Abstract
M.Ed.
Nowadays more and more emphasis is placed on the importance of the so
called "Emotional Intelligence" which include aspects like social skills,
purposefulness, persistence, self-motivation, reliability and solid interpersonal
relationships. Goleman (1996: xii) mentions qualities such as "self-control,
zeal and persistence" and says that these qualities can be taught and learned
irrespective of the individual's intellectual potential. The modern working
force requires people who are reliable, adaptable and flexible so that they can
cope with various circumstances in a multi-cultural society that is
characterized by diversity. The aspects mentioned here, manifest in the
different dimensions of the self-concept of the individual and it is therefore
important to investigate the nature and the quality of the self-concept and
endeavour to determine how this self-concept is established. For this reason
the meta-theoretical and theoretical assumptions concerning self-concept
were discussed and serve as a theoretical frame of reference for this study.
The aim of this study is to determine if similarities exist between the selfconcept
of the child and the self-concept of the parent and to investigate
whether the self-concept of the parent is reflected in the self-concept of the
child. The research design and methods are discussed as well as the validity and
reliability of the questionnaire and the test sample. A quasi-experimental
research design was employed to enable the researcher to gather measurable
data. This approach was used in order to make numerous comparisons
between the different groups. In this way it would be possible to identify
possible differences as well as possible similarities between the self-concept
of children and the self-concept of their parents.
The design that was followed, included the use of an existing questionnaire
which provides for the measuring of he self-concept on eight different scales.
These scales correspond with the different aspects of the self-concept and
include: the intellectual (academic) self-concept, the general social selfviii
concept, the role of the family, the value orientation of the learner and the
educator, the physical aspect, self-confidence, religion and the experience of
frustration. The self-concept ,questionnaire (consisting of 46 items) was issued to 100
children. These children were identified in conjunction with the guidance
teacher and they were subdivided into two groups namely those with a
predominantly high self-concept and children with a predominantly low selfconcept.
Children had to complete a questionnaire and see to it that the
respective parents also complete questionnaires. Questionnaire items were
drawn up, based on existing literature and research findings...