The effect of families' socioeconomic status on the self-concept development of learners. Issue 14 (6th December 2019)

• Record Type: Journal Article
• Authors: Gasa, Velisiwe; Pitsoane, Enid; Molepo, Lesiba; Lethole, Patricia
• Is Part Of: Early child development and care. Volume 189:Issue 14(2019)
• Page Start: 2334
• Page End: 2346
• Publication Date: 2019-12-06
• Subjects: Socioeconomic status -- farm schools -- community engagement -- self-concept; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2018.1454440
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: This article investigates the effect of families' socioeconomic status on the self-concept development of learners. The data were collected using a questionnaire from 31 learners who participated in the community engagement project. During the execution of this project, in addition to assisting learners using self-esteem development intervention methods, certain factors emerged, which apart from the original projects methods for self-concept development, seemed to impact self-concept development. These factors suggested that the school-environment and families' socioeconomic status may additionally influence self-concept development. This was used to conduct the necessary statistical analyses. Findings indicated that there is no significant relationship between the self-concept and any of the three components of the socioeconomic factor. But significant dependencies could be established between isolated elements of the socioeconomic factor and self-concept. A collaboration is, therefore, recommended between parents or guardians, teachers, counsellors and social welfare agencies to cater for the needs of these learners.