The self-concept development of chinese primary schoolchildren: A longitudinal study

Sing Lau*, Carol K.K. Siu, Maria P Y CHIK

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)

Abstract

The present research was a 2-year longitudinal study of the self-concept development of primary schoolchildren in Hong Kong. Samples of primary grades 1,3 and 5 students were followed through to primary grades 2,4 and 6, respectively. Data on students' self-concept in four domains (academic, appearance, social, general) were collected at half-year intervals. The depression level of students and evaluations by teachers and parents on students' self-concept were obtained as well. Younger children were found to be higher in self-concept than older children, and a clear linear and downward trend was observed: the drop in self-concept was most drastic from primary 1 to 3 and leveled off thereafter. Girls were found to be higher than boys in all domains of self-concept, but their drop in self-concept was much greater. Self-concept was highly predictive of depression; primary 3 children were found to be higher in depression than primary 5 children. Evaluations by teachers and parents related closely to the children's self-evaluations on self-concept. In all, the present research was able to show a clear picture of the self-concept development of Chinese primary schoolchildren in Hong Kong. Implications of the findings are discussed.

Original languageEnglish
Pages (from-to)69-97
Number of pages29
JournalChildhood
Volume5
Issue number1
DOIs
Publication statusPublished - 1998

Scopus Subject Areas

  • Developmental and Educational Psychology

User-Defined Keywords

  • Chinese children
  • Longitudinal study
  • Self-concept

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