Journal of Classroom Interaction

SELF-CONCEPT AND CLASSROOM BEHAVIOR OF PRE-ADOLESCENT PUPILS

Author(s): Trudi A. Yeger and Solveiga Miezitis
Source: The Journal of Classroom Interaction, Vol. 15, No. 2 (SUMMER 1980), pp. 31-37
Published by: Journal of Classroom Interaction
Stable URL: https://www.jstor.org/stable/43997297
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 SELF-CONCEPT AND CLASSROOM BEHAVIOR OF
PRE-ADOLESCENT PUPILS'
Trudi A. Yeger
Solveiga Miezitis
The Ontario Institute for Studies in Education

The relationship between self-concept, as measured by a self-report

described by Wine (1971). These cognitive concerns in-
measure, and classroom observations of interactional and attentional
terfere with task performance in school.
behavior was investigated. Subjects were 28 pre-adolescent elemen-
tary school children in four classes. Fourteen low self-concept (SC)A student's social competency and status are linked to
scorers were compared to 14 high SC scorers by means of classroom his academic performance via the intervening self-con-
observation, evaluation by their teachers, and academic achievementcept channel. According to Snygg and Combs (1959), a
data. The results indicate that the low SC group showed significantly
child who feels insecure and anxious with classmates has
more social withdrawal, academic difficulties, and inappropriate at-
a distorted perception of his surroundings which inter-
tention than did the high SC group. Teachers' evaluations generally
corroborated the observational data. feres with performance on complex cognitive activities.
Schmuck (1963) found a large discrepancy between the
intelligence and performance levels of upper elementary
A number of studies point to the critical relationship
students who were rejected; acceptance by peers, how-
between a child's self-concept and the quality of his ever, enhanced self-esteem and facilitated working to
classroom functioning, both academically and socially.potential.
A child's social competency and interpersonal relation- It appears, then, that school children with negative
ships in the classroom are crucial to his developing self-
self-concepts or low self-esteem are less socially and
concept; students who receive unfriendly reactions from
academically confident and competent, and more nega-
others tend to develop a poor view of self (May, 1953;tively self-focused than their positive self-concept peers.
Schmuck & Schmuck, 1975). A negative self-concept In
inthe present study, we examined the classroom
turn induces negative feelings toward peers and a defen-
behavior of pupils with high versus low self-concept by
sive interpersonal orientation which may be expressedmeans of a specially designed observation instrument in
by an attempt either to establish oneself as worthy an effort to specify some of the behavioral correlates of
through domination of others or to avoid overt rejec-self-concept.
tion through withdrawal (Lippitt, 1962). Peers interpret
either stance as unfriendliness and respond negatively, METHOD
thereby confirming the child's self-expectations. Kuhlen
Subjects
and Bretsch (1947) and Baron (1951) have shown that
Twenty-eight ten- to twelve-year-old, Grade 5 and 6
children low in social status among peers reveal feel-
pupils from four classrooms of a Toronto elementary
ings of insecurity and isolation. The implications of
school served as subjects. Fourteen high scorers (above
social problems in childhood for adult adjustment are
the 70th percentile) and fourteen low scorers (below the
significant. Early social maladjustment has been linked
20th percentile) were selected on the Piers-Harris Chil-
to poor adult adjustment (Roff, 1960, 1961) and adult
dren's Self-Concept Scale from a total of 121 students
psychiatric disorder (Watt, 1976).
tested. The 121 pupils obtained a mean score of 58.79
A mutually reinforcing relationship between self-con-
(S£> = 14.33), a value consistent with the sample means
cept and academic achievement has also been demon-
cited in the Piers-Harris Manual (Piers & Harris, 1969).
strated. Weikhart's (1971) longitudinal study found that
Piers and Harris consider average scores to lie between
positive self-feelings arise from successful academic ex-
the 31st and 70th percentiles. In each class, equal
perience. Wattenburg and Clifford (1964) demonstrated
numbers of high and low self-concept (SC) scorers were
the other side of the coin; they found self-concept scores
selected for observation. Eight subjects were in each of
of kindergarteners to be better predictors of subsequent
three classes, while the fourth class had only four
reading achievement than intelligence tests. The child
pupils, since there were only two students with self-con-
with low self-concept likely directs much of his attention
cept scores low enough to meet our selection criteria.
to self-evaluative, self-deprecatory, as opposed to task-
relevant, thoughts much as does the test-anxious child
The Piers-Harris Children's Self-Concept Scale
The Piers-Harris Children's Self-Concept Scale is a
standardized self-report instrument consisting of 80
•This study is part of a larger project on the identification of
first-person declarative statements to which the child
depressed children. The data were collected by two observers, Trudi
A. (Clodman) Yeger and Douglas W. Morris. responds "yes" or "no." The test consists of equal num-

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bers of positive and negative self-concept items (e.g., "I actual interaction
am smart" and "I am unpopular"). It taps a variety of 3. Attention to Work -focus on teacher-
areas pertaining to self attitudes, including personality approved classroom ac-
and abilities. The Scale has adequate reliability and cor- tivity
relates highly with other self-concept measures (Mayer, 4. Attention to Other -attention to persons
1965), and with measures tapping expected correlates, other than T or P or to
such as peer acceptance (Cox, 1966) and anxiety non-teacher-approved
(Millen, 1966). objects or activities; day-
dreaming or unfocused
The Classroom Observation Instrument 2 attention
The Classroom Observation Instrument (COI) was
Observational Procedures
adapted from Morris' (1978) Classroom Observation
System for Analyzing Depression. The present study's Observational data were collected by means of a time
two observers participated in the meticulous construc-sampling technique. A timer with both an auditory and
tion and pretesting of the instrument, and served as visual signal was used. Ten-second observation periods
observers for Morris in her (1978) study which success-
with alternating 20-second coding periods were signalled
fully monitored quantitative and qualitative changes in
by the timer.
the social interaction of depressed children following aThe 28 subjects comprised seven four-member groups
classroom treatment procedure. balanced for sex and self-concept. Each group was
observed as a unit during an observation session,
The COI records quantitative and qualitative aspects
of interactional behavior and the focus of the subject's
although students' absences occasionally necessitated
attention. The following dimensions yield 23 raw data observation of an unbalanced group. The four subjects
categories. were each observed for 10 seconds in sequence, and then
the cycle was continuously repeated for the duration of
Interactions the observation session. During any given student's
The COI measures the following attributes of an in- 30-second observation/coding period, "attention" was
teraction: always coded under any relevant categories, even when
1. Participants . A subject may interact with one or a codable "interaction" did not occur. Any interactions
more peers and/or with the teacher. If a subject is in- were recorded in terms of the dimensions described
volved with more than one person, this is also con- above. Observation sessions for a group of four pupils
sidered a "Multiple" Interaction. ranged from 10 minutes to an hour, and averaged about
2. Direction of initiation. For example, in a peer in- 20 minutes. Data collection was carried out only with
teraction, one might observe (a) S initiating to P, (b) P the regular teacher presiding, and during various sub-
initating to S, (c) an interaction already in progress jects and classroom activities including class lessons and
("Ongoing" Interaction), or (d) an interaction of discussions, small group activity, and individual seat
unknown direction in which the initiator is difficult to work. Data on 108 10-second time samples were col-
determine. lected for each subject across at least five different ses-
3. Duration of interaction . An interpersonal involve- sions over a period of seven weeks.
ment may consist of (a) an initiation only, yielding no Teachers were aware of the general purpose of the
response, (b) an initiation and response, or (c) either study, a but not of the nature of the COI nor the assign-
"Sustained" or Ongoing Interaction persisting beyond ment a of the particular subjects. The pupils were told
simple initiation and response. that the observer was interested in the activities of all
4. Qualitative aspects of teacher behavior . (a) pupils in the class.
Teacher (T) responds to S with control, (b) T responds Two observers, each assigned exclusively to two
to S by facilitating an interaction, (c) T reinforces S, and classes, collected the observations. An average inter-
(d) T touches S. rater agreement coefficient of .80 had been achieved by
both observers with the developer/trainer during her
Focus of Attention concurrent study.
The COI includes four categories to describe a stu-
dent's focus of attention: Qualitative Observational Data
1. Attention to Teacher -inferred from facial During each observation session, observers also col-
& orientation, verbal or lected qualitative data in order to compile behavioral
2. Attention to Peer motoric response, or an profiles on each child. These data pertained to physical
and motoric characteristics, energy level, mood, aggres-
sive and passive behavior, intellectual and academic
2Please refer to Clodman (1977) for a more extensive description
functioning, attention and concentration, verbal ability,
of the Classroom Observation Instrument and the procedures used.

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and social competency. Each subject was rated as aver-
age, below average, or above average on each behavior.
Teachers' Evaluations
During an interview following the completion ond
classroom observations, each teacher was:
1. presented with a class list and asked to check
pupils experiencing the following problems: (a)
academic, (b) social, (c) behavioral, and (d) withdrawn
behavior.
2. asked to rate each subject on a scale from 1 to 7 on tained for the subjects from the school records.
(a) academic, and (b) social functioning relative to his
classmates.
Academic Achievement Data
Special Class Attendance
A record was made of those pupils attending daily
part-time withdrawal programs (i.e., English as a Sec-
of Language, Upgrading, and Mathematics) in their
school.
Gates-MacGinitie Reading Test Scores
Grade 5 Gates-MacGinitie Reading Test (Survey D,
Form 3, Gates & MacGinitie, 1926) scores were ob-

Table 1

Analysis of Variance on Classroom Observation Data

Dependent Variable Source SS df MS F

Factor: Self-concept (SC)

Total interactions SC 3214.29 1 3214.29 12.43**

SC X S 6721.43 26 258.52

Total sustained interactions SC 1792.00 1 1792.00 10.22**

SC X S 4559.86 26 175.38

Total peer interactions SC 2161.29 1 2161.29 9.19**

SC X S 6115.43 26 235.21

Sustained peer interactions SC 1590.04 1 1590.04 9.12**

SC X S 4530.93 26 174.27

Peer-to-subject interactions SC 36.57 1 36.57 4.34*

SC X S 219.14 26 8.43

Proportion of subject-to-peer SC 0.21 1 0.21 4.42*

initiations/interactions SC x S 1.22 26 0.05

Multiple interactions SC 132.89 1 132.89 5.17*

SC X S 668.07 26 25.70

Attention to peers SC 996.04 1 996.04 6.33*

SC X S 4090.93 26 157.34

Attention to other SC 792.89 1 792.89 11.74**

SC x S 1755.79 26 67.53

Proportion of time attending SC 0.02 1 0.02 13.20**

to other SC x S 0.04 26 0.00

Factor: Sex (S)

Proportion of time attending Sex 0.01 1 0.01 4.71*

to work Sex x S 0.08 26 0.00

*p < .05
**p < .01

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 Table 2

Observational Variable Means by Self-concept Level & Sex

Dependent Variable Group3 Mean SD

Self-concept Level

Total interactions L 34.57 12.18**

H 56.00 19.20
Total sustained interactions L 22.93 8.84**
H 38.93 16.51

Proportion of interactions sustained L 0.66 0.18b

H 0.70 0.14

Total peer interactions L 26.00 10.58**

H 43.57 18.94

Sustained peer interactions L 20.00 8.84**

H 35.07 16.44
Total teacher interactions L 8.57 8.52
H 12.43 9.62

Subject to teacher initiations L 5.86 7.16

H 9.93 9.06

Peer to subject interactions L 2.57 2.07*

H 4.86 3.55

Sustained peer to subject interactions L 1.21 0.98

H 2.36 1.95

Subject to peer interactions L 8.71 5.43

H 9.71 5.14

Proportion of subject to peer

initiations/interactions L 0.24 0.16*
H 0.35 0.26

Multiple interactions L 2.86 2.83*

H 7.21 6.59
Attention to teacher L 42.29 16.90
H 43.43 21.60
Attention to work L 80.50 13.66
H 85.43 11.67

Attention to peers L 54.57 13.27*

H 66.50 11.77
Attention to others L 28.71 9.93**
H 18.07 6.04

Proportion of time attending to other L 0.14 0.05**

H 0.08 0.03
Sex
Proportion of time attending to work M 0.38 0.07*
F 0.42 0.04

an = 14 for each group; H = Hi

Variables without asterisks yie

'Variables yielding significant
** Variables yielding significant

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 HYPOTHESES icance, partly due to the low frequency of interaction
data
The study was concerned primarily with the involving the teacher.
relation-
ship between self-concept as measured by the 5. InPiers-
the 37% of all coded peer interactions where the
Harris Children's Self-Concept Scale, and social initiator
and could
at- be identified (63% of peer interactions
tentional behavior in the classroom as measured by the
being either Ongoing or of Unknown Direction):
COI. It was hypothesized that the Low SC children (i) The High Group engaged in significantly more
would demonstrate a lower frequency of social involve- (p < .05) peer-to-subject interactions than did the
ment with peers and teacher, fewer group involvements, Low Group. Sustained peer-to-subject interac-
contacts of shorter duration, fewer positive responses tions approached near-significance.
from teachers, less attention to people and goal-directed (ii) No group differences were obtained for the fre-
activities, and more off-task and unfocused attention quency of subject-to-peer interactions. However,
than their High SC classmates. Qualitative data were ex- the High Group showed a higher proportion (p <
pected to support these trends and to yield more in- .05) of subject-to-peer interactions which entailed
stances of maladaptive behavior among the Low SC initiations only.
pupils than among the High SC pupils. Finally, it was 6. The High Group engaged in significantly more (p
expected that teachers' evaluations and the academic < .05) Multiple Interactions than did the Low Group.
achievement data would corroborate and amplify the
group differences yielded by classroom observation.
Attention
RESULTS No significant group differences were obtained for at-
Classroom Observation Instrument tention to Teachers and to Work. High SC pupils at-
Raw data categories were combined to generate tended 50 to Peers significantly more (p < .05) frequently
dependent variables to test the hypotheses under study. than did the Low SC pupils. However, this difference is
For example, all social involvements of any duration accounted for by those attentional responses which in-
were summed to yield a total interaction frequencyvolved for actual social contact (i.e. an interaction). Low
each subject. SC pupils attended significantly more frequently to
An analysis of variance was performed on most"Other" of (p < .01) and spent a greater proportion of time
these dependent variables. Four categories yielded attending to "Other" (p < .01).
insufficient data for analysis. These were T reinforce-
ment, T touch, and T facilitation and suppression of in- Sex Differences
teractions. Three independent variables were analyzed: One significant main effect was obtained for sex. The
self-concept, class and sex. However, this study will girls spent a significantly greater (p < .05) proportion
only report on significant SC and sex main effects. See of their time attending to work than did the boys.
Table 1 for a summary of the A/V results, and Table 2
for the corresponding SC group means. Regression Analysis
A Regression Analysis was also performed on the
Self-Concept Group Differences data. Self-concept, class and sex accounted for more
than 50% of the variance for total interactions, while
Interactions self-concept alone accounted for 32% of the variance
for the total interactions.
1. A significant {p < .01) difference between the
High and Low SC Groups in the expected direction on
total number of interactions was obtained. High and Qualitative Observational Data
Low SC pupils averaged 56.0 and 34.6 interactions, The qualitative behavioral data serve to clarify and
respectively. expand on the results yielded by structured observation.
2. The High SC's engaged in significantly more (p < In keeping with their greater frequency of social in-
.01) sustained interactions. The proportion of total volvements, the High SC pupils were observed to have a
interactions which was sustained was equivalent for the larger circle of friends, participate in more group inter-
two groups. actions, move around the classroom more readily, call
3. Peer interactions, which comprised 77% of the out to classmates and, in several cases, to be among the
total interactions for both groups, yielded significant most popular students of both sexes in their respective
group differences. The High SC Group had a higher fre- classes. They tended to behave in a self-confident man-
quency of total peer interactions and sustained peer in- ner, readily approaching academic and social situations,
teractions (p < .01 for both) than the Low SC Group. and to become absorbed in their work. They were
4. The High SC pupils tended to interact more fre- average or above average in activity level and mood.
quently with their teachers, especially in initiating con- In contrast, as a group, the Low SC pupils appeared
tacts. These differences, however, did not reach signif- more shy and socially hesitant. They had a limited circle

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of friends- in some cases one or two peers, usually of low self-concept students would demonstrate signi
the same sex. Interactions were low-keyed and usually icantly more dysfunctional classroom behavior than
involved peers in close physical proximity. Among the high self-concept students. In particular, significant di
six Low SC pupils observed by the first author, three ferences in both the quantity and quality of social inte
(two boys and a girl) appeared depressive; they were actions, as well as in attentional mechanisms, were
sombre, listless and apathetic. Two of them were fre- tained.
quently daydreaming. Two older children (a boy and a The overall social interaction frequency of the Lo
girl) appeared anxious- the boy's behavior was charac- SC Group was significantly lower than that of the H
terized by hyperactivity, impulsiveness, and disruptive Group. In addition to being generally less socially a
behavior; while the girl demonstrated shyness, tension, tive, the Lows engaged in fewer lengthy ("sustained") in
and a facial tic. volvements and were less frequently contacted by peers
However, Low SC pupils responded to peer initiation
Teachers' Evaluations initiated to peers, and paid attention to peers as read
Problem Identification as the High SC pupils. In general, then, the data do n
The Low SC pupils were perceived by their teachers to point to lack of social interest among the low SC pupils
be experiencing many more problems than their High but rather a lack of social confidence and status.
SC peers. Ten of the 14 Low subjects, as opposed to only An unexpected finding showed that a greater propor-
one High SC child, were identified as "problem" chil- tion of Low as compared to High SC subject-to-peer in-
dren. According to the teachers, their Low SC pupils itiations met with peer responses. This finding, however,
most commonly experienced academic difficulties (nine is probably indicative of the Low subjects' tendency to in-
in all). The one pupil considered a behavior problemitiate (as only when they were relatively assured of a re-
well as a social problem) was the boy whom his observer sponse. The qualitative data substantiate this explanation
had described as anxious and disruptive. Three children in that the Low SC pupils tended to interact with some-
were considered by their teachers to be withdrawn-one thein close proximity and/or with whom a secure friend-
same three whom their observer had identified as with- ship had been established.
drawn and depressive. Three children were identified by The Low Group's relatively low frequency of multiple
their teachers as having social difficulties. interactions indicates that they do not as readily engage
in complex social interactions, and is consistent with the
Rating of Academic and Social Functioning observation that they have a more circumscribed circle
According to the teachers' ratings of their respective of friends. In contrast, High SC pupils were observed to
subjects' academic and social functioning on a l-to-7- be more mobile and interact more freely with numerous
point scale, the Low SC pupils averaged 3 and 3.4, while classmates of both sexes.
the High SC pupils averaged 5.7 and 5.8, respectively. The Low SC pupils, then, appear to be more socially
Both the academic and social categories yielded overall inhibited and to practice some deliberate self-monitor-
mean scores of about 4.5, with 11 High SC pupils scor- ing of social behavior, one of the two chief social
ing above and 1 1 Low SC pupils scoring below the mean responses Lippitt (1962) ascribes to children with nega-
in each category. A simple significance test using the tive self-feelings. However, qualitative observational
binomial distribution determined that the teachers rated data revealed that certain individual subjects did attempt
the Low SC pupils as significantly below average and to establish their worth by drawing attention to them-
the High SC pupils as significantly above average (p < selves through antics and misbehavior rather than
.05) in both the social and academic areas. through withdrawal. Generally, though, High SC pupils
looked relaxed and self-confident in their social interac-
Academic Achievement Data tions, whereas several Low SC pupils looked unsure of
The following results were obtained: themselves, self-conscious, and insecure.
There was no significant group difference in terms of
1 . Seven of the 14 Low SC pupils attended daily with-
drawal programs, whereas no High SC pupils did.frequency of interactions with teacher; however, the
2. Gates-MacGinitie Reading Test grade level scores
data suggest a trend in the expected direction, especially
were obtained for all High SC subjects and 10 Low forSCsubject-to-teacher initiations. The low frequency of
subjects. (Four had not attended the school at the pupil-teacher
time interactions may have precluded the emer-
gence of a significant difference.
of administration.) A t-test on the group means yielded
The groups demonstrated similar frequencies of at-
a significant group difference in the expected direction,
t (22) = 3.22, one-tailed, p < .005. tention to peers without interaction, attention to
teacher, and to work, but the Low SC pupils spent a
DISCUSSION higher proportion of their time off-task and unfocused.
The data yielded by the Classroom Observation In- data corroborate the greater tendency
The qualitative
strument substantiate the general hypothesis that
for Low SCthe
pupils to be off-task, avoid work, fidget,

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and look bored. Thus, although the Low SC pupils at- One sex difference emerged: the girls paid more atten-
tend to their peers, teachers and work as frequently as tion to work than did the boys. This finding is consistent
the High SC pupils, they do not engage as much in actual with a widely-observed trend among elementary school
interaction or productive work. One could hypothesize children.
that self-focus, which characterizes the low self-concept
child, blocks his healthy interaction with the environ- CONCLUSION
ment. This study has demonstrated that as compared to
Achievement scores, special class attendance data,pupils with highly favorable self-attitudes, pupils w
teacher ratings, and classroom observation all confirm
express negative self-concepts show less social involv
the inferior academic functioning of the Low SC sub- ment, more inefficient deployment of attention, and le
jects. Certainly, their more frequent off-task behavior
academic proficiency in the course of day-to-day cla
and work avoidance reflect these difficulties and suggest
room activity. Although lacking in control for IQ, these
that poor self-concept plays a role in inducing a nega-
results concur with those of Wattenburg and Cliffo
tive, self-defeating approach to academic work. How- and others who have demonstrated the pivotal role
ever, causality cannot be determined in the presentself-concept in academic and social success. These fin
study. ings support the assumption that it is important for th
classroom teacher to be aware of her pupils' self-at
Teachers' assessments of their pupils, as well as objec-
tive data on academic proficiency, serve to corroboratetudes and the quality of their social interactions; wo
and round out our observational results. The behaviors toward enhancing their feelings of self-worth; a
measured by the observational system are congruent foster an accepting, supportive classroom environme
For certain pupils, such an approach may be as vital
with these other types of evidence on the pupils' day-to-
day functioning in the classroom. the skillful teaching of academics.

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