Self-Concept: Validation of Construct Interpretations
Abstrak
Historically, education goals have tended to fluctuate from emphasis solely on cognitive outcomes to major concern with social and affective ones. The emphasis on achievement and the "cult of efficiency" (Callahan, 1962) early in this century was followed by a shift in the 1930's to the comprehensive high school with its social and affective concerns (cf. the Eight Year Study, Aikin, 1942). Then Sputnik initiated a rapid and dramatic reemphasis on cognitive outcomes (Bruner, 1960) from which the current trend seems to be moving in its emphasis on "humanistic" aspects of education. The sharp increase in the number of studies on self-concept is one reflection of the reemphasis on noncognitive outcomes of education. (For references to current educational studies, see reviews by Coller, 1971; Purkey, 1970; Yamamoto, 1972; Zirkel, 1971.) Another symptom of this shift has taken the form of increased concern with enhancing the child's self-concept, espe-
Topik & Kata Kunci
Penulis (3)
R. Shavelson
J. Hubner
G. Stanton
Akses Cepat
- Tahun Terbit
- 1976
- Bahasa
- en
- Total Sitasi
- 4074×
- Sumber Database
- Semantic Scholar
- DOI
- 10.3102/00346543046003407
- Akses
- Open Access ✓