A little more than a century ago, during adolescence was not detected, undetected, unorganized and unknown. Work Most young people aged twelve to eighteen family coat of arms, used in wage labor, and grew up in the company of adults. A handful of relatively high-born young people went to the university. School was a privilege to be relatively affluent city dwellers (Tim and Frank, 2001). Strictly speaking, there are no young people a hundred years ago.Adolescence is a social invention historically based, the product of concerted efforts to control the socially and morally anxious nineteenth and twentieth century, developmental psychologists, moral reformers, sociologists, specialists and other emerging professionals, the socialization of the growing number of young people detached house for sale. The new invention was the recognition of youth as a life, a period between childhood and adulthood, married irresponsible. Tobetter socialize the youth, and forced some rules were imposed on youth, such as education, which regulated the lives of young and reside on their authority over development in a carefully organized institutions of formal education. The training was primarily influenced by the belief that the youth was a particular phase of life with exact parameters of age, development opportunities and societal needs. Although it may sound weird, learn to bear the educational role of thesocial control, it is undeniable that education plays an important role in shaping our worldview and the development of adolescent self.
Today, students spend almost half their waking time in schools, schools not only serve as a site of accumulation of knowledge, but also a place of self-development and self growth.
Development of Youth (psychological aspect)
Erikson is one of the leading psychologists in the development of youth searching. Adolescence isThe fifth stage in Erikson's life cycle chart, as it considered of great importance in the psychological development of the person. No longer a child but not yet an adult (about age 12 to 13 over 19 to 20 in developed society. The new psychosocial dimension appears during adolescence is ego-identity h at the positive end, and the role confusion at the negative end . The task facing adolescents is that all knowledge is gained it over himself and consolidate integrationthese different self-images in a personal identity, the awareness of both a past and a future that logically follows from it (Larry, and Daniel, 1992) shows. Identity as the great achievement of the personality of youth and as a crucial step towards a productive, happy adults. The design includes defining an identity of who you are, what you value and the direction you choose to pursue in life. Erikson further explains during adolescence, transform, cognitive changes of young peopleVision of itself in a more complex, well organized and consistent picture. Changes in self-concept, the conditions for the development of a single personal identity (Laura, 2004).
By the end of middle childhood, children describe themselves in terms of personality traits (Laura, 2004). In early adolescence, they unify separate features, such as "intelligent" and "talented" into more abstract descriptions such as 'intelligent', but these generalizations about one's own personality is notinterrelated and often contradictory. As social and adolescents' world expands to increase self-contradictory descriptions. In time, more and more young people about these contradictions and often painful, "which is the real me".
During late adolescence, young people combine their features into an organized system. And they can use qualifiers such as very, very show thoroughly their awareness that psychological qualities change from a situation that oftennext. Young people can update their views of themselves, are creating lasting beliefs and plans, they move to the nature of the unity of the self, which is the identity development of key importance.
Definitional and Theoretical Examination of Self-Concept testing
There are some problems in defining self-concept research are related. These difficulties can be based on five main factors: lack of a universally accepted definition is based, assumed synonymy of course concepts, ambiguous distinction betweenthe concepts of self-concept and self-efficacy and between self-concept and self-esteem.
Although there are some problems of the generally accepted notion of self-concept, but many theorists even agreed concept that expression of descriptive and evaluative aspects of self-perception, for example, reflects academic self-concept self-describing (eg I like most school subjects) and self-evaluation and comparative (eg, I in most school subjects) aspects. Self-concept sentences, compared withthe effectiveness of self-regulation are more global and less context dependent. For example, in responding to trigger the self-concept measures evaluation skills related to a particular school subject, students usually such judgments by comparing their performance with that (their classmates), an external comparison, and your performance in other subjects ( An internal comparison) (Barbara, 1996).
Can be generally, theoretical models of self-conceptpolarized into two perspectives on board: the support of one-dimensionality of the construct compared to those for the multi-dimensionality to.
With one-dimensional perspective implies the nomothetic model generality and universality. It stipulates that products on a measuring instrument tap different content areas and that each given equal weight, item scores are then added together to yield a total self-score. Nomothetic model also makes the assumption that the only guests fromThe drug combination is an accurate reflection of the one-dimensional sense of the individual self as are the various facets of his life.
Under multi-dimensional perspective, there are four models. Independent-factor model assumes composed of self-concept consists of several facets, each of which is independent of all other dimensions, in the worst case they will be only weakly correlated. In direct contrast to the independent-factor model, which correlated-factor model allows themultiple, domain-specific self-concept in conjunction with one another and with a separate facet of the global self-image. Within this framework, the correlated-factor model, then the self-concept on a continuum from very specific, very generalized perception of competence and these approaches are not necessarily designed to be mutually exclusive.
Compensatory measures model assumes domain-specific aspects of self-concept can be correlated negatively than positively. For example, theCorrelations of social and physical self-concepts with academic self-concept are negative, while all other correlations are positive. It explains why people aspire to in certain areas to compensate for exceeding the deficit in other areas. Finally, hierarchical model, the general self-concept is a factor of higher order, the multiple, domain-specific self-concept includes that can indeed be correlated, interpreted as separate constructs. As such, general self-concept and each of theirrelated domain-specific aspects will be tapped by the components of each of its separate sub-scales) is an assessment on the behavior in certain situations in areas of self-concept (from an academic and nonacademic self-concept.
Study of Self and Adolescent Self-Concept
The most important and basic assumption Butt all studies of self is the ability people can distinguish ourselves from others. The development of self-government will occur before the child, a child is not known, or bethemselves as autonomous beings, as a "me", so he or she makes no distinction between what 'is me "and what" not me "(Hjelle and Ziegler, 1992). But after the early childhood, a child begins to and to distinguish her or himself from the rest of the world. It is this process of differentiation of the phenomenal field into that which is recognized and felt as an independent object, where it is known that accounts for the emergence of self-determination human concept.
The study of self-concept is along history in the field of social science research. It is rated as a desirable outcome in many psychological and educational situations and is often used as a mediating variable that the achievement of desired results, such as school performance (Barbara, 1997) makes set.
Despite the long history of research on self-concept, it is difficult to make a clear, precise and universally accepted definition of the construct. Another addition is the conceptual confusionTendency by self-concept research and exchanges, at random, the different self-concepts (Barbara, 1997). Problems with the definition at the conceptual level, ultimately leading to methodological difficulties in measuring level.
Although achieving a universally accepted definition of self-concept is not an easy task, it is generally accepted that self-concept is multidimensional. General self-concept is proving to be a summative description of the scientific, social, physical and emotionalSelf-concepts. The nomothetic model so the assumption is made that individual score is derived from the combination of an accurate reflection of the one-dimensional sense of the individual self as it relates to the various facets of his life. To the conclusion, self-concept includes the following features:
(1) Self-concept is dynamic, the formation of self-concept is an active process.
(2) It is subjective, includes cognitive and affective elements.
(3) Self-concepta sense of meaning itself and the world and a successful life includes choice (conscious process).
Self-concept generally refers to the "composite ideas, feelings and attitudes people have about themselves." We were able to examine self-concept to our attempts to ourselves, to a schema, that our impressions, feelings and attitudes about ourselves organized to build (Tim and Frank, 2001). The schedule is not permanent, unified and unchanging.
School and Development of AdolescentSelf-Concept
Adolescent performance results from a long history of cumulative impacts. Positive educational environment, family and school may lead to personal characteristics that support services, such as intelligence, confidence in their abilities, the desire to succeed and high educational aspirations. However, the improvement of an unfavorable environment can withstand underachieving young people (Laura, promote 2004). Continuous failure in school lead to negative developmentsself-concept.
The policy mandates to test, to collect information on student and school education and then use the information to students, teachers, schools and school systems to account. Young people often bear the blunt of many of these high-stakes testing programs connected (Tim and Frank, 2001). In Hong Kong, in a context and high stakes, if teachers do not have enough time to have everything in order to teach in the framework to actually test the curriculum andClasses are preparing the test, it is sad to see, but it is now happening here. Students learn to prepare for high stakes test can easily frustrated by the constant failure in the tests, it is especially for those who are not competent in memorization or test strategy.
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