User:Scoy16/sandbox

Development[edit]
Researchers debate over when self-concept development begins. Some assert that gender stereotypes and expectations set by parents for their children impact children's understanding of themselves by approximately age 3.However, at this developmental stage, children have a very broad sense of self, typically, they use words such as big or nice to describe themselves to others. While this represents the beginnings of self-concept,others suggest that self-concept develops later, around age 7 or 8. At this point, children are developmentally prepared to interpret their own feelings and abilities, as well as receive and consider feedback from peers, teachers, and family. ''In adolescence, the self-concept continues to undergo a significant time of change. Generally in adolescence, self-concept undergoes more minor, gradual changes and reflects an overall refinement and solidification of the self-concept.(Zafar)(Shapka) In fact, the development of self-concept in teens has been shown to experience a "U-shape" curve, in which overall self-concept will decrease in early adolescence, but followed by an increase in later adolescence. (Shapka) The self-concept additionally shifts from being orientated towards a more "yes/no" evaulation of oneself to one on a continuum eveluation of oneself. For example, children might say that they are "smart", while in adolescene might think they are "not the smartest, but smarter than average". (Shapka)(Gupta)''   Despite differing opinions about the onset of self-concept development, researchers agree on the importance of one’s self-concept, which influences people’s behaviors and cognitive and emotional outcomes including (but not limited to) academic achievement, levels of happiness, anxiety, social integration, self-esteem, and life-satisfaction. (Gupta)(Sadhwani)

Academic[edit]
Academic self-concept refers to the personal beliefs about their academic abilities or skills. Some research suggests that it begins developing from ages 3 to 5 due to influence from parents and early educators. By age 10 or 11, children assess their academic abilities by comparing themselves to their peers. These social comparisons are also referred to as self-estimates. Self-estimates of cognitive ability are most accurate when evaluating subjects that deal with numbers, such as math. Self-estimates were more likely to be poor in other areas, such as reasoning speed.[clarification needed]

Some researchers suggest that, to raise academic self-concept, parents and teachers need to provide children with specific feedback that focuses on their particular skills or abilities. Others also state that learning opportunities should be conducted in groups (both mixed-ability and like-ability) that downplay social comparison, as too much of either type of grouping can have adverse effects on children's academic self-concept and the way they view themselves in relation to their peers.

Physical
''Physical self-concept is the individual's awareness of themselves in terms of physical ability and appearance. Physical ability includes such concepts as strength and endurance, while appearance refers mainly to physical attractiveness. (Caglar) The time of the biggest change in physical self-concept is at the on-set of puberty, about 10-11 years for girls and about 15 years of age for boys, which happens in conjunction with a variety of psychological factors that affect the perception of individual physical self-concept. (Klomsten) This explains the trend that male adolescents have more positive physical self-concepts, in general, than females. (Asci). An important factor of physical self-concept is participation in physical activities. It has been suggested that adolescent involvement in competitive sports not only increases general physical self-concept, but also self-esteem. (Findlay)''

Sources Possible citations to be used. Before you tell me, I am aware they are not in proper Wikipedia reference format, I will change that later. The original text shown as normal, added is in Italics and what is planned on being deleted is struck through. Potentially, I will add a subsection for the development of Sports self-concept, as well as substantially add to the development of self-concept in terms of adolescence.
 * Klomsten, Anne Torhild, Einar M. Skaalvik, and Geir Arild Espnes. "Physical Self-Concept and Sports: Do Gender Differences Still Exist?" Sex Roles 50.1-2 (2004): 119-27. ProQuest. Web. 22 Mar. 2018.
 * Asci, F. H. "An Investigation of Age and Gender Differences in Physical Self-Concept among Turkish Late Adolescents." Adolescence 37.146 (2002): 365-71. ProQuest. Web. 22 Mar. 2018.
 * Çaglar, Emine. "SIMILARITIES AND DIFFERENCES IN PHYSICAL SELF-CONCEPT OF MALES AND FEMALES DURING LATE ADOLESCENCE AND EARLY ADULTHOOD." Adolescence 44.174 (2009): 407-19. ProQuest. Web. 22 Mar. 2018.
 * Findlay, Leanne C., and Anne Bowker. "The Link between Competitive Sport Participation and Self-Concept in Early Adolescence: A Consideration of Gender and Sport Orientation." Journal of Youth and Adolescence 38.1 (2009): 29-40. ProQuest. Web. 22 Mar. 2018.


 * Zafar, Huma, Tanzila Nabeel, and Tahir Khalily Muhammad. "ADOLESCENTS' SELF-CONCEPT AND THEIR ATTITUDES TOWARDS PARENTS, TEACHERS, AND POLICE AUTHORITY." Pakistan Journal of Psychology 44.1 (2013)ProQuest. Web. 14 Mar. 2018.
 * Allison, Barbara N., and Jerelyn B. Schultz. "Interpersonal Identity Formation during Early Adolescence." Adolescence 36.143 (2001): 509-23. ProQuest. Web. 14 Mar. 2018.
 * Gupta, Deepty, and Geeta Thapliyal. "A Study of Prosocial Behaviour and Self Concept of Adolescents." i-Manager's Journal on Educational Psychology 9.1 (2015): 38-45. ProQuest. Web. 14 Mar. 2018.
 * Sadhwani, Indu. "Effect of Self - Concept on Adolescent Depression." Journal of Psychosocial Research 7.1 (2012): 147-52. ProQuest. Web. 14 Mar. 2018.
 * Shapka, Jennifer D., and Daniel P. Keating. "Structure and Change in Self-Concept during Adolescence." Canadian Journal of Behavioural Science 37.2 (2005): 83-96. ProQuest. Web. 20 Mar. 2018.