An investigation of the social learning and symbolic interaction models for the development of self-concepts and self-esteem
Burnett, Paul C. (1996) An investigation of the social learning and symbolic interaction models for the development of self-concepts and self-esteem. Journal of Family Studies, 2(1), pp. 57-64.
Two studies were conducted to investigate empirical support for two models relating to the development of self-concepts and self-esteem in upper-primary school children. The first study investigated the social learning model by examining the relationship between mothers' and fathers' self-reported self-concepts and self-esteem and the self-reported self-concepts and self-esteem of their children.
The second study investigated the symbolic interaction model by examining the relationship between children's perception of the frequency of positive and negative statements made by parents and their self-reported self-concepts and self-esteem.
The results of these studies suggested that what parents say to their children and how they interact with them is more closely related to their children's self-perceptions than the role of modelling parental attitudes and behaviours. The findings highlight the benefits of parents talking positively to their children.
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|Item Type:||Journal Article|
|Keywords:||Social Learning, Symbolic Interaction, Self-Concepts, Self-Esteem, Parents, Children|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100)|
|Divisions:||Current > QUT Faculties and Divisions > Division of Research and Commercialisation|
|Copyright Owner:||Copyright 1996 EContent Management Pty Ltd|
|Deposited On:||12 Oct 2009 11:30|
|Last Modified:||10 Jun 2010 00:04|
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