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The development of multiple domains of child and adolescent self-concept: a cohort sequential longitudinal design
D A Cole1, S E Maxwell, J M Martin
1Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA. david.cole@vanderbilt.edu
Abstract:
The development of child and adolescent self-concept was examined as a function of the self-concept domain, social/developmental/educational transitions, and gender. In two overlapping age cohorts of public school students (Ns = 936 and 984), five dimensions of self-concept were evaluated every 6 months in a manner that spanned grades 3 through 11 (representing the elementary, middle, and high school years). Domains of self-concept included academic competence, physical appearance, behavioral conduct, social acceptance, and sports competence. Structural equation modeling addressed questions about the stability of individual differences over time. Multilevel modeling addressed questions about mean-level changes in self-concept over time. Significant effects emerged with regard to gender, age, dimension of self-concept, and educational transition.