Dissertations and Theses @ UNI


Open Access Thesis


Self-perception in adolescence; Language acquisition; Psycholinguistics;


The study was designed to examine and define the relationship between language development and self-concept in junior high school students. Thirty students were selected on the basis of age. To measure language development and self-concept, the following instruments were employed: Wechsler Intelligence Scale for Children Revised, Verbal subtests (WISC-R, V); Verbal IQ; Draw-a-Person (D-A-P) Test; a teacher questionnaire; and observations of students. Correlations relied upon a simple and multiple regression. The statistical analysis was composed of two parts. The first part included simple regression to obtain a correlation coefficient between self-concept and verbal IQ. The second part included the Pearson Product Moment Correlation between each verbal subtest and self-concept. Statistical results showed significant correlation between verbal IQ and self-concept, and between verbal subtests and self-concept. The strongest correlation was seen in Similarities, Information, and Comprehension; the weakest was seen in Vocabulary. Results show that a single subtest can predict a consistent self-concept. The results of the D-A-P Test demonstrated a lack of statistical significance with language development; whereas, the results of observations and a questionnaire showed high correlations with language development.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology and Foundations

First Advisor

Ralph Scott

Second Advisor

Clifford Highnam

Third Advisor

Lawrence L. Kavich


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