Measuring Self-Concept: The Conceptual Issues Measuring Self-Concept: The Psychometric Issues Search for and Selection of Self-Concept Measures Measures of Self-Concept for Young Children: Measurement of General Self-Concept: Joseph Pre-School and Primary Self-Concept Screening Test Measurement of Multidimensional Self-Concepts: The Pictoral Scale of Perceived Competence and Social Acceptance Measures of Self-Concept for Preadolescents: Measurement of Specific Self-Concepts: Academic Self Description Questionnaire I Perception of Ability Scale for Students Measurement of Multidimensional Self-Concepts Multidimensional Self-Concept Scale Pier-Harris Children's Self-Concept Scale Self Description Questionnaire I Self-Perception Profile for Children Measures of Self-Concept for Adolescents: Measurement of Specific Self-Concepts: Academic Self Description Questionnaire II Dimensions of Self-Concept Physical Self Description Questionnaire Self-Esteem Scale Measurement of Multidimensional Self-Concepts: Multidimensional Self-Concept Scale Pier-Harris Children's Self-Concept Scale Self Description Questionnaire II Self-Perception Profile for Adolescents Tennessee Self-Concept Scale Measures of Self-Concept for Adults: Measurement of Specific Self-Concepts: Dimension of Self-Concept Body Esteem Scale Physical Self-Perception Profile Self-Esteem Scale Measurement of Multidimensional Self-Concepts: Adult Self-Perception Profile Self Description Questionnaire III Self-Perception Profile for College Students Tennessee Self-Concept Scale The Self-Perception Genesis Method Measures of Self-Concept for Special Populations The Learning Disabled Self-Perception Profile for Learning Disabled Students Perception of Ability Scale for Students The Hearing Impaired: Self-Concept Scale for the Hearing-Impaired Tennessee Self-Concept Scale (Revised) Self-Concept Measurement: State-of-the-Art and Future Directions Arts Self-Perception Inventory Music Self-Perception Inventory Reading Self-Concept Scale.

Measuring Self-Concept Across the Life Span: Issues and Instrumentation

Blackwell handbook of childhood social development.

Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes.

Noise is a pervasive and influential source of stress. Whether through the acute effects of impulse noise or the chronic influence of prolonged exposure, the challenge of noise confronts many who must accomplish vital performance duties in its presence. Although noise has diffuse effects, which are shared in common with many other chronic forms of stress, it also exerts its own specific influences on various forms of cognitive and motor response. We present a quantitative evaluation of these influences so that their harmful effects can be mitigated, their beneficial effects exploited, and any residual effects incorporated and synthesized into selection, training, and design strategies to facilitate human performance capacities. Predictions of single and joint moderator effects were made on the basis of major theories of noise and performance, specifically those explanations based on arousal, masking, or cognitive-resource mechanisms. These predictions were tested through moderator analyses of effects as a function of task type, performance measure, noise type and schedule, and the intensity and duration of exposure. Observed outcome effects (797 effect sizes derived from 242 studies) varied as a function of each of these moderators. Collective findings identified continuous versus intermittent noise, noise type, and type of task as the major distinguishing characteristics that moderated response. Mixed evidence was obtained for the traditional arousal and masking explanations for noise effects. The overall pattern of findings was most consistent with the maximal adaptability theory, a mental-resource-based explanation of stress and performance variation.

Noise Effects on Human Performance: A Meta-Analytic Synthesis

We explored three broad issues in the article. First, do gifted and nongifted children differ in their self-concepts? Second, what are the effects on the self-concept of labeling the child as gifted? Third, are there any effects on self-concept of placing a child in special programs for the gifted? The review begins with a discussion of theoretical and methodological issues associated with the self-concept and giftedness constructs. This is followed by a meta-analysis of studies bearing on the three issues. Two types of studies are reviewed: (a) cases where gifted and average students are compared in terms of the self-concept and (b) studies in which gifted children are exposed to differential programming and the effects on self-concept explored. The studies indicated generally higher academic self-concepts for gifted students, but otherwise the results of the investigations were highly variable. The article concludes with a discussion of research and practical implications.

https://www.jstor.org/stable/pdfplus/1170496.pdf

Exploring the Link Between Giftedness and Self-Concept

The occupational field of special education has been particularly vulnerable to losing its well-trained professional staff. Academic preparation and training of these teachers is costly and time-consuming, and replacing them is difficult. The present study compared the satisfactions and dissatisfactions of teachers of emotionally/behaviorally impaired students in special education, teachers of students in general education, and teachers responsible for both groups of students. Teachers of students in special education programs were found to be the most dissatisfied. Specific stresses and frustrations, both from within and from outside the classroom, were found to be associated with the dissatisfaction. The difficulties were particularly common in younger, less experienced special education teachers. The implications of these findings are discussed, and recommendations aimed at improving job satisfaction for special education teachers are presented.

Differences in Job Satisfaction Between General Education and Special Education Teachers: Implications for Retention

The relationship between stress, dietary restraint, and food preferences in women.

Gifted 9-12-year-old children were compared with non-gifted children on three paper and pencil measures of self-concept. Additional personality and behavioral information on each child was provided by his/her mother and teacher. Giftedness seemed to be an advantage for girls but not for boys. Gifted girls de- scribed themselves as having a more positive self- concept and a more internal locus of control than did non-gifted girls. No such differences were found with boys. In fact, gifted boys gave some evidence of lower self-satisfaction, particularly in areas of physi- cal strength and aggressiveness, when compared to non-gifted boys. Mothers and teachers similarly re- ported fewer problem areas for gifted girls bu t no such differences between gifted and non-gifted boys. The findings are discussed in the context of cultural sex-

Self-Concept in Gifted Children: Differential Impact in Boys and Girls

The impact of hearing impairment on self-perceptions of children.

A key variable in the success of a juvenile justice diversion program (i.e., avoiding reoffending) is completing the program. Little is known about which variables predict successful completion. The present study examined demographics; behavioral histories; current behaviors; and family, school, and social issues among participants drawn from a metropolitan Detroit diversion program. Logistic regression analyses identified variables predictive of program completion. Key predictors included race, aggressive behavior, previous counseling or treatment, poor academic performance, diagnosed with ADD/ADHD, and parental reports of not contributing to household chores. Recommendations for modifying diversion programs based on these findings are offered.

Roger C. Loeb

Papers

Differences in Job Satisfaction Between General Education and Special Education Teachers: Implications for Retention

The relationship between stress, dietary restraint, and food preferences in women.

Self-Concept in Gifted Children: Differential Impact in Boys and Girls

The impact of hearing impairment on self-perceptions of children.

Individual and Familial Variables for Predicting Successful Completion of a Juvenile Justice Diversion Program