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The mean scores for the four self-perception domains of interest in the current study (SPPCS measure; Global Self-Worth, Intellectual Ability, Scholastic Competence, and Social Acceptance) were all slightly lower than those reported by Neemann and Harter (1986), suggesting that the current sample reported somewhat poorer self-perceptions in these areas than did the norm group.
However, overall self-esteem as measured by the Global Self-Worth subscale of the SPPCS was not related to help-seeking in negative situations (r = .04, p = .73).
The relations between self-perceptions of intellectual ability, scholastic competence, and social acceptability (as measured by the SPPCS, with higher scores reflecting more positive self-perceptions in these areas) and reported willingness to seek help were examined separately for each type of written hypothetical situation (negative response from professor vs.
Scores on the SPPCS Intellectual Ability subscale (high scores = positive perception of one's intellectual ability) were compared for students who had sought help in the past and those who had not.
The SPPCS is a multidimensional self-report survey made up of subscales designed to measure specific domains considered relevant to traditional full-time undergraduate college students.
On the day designated during orientation, the Advisor for each of the sections of the College Orientation course passed out the Student Questionnaire, the Self-Perception Profile for College Students (SPPCS), a general purpose data sheet to record the responses and a pencil.
The SPPCS also measured the importance of each of the 12 domains to the student, and assessed the influence of 5 sources of social support on the student's self-concept.
I thank the Advisors in the College Orientation course for suggestions during the design of the study and for administering the SPPCS to the students in their section, and all those who agreed to participate in the research.
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- SPPEDS ICAPS Integrated Product