability
courageous : : ° : ' : timid
independent : : : : : : dependent
Manner of 093mg with Problem Situations

alert, observant : : : : : : inattentive
imaginative : : : : : : unimaginative, mechanical
persistent, perse- : : : : : impatient

vering
purposeful, deter- : : : : .: : aimless, haphazard

mined

Integrative Aspects of Behavior

competitive : : : ° .: noncompetitive
complaint : : : : : : stubborn, obstinate
considerate : : : : : inconsiderate
consistent : .: : : : : inconsistent

 

 

(Is behavior consistent from day to day?)

cooperative : : : : : : obstructive

 

6?

 

 

 

 

 

friendly : : : : : : antagonistic

kind : : : : : : cruel

merry, gay : : : : : .: depressed, gloomy

able to give expres- : : : : : .: limited in ability to
sion to feelings express feelings

poised, composed : : : : : : nervous, excitable,

' wrought up

pleasant : : : : .: : unpleasant

 

humorous, funny : : : : .: : humorless

Sample Item:

 

APPENDIX B

CRITERION SIT UATIONS

Directions for Criterion Situations

 

I have some beads here, and I am going to string them.

Watch carefully, and when I take them off, I want you to do the same

thing .

Ve rbal Item 5:

 

1. Sometimes we feel happy, and sometimes we have other
feelings.

as“
b.

What are some of the ways you can feel?
How would you feel if you couldn't remember
which way to go at a street corner?

. What would you do?
. Do you go shopping in a big store with your mother?

What would you do if you could not find her right away?

2. Do you remember one of your first days at nursery school?

a.

How does nursery school make you feel?
How did you feel the first day you came to nursery school?

. How did you feel the first time you saw a guinea pig?
. How would you feel if a new child came to nursery school

tomorrow ?

(Sometimes we act differently when we meet people the

first time. How did you feel when you met me the first
time?

Performance Items:

 

1. Mazes (Modified from Porteus Maze Test)

a.

(Year four) Do you know what a map is?

I have a kind of a map. Look at the lines on this paper.
I want you to take this pencil and draw around between
the lines just as carefully as you can without touching
them. Begin here and draw right around between the
lines but try not to cross any lines. (Indicate starting
point and direction pencil is to move.)

68

69

b. (Year five) This is what is called a maze and you must
try to find your way through it. You can imagine that
these lines are streets and that you are walking along
theustreets from afriend's house where you have been
playing. (Point to entrance.) You find your way along
the streets until you come to your house. - Now I want
you to draw a line to show me where you went to get to
your house. But you must be very careful not to run
into any lines or go into any places that are blocked at
the end. You cannot turn around and come back.

And one more thing you must remember--you can
stop anywhere and look as long as you want to, but try to
leave your pencil on the paper, until you have found your
way out. Now take this pencil and begin here (point).

c. (Year six) You are to begin here (point to end of arrow)
and show me how to find your way to your house here.

d. (Year seven) Beginhere and find your way to your
house here.

e. (Year eight) Begin here and find your way out. » (Point
to starting arrow, but not to exit.)

2. Blocks
a. I'm going to build something. Watch carefully, and
when I'm finished, I want you to build something just
like it.
b. (Build block tower‘(9 blocks). (Child in group) built one
this high. See if you can build one this high too.

3. Bolts and Nuts
a. Do you know how a nut fastens on a bolt.
- I have a bolt here, and one of these nuts fits it. I want
you to put the one that fits on the bolt. (Large bolt.)
b.- Put the nut that fits on this bolt.
(Medium sized bolt.) |
c... Put the nut that fits on this bolt. (Small bolt.)

4- Piggy Bank and Gum Ball Machine

a. Here are five pennies. (Count with child.)
Can you put them in the bank.

b. Do you know how a gum ball machine works ?
(Demonstrate.) If you can get a penny out of the bank,
you can get a gum ball.

c. (Approach to gum ball machine.)

70

Situation Test
Self-Conc ept Scale

 

 

 

 

 

 

 

 

 

 

Score: +2 Pass Year/Month/Day
+1 Fail
0 Name: Date of test:

-1 Group: Date of birth:

-2 Examiner: Age: years

NR _ Rater: months

Verbal Items Feelings of Adequacy

Above Below No Level
Average Average Average Response 6f

 

 

 

Sample Item. I have some beads

 

1.

here, and I am going to
string them. Watch care-
fully, and when I take them
off, I want you to do the
same thing.

Ways to feel.
a. What are some of the
ways you can feel?

 

A,
b. How would you feel if
you could not remember
which way to go at a
street corner ?

 

c. What would you do?

 

d. Do you go shopping in a
big store with your
mother? What would yo§
do if you could not find
her right away?

 

Feelings of adequacy,
total situation,

 

 

 

 

 

 

 

 

?1

Above

+2

Average
F

+1

Feelin s of Adequacy

 

. Below No
Average Average Respons
0 -l :2

a!

Level

of .
Conf.

 

2. Feelings about nursery school,
a. How does nursery school

make you feel?

 

b. How, did you feel the
first day you came to
nursery school?

 

c. How did you feel the
first time you saw
a guinea pig?

 

d. How would you feel if a

new child came to
nursery school
tomorrow?

 

e. How did you feel when qui

met me the first time?

Feelings of adequacy,
total situation

 

 

 

 

 

 

 

 

Performance Items

Pass
or
Fail

72

Above

Average

+2

+1

Feelings of Adequacy

 

Average
0

Below

Average

-1

-2

7N0

Response

Level
of
Conf.

 

1. Mazes.

a. 4-year maze
Trial 1.
Trial 2.

. Time:

 

b. 5-year maze
Trial 1.
Trial 2.

Time:

 

 

c. 6-year maze
Trial 1.
Trial 2.

Time:

 

d. 7-year maze
Trial 1.
Trial 2.

Time:

 

 

e. 8-year maze
Trial 1.
Trial 2.

Time:

 

 

“
—

 

Feelings of adequacy
total situation

 

 

 

 

 

 

 

 

Pass

or
Fail

73

Above

7 Ave
+2

rage
+1

Feelings of Adequacy

 

Average
0

Below

Average
-1 - 2

‘NO‘.
Response

Level
of
Conf.

 

2. Blocks.

3..

Feelings of adequacy,

Bridge:
No. of blocks
Color pattern’,
if any

Spontaneous
verbalization::

 

Feeling s of
adequac y, thi s!
situation

 

. verbalization:

Tower: No.
of blocks

Color pattern,
if any

Spontaneous

 

Fe eling s of
adequac y, this
situation

 

 

total situation

 

 

 

 

 

 

 

 

Pass
or
' Fail

74

Above
Average
+2 + l

Feelings of Adequacy

 

Average
0

Below
Average

-1

-2

No
’Response

Level
of
Conf.

 

3. Bolts and nuts.

a. Do you know how
a nut fastens on
a bolt? I have a
bolt here and one
of these nuts fits
it. - I want you to
put the nut that
fits on the bolt.

Time: _

Spontaneous verbal-

ization:

 

 

b. Put the nut that fits
on this bolt.
Time:

 

Spontaneous verba1i«+
zati on:

 

 

c. Put the nut that
fits on this bolt.
Time:

 

Spontaneous verbali-q
zation:

 

 

Feelings of adequacy,
total situation

 

 

 

 

 

 

 

 

 

 

?5

Feelings of Adequacy

 

 

Pass Above Below No ‘ Level
or Average Average Average Response of
Fail +2 +1 0 -1 -2 Conf.
4. Piggy bank and
gum ball
machine.

a. Here are five
pennies. Can
you put them in
the bank?
Time:
Spontaneous
verbalization:

 

 

 

 

 

b. Do you know how
a gum ball ma-
chine works? If
you can get a
penny out of the .
bank, you can ge
a gum ball. 1:
Time required to
get penny out of
bank:
Spontaneous ver-
balization:

 

 

 

 

 

c. Manner of approach
to gum ball reward:
(eager, delighted,
cautious, anxious,
frustrated, other

).
Spontaneous ver-
balization:

 

 

 

 

 

 

 

 

Feelings of adequacy, total rituation
J 4

 

 

Summary: I Total score - Performance items
+2 -1 Pass
+1 -2 Fail

 

 

0 NR

~ -_ 1

WV)
mystified/'5"
p ' 5

kn" "

   

 

 

 

' Ira
“PW...

 

 

"7'11? 11 "11'th '11) I