Self-concept as correlates to school disruptive behaviors / Marivic R. Leaño. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2004.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree of Master of Arts in Psychology . 56

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ABSTRACT: Self-concept as correlate to school disruptive behavior of 400 third year students of Malabon City and Navotas was investigated using the descriptive method. The Tennessee Self-Concept Scale and a questionnaire on school disruptive behavior were the instruments used. Finding, self-concept among students in the higher sections tend to be high in the dimensions of personal self, family self and social self, while the lower sections tend to exhibit low self-concept in the three dimensions. Identified as very serious, school disruptive behavior on conduct were; speaking vulgar words, cutting classes, joining fraternities and gangs, telling lies, habitual absence and tardiness, on personality; bullying classmates and use of abusive or foul language, on academic; cheating during exams, showing poor study habits, getting failed grades in most subjects, copy homework from classmates, and getting zero in quizzes/seatwork. Findings show that there is a significant relationship between self-concept and school disruptive behavior, hence; the lower the self-concept, the more serious the school disruptive behavior of the students.

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