THE COMPARATIVE STUDY OF SELF-CONCEPT IN NON-HANDICAPPED AND INTELLECTUALLY HANDICAPPED CHILDREN

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  • 普通児および精神発達遅滞児における自己意識に関する比較的研究
  • フツウジ オヨビ セイシン ハッタツ チタイジ ニ オケル ジコ イシキ ニ

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Abstract

Purpose of the study This study was to examin the development of self-concept in non-handicapped and intellectually handicapped children, and to analyse the difference in self-concept between the two groups. The subjects were selected from the second grade and fifth grade levels from elementary school, 59 children from 2nd grade and 74 from fifth grade. There were 38 2nd graders from junior high school. There were also 31 intellectually handicapped children selected. The average chronological age (C. A.) was 16.6, but, they had only a mental age (M. A.) 7.1. A questionnaire consisted of forty seven items were given to each of the subjects. These items were designed to assess the following five aspects of self-concept: intelligence and ability (11 items); body appearance (7 items); social aspect (11 items); emotional aspect (5 items) and characteristic (13 items). The subject's task was to select one of five alternatives for each item ranging from "very true of me" to "very untrue of me". Main results of the study were as follows: I. Factor analysis on the results revealed five major factors: 1. learning, knowledge. 2. characteristic. 3. appearance. 4. friendship. 5. school. On the relative variance of each factor, the factor of learning, knowledge was the highest percentage (19.15%). II. Factor score of each subject on the five factors was calculated separately. Mean factor scores for four groups were differnt: 1. learning, knowledge: second grade in junior high school students were lower than other groups. 2. characteristic and appearance factor: second grade in elementary school children and intellectually handicapped children were higher than other two groups. 3. friendship factor: second grade in elementary school children were higher than other groups. 4. school: intellectually handicapped children were higer than other groups. III. Discriminant analysis using factor was only a moderate success, as they only correctly discriminated 50.7 percent of the subjects. IV. There was developmental trend. Intellectually handicapped children were more similar to second grade in elementary school children than other two groups on the profile of 47 items. From the above results, it was suggested that the level of self-concept in intellectually handicapped children corresponded with their M. A. level, but, when we investigate self-concept in intellectually handicapped children, we had to consider their past experience in community living.

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