182
RALPH
SCOTT
AND
JAMES
E.
SMlTH
GOLDSTEIN,
K.
M., CARY, G.
L.,
CHOROST,
S.
B.,
&
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J.
D.
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of
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A.
A comparison
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MACFARLANE,
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M.,
&
WOMACK
M.
The intelligence
of
preschool children
as
related to ethnic and demo-
SCOTT, R.
Perceptual skills, general intellectual ability, race and later reading achievement.
The
SCOTT,
R.
Home Start:
a
sequential readiness program for children from two
to
five years
of
age.
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R.,
&
SATTEL,
L.
School and home
-
not either-or.
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10.
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Sex differences in correlations between children’s
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M.
The identification and measurement
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to
3)
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intelligence. Unpublished doctoral dissertation, University
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Chicago,
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AN INDIRECT MEASURE
OF
SELF-ESTEEM AND IMPULSE CONTROL
IN ELEMENTARY-SCHOOL CHILDREN’
JAN
LONEY
College
of
Medicine, University
of
Iowu
Elementary-school educational programs typically have as a central goal the
elevation
of
children’s self-esteem; the assumption is that heightened self-esteem
facilitates learning. When such programs are evaluated objectively, the need
to
measure self-esteem often collides with concern about the child’s privacy, since
many self-concept measures strike parents as intrusive. Further, few self-concept
instruments are simple enough for children in the earlier grades, and their com-
plex’ties tend to reduce their enjoyability for children in all grades.
Studies
of
children’s self-concepts
(e.g.,
Spaulding,
1965)
indicate with
some
regu
‘t
arity that self-esteem decreases with age. When the child emerges from the
family circle, he finds that teachers and peers deal in academic and social skills.
He compares himself to other children on all sorts
of
dimensions. He meets failure.
'This
study waa made possible by the collaborative efforts of Donald Swenson, Elizabeth Rogers,
aud Joseph Cullen,
to
whom the author is most grateful.
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