SELF-CONCEPT development of school-aged children with congenital upper limb differences: A mixed-methods study

IF 1.5 Q3 NURSING
Sally Ann Martens , Terry A. Badger
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Abstract

Background

School-aged children enter an essential phase of psychosocial development in which they begin to form their self-concept. Having a negative self-concept has a direct relationship on the gradual evolution of a child's personality which can influence academic and career success, peer interactions and relationships, generativity and life satisfaction and meaning. There is limited research examining self-concept in children with congenital upper limb differences.

Objectives

Describe self-concept in school-aged children with congenital upper limb differences (CULD).

Methods

In this convergent mixed methods study, we used the Piers Harris Children's Self-Concept Scale (PHCSCS) and modified photovoice methodology to explore self-concept in school aged children with CULD. The quantitative results from the PHCSCS were merged with the qualitative findings from the 63 photographs and 63 written descriptions provided by nine children.

Results

Mean self-concept was 51.22 (±10.43). Mean domain scores: behavioral adjustment 52 (±8.19), freedom from anxiety 48.56 (±10.42), happiness and satisfaction 49.44 (±10.73), intellectual and school status 54.78 (±10.31), and social acceptance 49.89 (±8.64). Nine participants described five themes of self-concept: emotions, sense of accomplishments, positive view of oneself and one's physical body, hobbies, and a sense of connection. Children defined their self-concept through expressions of self-efficacy, self-image, and social identity.

Implications

Results created a more comprehensive description of self-concept, and expanded understanding of the social identity of school-aged children with congenital upper limb difference. Future research is needed to examine the relationships between self-efficacy, self-image, and social identity to develop interventions promoting healthy self-concept development.

学龄儿童先天上肢差异的自我概念发展:一项混合方法研究
学龄儿童进入心理社会发展的重要阶段,开始形成自我概念。消极的自我概念与儿童个性的逐渐演变有直接关系,而个性的逐渐演变会影响学业和职业成功、同伴互动和关系、创造力和生活满意度和意义。关于先天性上肢差异儿童自我概念的研究有限。目的探讨学龄儿童先天性上肢差异(CULD)的自我概念。方法采用融合混合方法,采用Piers Harris儿童自我概念量表(PHCSCS)和改进的光声法对学龄儿童的自我概念进行研究。PHCSCS的定量结果与9名儿童提供的63张照片和63份书面描述的定性结果合并。结果平均自我概念为51.22(±10.43)。平均领域得分:行为调整52分(±8.19)分,焦虑自由48.56分(±10.42)分,幸福和满意度49.44分(±10.73)分,智力和学业状况54.78分(±10.31)分,社会接受程度49.89分(±8.64)分。九名参与者描述了自我概念的五个主题:情绪、成就感、对自己和身体的积极看法、爱好和联系感。儿童通过自我效能感、自我形象和社会认同的表达来定义自我概念。结果对学龄期先天性上肢差异儿童的自我概念进行了较为全面的描述,扩大了对其社会认同的认识。未来需要进一步研究自我效能感、自我形象和社会认同之间的关系,以制定促进健康自我概念发展的干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
14.30%
发文量
34
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