Educational Research

Educational Research (ISSN:2141-5161) Vol. 2(9), pp. 1438-1444  September 2011         
Copyright © 2011 International Research Journals

 

Review 

Self Concept: The paradigm shift and implications for school 

Laura Rader

Program Director (graduate programs in special education), The City College of New York School of Education

Received 14 July, 2011; Accepted 9 September, 2011 

Abstract

Initial Investigations into the development of self-concept have been largely descriptive and focused primarily on the concept of self-representation, namely, how the me-self evolves across childhood and adolescence.  Investigators sought to document developmental differences in self-representation through coding of spontaneously generated descriptions of the self.  These efforts identified broad, discontinuous, qualitative skills in how the self was described.  However, there was little analysis of the structural organization of self-concept. Interest in self-processes has burgeoned in the past decade within many branches of psychology. Riding on the bandwagon of the cognitive revolution, self-theorists reconceptualized the self as a cognitive construction that is quite functional in bringing organization and meaning to one’s experiences.  In addition to psychologists’ emphasis on self-concept, educators have become interested in the implications of self-concept among special populations within the school setting.  Thus, this paper explores the common principles across these newer frameworks.

 

Keywords:  Self-Concept, Adolescents, Special Education

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