TY - JOUR
AU1 - Shavelson, Richard J.
AU2 - Hubner, Judith J.
AU3 - Stanton, George C.
AB - Review of Educational Research Summer 1976, Vol. JĻ6, No. 3, Pp. JĻ07-U1 Self-Concept: Validation of Construct Interpretation s Richard J. Shavelson Judith J. Hubner Georg e C. Stanton Stanford University Historically, education goals have tended to fluctuate from emphasis solely on cognitive outcomes to major concern with social and affective ones. The emphasis on achievement and the "cult of efficiency" (Callahan, 1962) early in this century was followed by a shift in th e 1930's t o th e comprehensive high school with its social and affective concerns (cf. th e Eight Year Study, Aikin, 1942). The n Sputnik initiated a rapid and dramatic reem­ phasis on cognitive outcomes (Bruner, 1960) from which the curren t trend seems to be moving in its emphasis on "humanis­ tic " aspects of education. The sharp increase in th e number of studies on self-concept is one reflection of the reemphasis on noncognitive outcomes of education. (For references to current educational studies, see reviews by Coller, 1971; Purkey, 1970; Yamamoto, 1972; Zirkel, 1971.) Another symptom of this shift has taken the form of increased concern with enhancing the child's self-concept, espe- The authors wish to express their appreciation to Professors Lee J. 
TI - Self-Concept: Validation of Construct Interpretations
JF - Review of Educational Research
DO - 10.3102/00346543046003407
DA - 1976-09-01
UR - https://www.deepdyve.com/lp/sage/self-concept-validation-of-construct-interpretations-DeTi0h0dtB
SP - 407
EP - 441
VL - 46
IS - 3
DP - DeepDyve
ER -