TKANUAL FOR SELF s CONCEPT . c @UESTIONNAIRE : ~Q Dr. Raj Kumar Saraswat Reader in Psychology Dept. of Ed. Psychology, Counseling & Guidance National Council for Educational Research & Training NEW DELHI - 110 016 Reet Estd. 1974 @ (0862) 364926 WATIONAL PSYCHOLOGICAL CORPORATION 4/230, KACHERI GHAT, AGRA - 282 004 (INDIA)FOR SELF CONCEPT QUESTIONNAIRE INTRODUCTION _ Self-concept is a dominant element in personality pattern, therefore, the measurement of self-concept becomes essential. A variety of methods and techniques have been developed to measure self-concept. The problem of measuring the self-concept to a large extent still remains unsolved. The difficulty in conducting research in such an area is that the concept of self is not vory well defined and is in a state of flux. There are several terms that are virtually synonymous with self-concept among them are ‘‘Self-image”, the “Ego” “Self-understanding”, “Self- perception” and “Phenomenal Self” Self-concept has been referred by Lowe (1961) as one’s attitude towards solf, and by, Paderson (1965) as an organized configuration, of perceptions, beliefs, feelings, attitudes and values which the individual views as a part of characteristics of himsolf. Rogers (1951) defined self-concept as “An organized configuration of perceptions of the self which are admissible to awareness. It is compared of such elements as the perceptions of one's characteristics and abilities, the percepts and concepts of the self in relation to others and to the environment, the vaiue qualities which are perceived as associated with experiences and objects, and the goals and ideals which are perceived as having positive or negative valence: .” Saraswat and Gaur (1981) described selt-concept as “The self-concept is the individual's way of looking at himself. It also signifies his way of thinking, feeling and behaving”. Lynche, Norem-Hebeisen and Gergen (1981) have quoted Wilam Fit's suggestion that attention should be shifted from global measures of the HeManual forSCQ | 3 If -coneepi to Configurations of responses across self-concept dimensions. Such configurational Patterns should be mere sensitive to environmental effects. sel Ani examination of various instruments developed to measure self- concept reveals that these measures have not incorporated many important components of self-concept presumed in theory and in observation. These measures do not deal with all aspects of self- concept, but provide narrow and limited information depending upon purpose and interest of investigators. Adolescence is a period of life with its own peculiar characteristics and problems. Hence for deep penetration into their perceptions their own physical, social, temperamental, educational, moral and intellectual spheres of self-concept Need to be explored. As such, an attempt has been made in this questionnaire {or eliciting information regarding adolescent's perceptions and characteristics Description of Self-Concept Inventory The self-concept inventory provides six separate dimensions of self-concept, viz., Physical, Social, Intellectual, Moral, Educational and Temperamental Self- concept. It also gives a total self-concept score. The operational definitions of self-concept dimensions measured by this inventory are : 1. Physical—Individuals' view of their body, health, physical appearance and strength. 2. Social—Individual's sense of worth in social interactions. 3. Temperamental—individuals view of their prevailing emotional state or predominance of a particular kind of emotional reaction. 4. Educational—Individual’s view of themselves in relation to school, teachers and extracurricular activities. 5. Moral—Individual’s estimation of their moral worth; right and wrong activities. 6. Intellectual. Individuals’ awareness of their intelligence and capacity of problem solving and judgements.4 | Manual for $ CQ Table 1 indicates item numbers included in differant self-concept climensions. TABLE 1 Self-Concept Dimensions Alongwith their item Numbers Self-Concept Dimensions | Code No. ttem Numbers Physical 2, 3, 9, 20, 22, 27,29, 31 Social 1, 8 21,97, 40, 43, 46, 48 Temperamental 4,10, 14, 16, 19, 23, 24, 28 Educational 5,13, 15, 17, 26, 26, 30, 32 Moral 6,34, 95, 41, 42, 44, 45, 47, Intellectual 7,11, 12, 18, 33, 36, 38, 39 ‘The inventory contains 48 items. Each dimension contains elght items. Each item is provided with five alternatives. Responses are oblained on the test booklet itself. There is.ne time limit but generally 20 minutes have been found sufficient for responding all the items. Instructions for the time of administration of the inventory are also given on the test booklets. Instructions for Administering the Inventory 1. Lot the students é seated with proper seating arrangement. 2, Before the test starts, let all books and note-books be kept aside or inside the desks. 3, Make sure that the respondent has a pencil or pen. 4, Tell students the purpose of the tost. 5. Assure students that the responses obtained on the test will be kept secret. 6 Any doubts raised by the students should be answered franklyManual forSCQ | § 7 Oi : 5 istribute the test booklet of Self-concept inventary to the students. 8. Letall the entries of the response booklet be filled in one by one. 9. Read the instructions clearly from the test bookiet, while the individuals read silently. 10. Ensure that the instructions have been understood correctly. 11. Invite doubts or querries and clear them before they start responding the items. 12. Supervise the group, |. e. take rounds in the room and make sure that all are responding in a desired way. 13. If someone needs to know the meaning of certain words, he/she should be told. However the responses have to be decided independently by the candidates themselves. 14, Count the test booklets al the end of the testing and be sure that all the test booklets have been returned. instructions to Students Read the following instructions from the inventory in Hindi or English as the case may be— “Tho is a self-concept inventory. There are 48 items in it. Against each item there are five responses. You have to read each item carefully and respond to it by marking a tick ("on any one of the five responses given against that item, which you think describe you well. There is no right or wrong answor. The right answer is only what you feel about yourself. Try to give your responses according to what you feel about yourself with reference to that a statement. Your answers will be kept confidential \ After‘the above instructions, administrator should explain the EXAMPLE given on the inventory.6 | Manual for $C Q Scoring Method The respondent is provided with five alternatives to give his responses fanging from most acceptable to least acceptable description of his self-concept. The alternatives or responses are arranged in such a way that the scoring system for all the items will remain the same. e[5, 4, 3, 2 1 whether the items are positive or negative, If the respondent put ( ¥’) mark for first alternative the score is 5, for second alternative the score is 4, for third alternative score is 3, for the fourth it is 2 and for the fifth and last alternative the score is one. The ‘summated score of all the forty-eight items provide the total self-concept score of an individual. A high sore on this Inventory indicates a higher self-concept, while 2 low score shows low self-concept. Transfer the score of each item on the front Page against that item. Now add all the scores of eight items given in that Column, this will give you score for that particular dimension of Self-concept, Reliability Reliability of the inventory was found by test-retest method, and it was found to be .91 for the total self-concept measure. Reliability coefficients of its various dimensions varies from .67 to .88. The following table shows the test-retest reliability for each dimensions. TABLE 2 Test-Retest Reliability of the Self-concept Inventory Self-concept Dimension | No. of Items | Reliability coefficients Physical Social Temperamentai Educational Moral Intellectual Total Self-coneepts Manual forSGQ | 7 validity Experts opinion were obtained to establish the validity of the inventory. 100 items were given to 25 psychologists to calssify the items to the category to which it belongs. Items of highest agreement and not less than 80% of freement were selected, Thus the content and construct validity were established. Standardization and Norms The Salf-contept Questionnaire was standardized on 1000 students of 20 Higher Secondary schools of Delhi pertaining to Delhi Administration and Central Schools. The students were from IXth and Xth classes ranging from 14 to 18 years of both the sexes. TABLE 3 Interpretation and Classification of Raw. Scores for all Dimensions Self-concept Dimension Score Interpretation (Category) 33 to 40 “High Self-concept 250 32, Above Average Self-concept 17 to 24 Average Self-concept 91016 Below Average Sell-concept Upto 8 Low Setf-cancept TABLE 4 interpretation and Classification of Raw Scores for Total Self-Concept Raw Score 193 to 240 145 to 192 9710 144 -49 to 96 10 48 Interpretation High Self-concept ‘Above Average concept Average concept ae Below Average concept Low concept 3& | Manuat for $ CQ REFERENCES Lowe, C.M. (1961) : The Self-concept : Fact or artifact ? Psycholog/cal Bulletin, 58, 325-326. Lynche, M.D.; Norem-Hebeisen, A.A, and Gergen, K.J. (1981) : Self Contemplations-self-concept : Advance in Theory and Research, Cambridge, Mass Ballinger. Pedersen, D.M. (1965) : Ego strength and discrepancy between conscious and unconscious self-concept. Perceptual and Motor skills, 20, 691-692. Rogers, C.R. (1951) : Client Centered Therapy—its current Practice, Implications and Theory. Boston, Houghton. Saraswat, R.K. and Gaur, J.S. (1981) ; Approaches for the measurement of solf-concept—An Introduction, Indian Educational Review, 16 (3), 114-119. © 1904, 92, 99, All rights reserved. Maproducton In any form is a violation of Copyright Act. Mana} for Seit-concept Guastionnaira (SCO),Consumable Booklet of Dr. RL K. Saraswat (ew comm) scQ T.MNo, 458715 English Ve Pleass fill up the following :— Name. _Age Sex Religion, Caste, RuralUrban_. Father's name. Father's occupation. Monthly Income, School Class. Section, Roll No, Scoring Table (Area-wise) ‘Sum of all areas. Estd. 1971 im Sesees NATIONAL PSYCHOLOGICAL CORPORATION 4/230, KACHERI GHAT, AGRA - 282 004OBJECTIVES -rson has some characteristics which differe form the basis of different nature of p teristics. You might have these ¢ fect different aspect tion. T assure yOu | All persons are not equal. Every pe him from others, These characteristics Here are some questions regarding these charac in varying quantities. I want to know how these qualities affe life. The success of this objective depends on your cooperation. answers would be kept secret. I request you to answer unhesitatingly. INSTRUCTIONS _On the following pages there are some questions and their probable answers given ‘against them. You read them carefully and whichever suits, you, put a tick (v ) in the blank space given against it. You have to mark only one answer. An illustration is given below. There is no time limit for it but you should answer it as soon as possible. TLSTRATION © What ye of teeth doyou have. ? Ifyou think the. i i wea Medan vou have beautiful teeth, you tick (Vv ) in the space given below the Very Beautiful Beautiful Average Beautiless Bewutilesy i... Cc) a) cd ) GiHow do you find yourself in ‘doing physical work ? 5. How do you like school stu dies ? Normal | Sometimes | - | “unhsppy |” happy Very good ‘Average | Not good | Not goos at al! ft €) 6 Do you believe in religious || Very much | “Usually | Normanty | Sometimes | Never ‘customs and traditions ? g SREB FRAME crt cising others ? frankly in the presence of | other? ——— ‘Noten beautiful 4 sepnaeem Pt _ lesion ? 10, Doyouthinkyourselfone of the cheeful persons ? LL, Do you behave abnormally also ? 18. Do you think about your ff A!ways teachers?a Do you think yourself to be (5) s cool-tempered man ? Are you regular in doing — your tome-erk. sigan ‘Always | Mostly [Normally | Sometimes | Never Li Do you insult others ? Doyou have difticultyin un- anaes derstanding something | Never ‘Usuatty | “Generally ‘“aticaty, “mica H ‘when the teacher explainsin eae | ‘ 6) 1) pc) tt Do you think if you get an opportunity you can dis- || Definitely | Most probably] Probably | Doubtful | Notatall : ‘cover something new ? a ae a ee Do you feel irritated if so- || Never | Usually not Sean | Usvally | Always mebody finds fault with ( Sith & a} (_) L Ju ‘your work ? How do you Gnd your por- ayost | Aruactive,| Normal |Unautractive /Tovely unat | sonality ? attractive tractive de ‘How do you like the com- [aways good | Mostly good [Usually good] Sometimes | Never like “T ‘pany of others ? dislike i cote too torte ott ‘How much are you satisfied [se Satisfied | Usually |Notscsatis-| Unsatisfied fied satistied | fied ¢_) ). cy cy {_} Ll | nN Never | Mostly not | Generally | Sometimes | Always Notatal | Not much ‘| Normal28. 27. 28. 29, m0. a1 32, 33. 35. How much are you satisfied [Completely ttn the present postion | sated your studies in class ? ‘How do you Iike schoo! ex- amination ? Howis your voice? Areyou curious o know the ‘end while readinga novel or seoing movie? Loot) 1 SS rae How do you find yout [[ yery gooa | Good ‘Average ‘Weak Feeble health? ~ =e at) am! _! $= sow your aesimes in [omy meme] See [oo the class 7 present present absent sent Coe L 1 How much are you satisfied [[Fuuy satified with your height ? Do you uy to get first posi- | Always tion in the tests given in the class 7 Do you take care of the work before doing it? merits and demerits of a e mi Always Woere do you ple 00" | eater self while speaking truth ? Where do you place your- seif in obeying public rules || Aiways obey eg. rules pertaining to pu- || rales blic places, like road, park, rnibway station etc. 7 Usually | Generally | Often not | Never fe di ' ‘Usually | Generally | Usually not | Never 1), eee) she Usually | Generally | Usually | Always have ~ speak truth | speak truth | hesitate in | to resort to speaking | falsehood ‘rath gs) PE). (_) ¢ 2 co) ‘Usually Generally | Usuallydo | Never care ‘obey rules | obey rules | notobey | forrules | rules (oy ada a0, (7) Aare you more intelligent /"Cerainiy | Usually | Generally | Lew ] Novatall | Obtained than your colleagues ? more RS. Doyou take partin organiz- [Atways ‘Usually | Generally | Usually aot | Never ing it when your classmates |] C_) Ci) Cy bo) LL goto picnic etc, ? . Do you solve yourself the wean proms ot [Re] Us| Genet [| Unaly"TAtaetp your studies ? ©) c) co) it Be How much do you attend to = ae awinicaspec fie phvo- | ec ac-| ateaton | Average at-| ateaton | anyatea graph while seeing Gr ma- tion, tention ion king? (ee Se) ey ey ‘What will you do if you are doing some important work and your friends ask you 10 Obtained accompany them for a walk. ? Raw Score ‘Will start immediately €3 ‘Will go after thinking for sometime c) 7 Will keep silont oo ‘Wa not go ater thinking for sometime oO) ‘Will rofuse at ones 62 be} ‘While taking the examination you are notable to answer some question and a book of the ‘Same subject is lying near you, will you take help of the book ? ‘Will never do such thing (>) Do not have the courage todo inspite ofwill ©) Generally do not do this o) Witl use the book if get an opportunity Oo) ‘Will immediately use the book > 14 {yon get an opportunity to drink water in the house of so called low caste persons, what will you do ? ‘Shall take woter () Will take water after some consideration ©) ‘Will care for cleanliness () ‘Will take water but would tell nobody 0) Will not take water t5 i ‘Po:you hesitate in mixing with persons of opposite sex? Do.not hesitate at all ©) ‘Sometimes hesitate o) Generaty do not testiave i a aoa hesitate. ws “Mays hesitate é3 ey46. (8) ‘You arestanding in the bus que fora long time when bus comes, the conductor takes some passengers and stops at your turn ecause there is no space in the bus, what will youdoin {hese circumstances ? ‘Will walt for the next bus Will request the conductor Will run and try to board the bus \Will push the other passengers and try to board the Dus ‘Will make a nolse ‘What will you do if you come to know of immoral character of your friend? Will completely break the friendship ‘Will lessen the friendship : Will continue friendship but wil try to make him understand ‘Will continue friendship as it was ‘Will strengthen the friendship “You have to do four tasks —{a) you have to call he doctor to show your sick brother (D) ‘you have 10 do the preparation for going out the next day (c) you have to read novel (@) Ite {riend is going away, you have to go to see him. What will you do in the first place ? ‘Will call the doctor to show the sick brother ‘Will prepare for going out ‘Will read novel Will go to see the friend Will not do any of the above mentioned work ‘Your friend gives you one thousand rupees to keep and when you count they are eleven hundred what will you do? Will return one hundred rupees to the friend at once Will tll the frien at once Will return 1100 rupees while returning thent I the friend dées not come to know, will take oUt one hundred rupees if possible Shall take out one hundred rupees ‘Do you like to Uo the work keeping in mind the desize of other ? ‘Always do the work keeping in mind the desire of others Usually do the work keeping in mind the desires of others Generally do the work keeping in mind the desires of others Sometimes do not eare for the liking of other ‘Always do according to one’s own will ( ¢ ( C (STANDARD PROGRESSIVE MATRICES SETS A,B,C,0,&E Name Ref. No, Place Date Age Birthday Test Begun Test Ended A B c D E —y 1 1 1 1 2 2 2 2 [ 3 3 3 3 q 4 4 4 4 4 5 5 5 5 L 6 6 6 6 6 z z 7 7 7 r 8 8 8 8 8 9 9 9 10) 10 10 10 "1 {| “4 fa 4 1" al 12 12 12 12 Time Total Grade Notes Tested by Published by MANASAYAN, New Dethi by special arrangements biatalagh scr H. K. LEWIS & CO. LTD,, LONDON. ~ @¥.C. Raven