Since knowledge of self-stability is important to self-theory, a study as briefly outlined above seemed valuable. The four chief parts of the study to emerge are given below: 1. To investigate the stability of the self-concept of adolescents over one and two-year intervals. 2. To investigate the stability of the self-concept and its relationship to such factors as social status, intelligence, and maturation age. 3. To investigate the favorability of self-concept and to see if such things as social status, intelligence, and maturation age make for differences in favorability. 4. To investigate the differences between drop-outs and continuands when all were in grade ten for such factors as self-concept, intelligence, social status, and maturation age.
","abstract_html":"<p>Since knowledge of self-stability is important to self-theory, a study as briefly outlined above seemed valuable. The four chief parts of the study to emerge are given below: 1. To investigate the stability of the self-concept of adolescents over one and two-year intervals. 2. To investigate the stability of the self-concept and its relationship to such factors as social status, intelligence, and maturation age. 3. To investigate the favorability of self-concept and to see if such things as social status, intelligence, and maturation age make for differences in favorability. 4. To investigate the differences between drop-outs and continuands when all were in grade ten for such factors as self-concept, intelligence, social status, and maturation age.</p>","abstract_has_math":false,"creators":["Thomas, William Davy"],"institution":null,"degree_name":"Master of Education (MEd)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Eldon E. Jacobsen","Colin D. Condit","Howard Bruce Robinson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1969,"date_issued":"1969-01-01T08:00:00Z","date_published":"1969-01-01T08:00:00Z","updated_at":"2026-07-24T01:37:29Z","subjects":["Education","Self","Educational Assessment, Evaluation, and Research","Educational Psychology","Secondary Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/1112","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Eldon E. Jacobsen","Colin D. Condit","Howard Bruce Robinson"]},{"key":"dc:creator","label":"Author","values":["Thomas, William Davy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Self","Educational Assessment, Evaluation, and Research","Educational Psychology","Secondary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.cwu.edu/etd/1112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Since knowledge of self-stability is important to self-theory, a study as briefly outlined above seemed valuable. The four chief parts of the study to emerge are given below: 1. To investigate the stability of the self-concept of adolescents over one and two-year intervals. 2. To investigate the stability of the self-concept and its relationship to such factors as social status, intelligence, and maturation age. 3. To investigate the favorability of self-concept and to see if such things as social status, intelligence, and maturation age make for differences in favorability. 4. To investigate the differences between drop-outs and continuands when all were in grade ten for such factors as self-concept, intelligence, social status, and maturation age.
"]},{"key":"dc:title","label":"Title","values":["A Longitudinal Study of Self-Concept in Late Adolescents"]}]}],"canonical_facts":{"dc:contributor":["Eldon E. Jacobsen","Colin D. Condit","Howard Bruce Robinson"],"dc:creator":["Thomas, William Davy"],"dc:description.abstract":["Since knowledge of self-stability is important to self-theory, a study as briefly outlined above seemed valuable. The four chief parts of the study to emerge are given below: 1. To investigate the stability of the self-concept of adolescents over one and two-year intervals. 2. To investigate the stability of the self-concept and its relationship to such factors as social status, intelligence, and maturation age. 3. To investigate the favorability of self-concept and to see if such things as social status, intelligence, and maturation age make for differences in favorability. 4. To investigate the differences between drop-outs and continuands when all were in grade ten for such factors as self-concept, intelligence, social status, and maturation age.
"],"dc:identifier":["https://digitalcommons.cwu.edu/etd/1112"],"dc:language":["English"],"dc:subject":["Education","Self","Educational Assessment, Evaluation, and Research","Educational Psychology","Secondary Education and Teaching"],"dc:title":["A Longitudinal Study of Self-Concept in Late Adolescents"],"dc:type":["Text"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Education (MEd)"]},"updated_at":"2026-07-24T01:37:29Z"}