Father absence, perceived maternal behavior, and masculinity of self-concept among junior high school boys.

1971 ◽  
Vol 4 (2) ◽  
pp. 178-181 ◽  
Author(s):  
Henry B. Biller ◽  
Robert M. Bahm
Keyword(s):  
High School ◽  
Junior High School ◽  
Maternal Behavior ◽  
Junior High ◽  
Father Absence ◽  
Self Concept

Understanding Interaction Inside and Outside the EFL Self-Concept System: A Case Study of Chinese Learners in Junior High School

2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Xia Chen ◽  
Hao Xu
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
The Self ◽  
Self Concept ◽  
Efl Learners ◽  
Concept System ◽  
System A ◽  
Chinese Learners

AbstractThis case study on three Chinese EFL learners in junior high school examined the interaction inside and outside learners’ EFL self-concept system, and the findings revealed: (1) inside the self-concept system, the interaction between the global and specific self-concepts is of much complexity; (2) the gap between the global and specific self-concepts would cause imbalance in the self-concept system, and thus trigger efforts to improve learning, while some reconciling elements in the global self-concept may sustain balance in the self-concept system, inhibiting learners’ motivation to improve; and (3) the degree of specificity of learners’ specific selfconcepts that inform learners’ learning efforts contributes considerably to the outcome of these efforts, as does that of learners’ beliefs about EFL learning which mediate the learning efforts.

scholarly journals KONSEP DIRI (SELF CONCEPT) DAN KOMUNIKASI INTERPERSONAL DALAM PENDAMPINGAN PADA SISWA SMP SE KOTA YOGYAKARTA

INFORMASI ◽  
2017 ◽  
Vol 47 (1) ◽  
pp. 135 ◽  
Author(s):  
Pratiwi Wahyu Widiarti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
The Self ◽  
Self Concept ◽  
Interaction Style ◽  
School Students ◽  
Yogyakarta City

This study aims to determine, the self-concept of junior high school students in the city of Yogyakarta and description of the mentoring model for junior high school students in Yogyakarta city based on adolescent self concept. The research method used quantitative method, with descriptive statistical technique. The population of this research is all junior high school students in Yogyakarta city from 15 State Junior High School and 42 Private Junior High. The results is first, the self-concept of students is balanced between those who have low self-concept (222 people: 49.4%), with high self-concept (227 people: 50,6%). Second, from the self concept aspects, the results obtained, have: a) high self-concept/academic self as much as 262 students (58.4%); b) family self concept as high as 257 students (57.2%); c) high physical self-concept, ie 250 students (55.7%); d) low self-concept moral ethics there are 220 students (49%); e) low social self-concept there are 220 students (49%); f) Low self-concept personal there are 216 students (48.1%). Third, the low-tendentious concept of self is ethical-moral, social and personal, then approaches are used for the assistance: a) from the side of interpersonal communication:  Self-fulfilling prophecy; opened self; self confidence; and selectivity; b) in terms of interaction style, by developing an enabling interaction style; c) in terms of guidance and counseling services by forming individual guidance and group guidance. Abstrak             Penelitian ini bertujuan untuk  mengetahui konsep diri remaja siswa SMP se kota Yogyakarta dan deskripsi model pendampingan bagi remaja siswa SMP se kota Yogyakarta berdasar konsep diri remaja. Melalui metode kuantitatif, dengan teknik statistik deskriptif.  Populasi penelitian ini adalah seluruh siswa SMP se kota Yogyakarta dari 15 SMP Negeri dan 42 SMP Swasta.  Hasil penelitian adalah, pertama, konsep diri  siswa berimbang antara yang memiliki konsep diri  yang rendah  (222 orang: 49.4%),  dengan yang memiliki konsep diri yang tinggi (yaitu 227 orang: 50.6%). Kedua, dari aspek-aspek konsep diri, diperoleh hasil, yang memiliki: a) konsep diri kerja/akademik yang tinggi sebanyak 262 siswa (58.4%); b) konsep diri keluarga yang tinggi sebanyak 257 siswa (57.2%); c) konsep diri fisik yang tinggi, yaitu 250 siswa (55.7%); d) konsep diri etik moral yang rendah  ada 220 siswa (49%); e) konsep diri sosial yang rendah ada 220 siswa (49%); f) konsep diri personal yang rendah ada 216 siswa (48.1 persen). Ketiga, konsep diri yang cenderung rendah adalah konsep diri etik-moral, sosial dan personal, maka digunakan pendekatan bagi pendamping: a) dari sisi komunikasi interpersonal: Nubuat yang dipenuhi sendiri; membuka diri; percaya diri; dan selektivitas; b) dari sisi gaya interaksi, dengan mengembangkan gaya interaksi yang mendorong (enabling); c) dari sisi layanan bimbingan dan konseling dengan membentuk  bimbingan kelompok dan  bimbingan individual.

scholarly journals The Effectiveness of Teachers’ Performance of Islamic Junior High School in Islamic Boarding School Langkat District, Indonesia

2018 ◽  
Vol 6 (2) ◽  
pp. 325
Author(s):  
Wahyudin Nur Nasution
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Junior High School ◽  
Positive Relationship ◽  
Junior High ◽  
Boarding School ◽  
Self Concept ◽  
Survey Method ◽  
Correlation Technique ◽  
Junior High School Teachers

This study aims to determine the relationship between emotional intelligence, self-concept and the performance effectiveness of Islamic Junior High School teachers in Islamic Boarding School, Langkat District, North Sumatra, Indonesia. This research used survey method with correlation technique. The sample in this study amounted to 32 teachers and the research data were collected by using questionnaires. All data were analyzed by using simple and multiple regression and correlation statistic. The results of this study revealed that: (1) there is a positive relationship between emotional intelligence and the effectiveness of teachers’ performance, (2) there is a positive relationship between self-concept and the effectiveness of teachers’ performance, and (3) there is a positive relationship between emotional intelligence, self-concept and the effectiveness of teachers’ performance.

scholarly journals Self-concept as a Factor in Academic Achievement

2017 ◽  
Vol 3 (3) ◽  
pp. 138
Author(s):  
Areopagita Yésyka Bustillos Gómez
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Social Interaction ◽  
Mexico City ◽  
Junior High School ◽  
Junior High ◽  
Assessment Scale ◽  
Self Concept ◽  
Political Economic

This research presents a description of the results of the Piers-Harris Self-concept Assessment Scale (1984), applied anonymously among 300 students at a Technical Junior High School in Mexico City, for comparing with academic achievement or grade averages. To interpret the results, the questionnaires were grouped according to similar grade averages and total scores on the scale. As a result we got four sets of questionnaires, or four possible forms of perceiving academic self-concept related with grade averages. In agreement with the interpretation of the subtotal scores and items, generally talking it is possible to express that the need of social interaction; the obedience to hierarchical figures as the teacher; the vision that luckiness is related with learning; and a probable sense of helplessness or futility; mixed with political, economic, and social circumstances have influenced the attitude of Mexicans toward learning and their perceptions of academic self-concept.

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