The Research Of Disadvantaged Students' Implicit And Explicit Self-Concept And Their Predicted Fountain

The purposes of the research were to explore the disadvantaged students' development of implicit and explicit self-concept, and analyze the relationship of this development and their perceived social support and locus of control, and provide theories basis and guide advice for educational intervention.The subjects of this research were selected from the two elementary schools and one junior middle school. 135 normal students and disadvantaged students consisted of learning-disabilities students, rejected and neglected students, poverty students became valid subjects finally. Piers-Harris Children's Self-concept Scale(PHCSS), Wallace Self-Concept Scale(WSCS), Implicit Association Test(IAT), Social Support Questionnaire, Multidimentional Measure of Children's Perceptions of Control (MMCPC) were administed to these subjects.The major findings were as follows:1. Learning-disabilities students, rejected and neglected students scored lower in explicit self-concept than normal students, which is more significant in junior middle school students.2. Disadvantaged students such as learning-disabilities students, rejected and neglected students showed more significant implicit self-concept effect than normal students and poverty students in grade 9.3. Disadvantaged students did not show significant correlation between explicit self-concept and implicit self-concept. The learning-disabilities students, rejected and neglected students showed more significant disparities between their implicit self-concept and explicit self-concept in grade 9.4. Learning-disabilities students, rejected and neglected students perceived less social support from significant others, especially teachers and schoolmates. There were gender and age difference in perceived social support from some significant others.5. Disadvantaged student such as learning-disabilities students, rejected and...