1,135
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Effect of Occupation-Based Groups on Self-Concept of Children Aged 5–8: A Pilot Study

Pages 63-76 | Received 24 Jun 2013, Accepted 20 Sep 2014, Published online: 22 Oct 2014

REFERENCES

  • American Occupational Therapy Association. (2011). Occupational Therapy Services in Early Childhood and School-Based Settings. Retrieved February 24, 2014 from http://www.aota.org/-/media/Corporate/Files/Practice/Children/Browse/EI/Official-Docs/EI%20and%20Schools%20final%2022811.pdf
  • Appalachia Regional Commission (2011). The Appalachian region in 2010: A census data Overview chartbook [PDF].
  • Barnett W. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. Future of Children, 5(3), 25–50.
  • Barnett W, & Boocock S. (1998). Early Care and Education for Children in Poverty: Promises, Programs, and Long-term Results. New York: State University of New York Press.
  • Barton PE. (2005). One-third of a nation: Rising dropout rates and declining opportunities. Policy Information Report. 1–46. Retrieved from www.ets.org/research.
  • Bazyk S, & Bazyk J. (2008). Meaning of occupation-based groups for low-income urban youths attending after-school care. American Journal of Occupational Therapy, 63(1), 69–80.
  • Brownfield D, & Thompson K. (2005). Self- esteem/self- concept and delinquency: The effects or reflected appraisals by parent and peers. Western Criminology Review, 6(1), 22–29.
  • Buhs E. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept And classroom engagement as mediating processes. Journal of Child Psychology And Psychiatry and Applied Disciplines, 31, 359–376.
  • Buhs E, & Ladd G. (2001). Peer rejection in kindergarten as an antecedent of young children's School adjustment: Developmental Pschology, 37, 550–560.
  • Case-Smith & O'Brien (2010). Occupational therapy for children (6th ed.). Maryland Heights, MS: Mosby Elsevier.
  • Coi JD. (2004). The impact of negative social experiences on development of antisocial Behavior. In: JB Kupersmidt, & KA Dodge (Eds.), Children's peer relations: From development to intervention, (pp. 4243–267). Washington, DC: American Psychological Association.
  • Csikszentmihalyi M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.
  • Csikszentmihalyi M. (1993). Flow: The Evolving Self. New York: HarperCollins.
  • Dalgas-Pelish P. (2006). Effects of a self-esteem intervention program on school-age children. Pediatric Nursing, 32(4).
  • DelGaudio Weiss A, & Fantuzzo JW. (2001). Multivariate impact health and caretaking risk factors on the school adjustment of first graders. Journal of Community Psychology, 29(2), 141–160.
  • Donohue D, Wise JC, Romski M, Henrich CC, & Sevcik RA. (2010). Self-concept development and measurement in children with mild intellectual disabilities. Developmental Neurorehabilitation, 13(5), 322–334.
  • Durlak J, Weissberg R, & Collaborative for Academic, Social, and Emotional Learning. (2007). The impact of afterschool programs that promote personal and social skills. Retrieved April 18, 2009 from www.casel.org/downloads/ASP-Full.pdf.
  • Finn J. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142.
  • Flecky K, Mondak P, Myers C, Salamat A, Schefkind S, & Stoffel, A. (2013). Cradle to College and Career Practice Groups. IDEA Partnership and the AOTA Intervention Workgroup. Retrieved August 26, 2013 from http://www.sharedwork.org/web/transition/wiki/-/wiki/Transition/Cradle+to+College+and+Career+Practice+Group
  • Furrer C, & Skinner E. (2003). Sense of relatedness as a factor in a children's academic Engagement and performance. Journal of Educational Psychology, 95. 148–162.
  • Gage M, & Polatajko H. (1994). Enhancing Occupational Performance Through an Understanding of Perceived Self-Efficacy. American Journal of Occupational Therapy, 48(5), 452–461.
  • Great Schools (2009a). Top-rated portsmouth public schools. Retrieved September 1, 2009 from http://www.greatschools.net/city/Portsmouth/OH.
  • Great Schools (2009b). Top-rated south shore public schools. Retrieved September 1, 2009 from http://www.greatschools.net/city/South_Shore/KY.
  • Harter S. (1982). The perceived competence scale for children. Child Development, 53, 87–97.
  • Harter S, & Pike R. (1984). Pictorial scale of perceived competence and social acceptance for young children. Child Development, 55(6). 1969–1989.
  • Holly W. (1987) Self-Esteem: Does it contribute to students’ academic success? Eugene, OR: Oregon School Study Council, Univ. of Oregon.
  • Holmbeck GN, Thill AW, Cachanas P, Garger J, Miller KB, Abad M, et al. (2007). Evidence-based assessment in pediatric psychology: Measures of psychosocial adjustment and psychopathology. Journal of Pediatric Psychology Advance Access, 1–23.
  • House DJ. (1992). The relationship between academic self-concept and school withdrawal. Journal of Social Psychology, 133(1), 125–127.
  • Huffman LC, Mehlinger SL, & Kerivan AS. (2000). Risk Factors for Academic and Behavioral Problems at the beginning of School. Bethesda, MD: The Child Mental Health Foundations and Agencies Network.
  • King K, Vidourek R, Davis B, & McClellan W. (2002). Increasing self-esteem and school Connectedness through a multidimensional mentoring program. Journal of School Health, 72(7), 294–200. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1111/j.1746-1561.2002.tb01336.x/pdf.
  • Kobal D, & Musek J. (2001). Self-concept and academic achievement: Slovenia and France. Personality and Individual Differences, 30, 887–889.
  • Leung K, & Lau S. (1989). Effects of self-concept and perceived disapproval of delinquent behavior in school children. Journal of Youth and Adolescence, 18(4), 345–359.
  • Marsh H. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81(3), 417–430.
  • Marsh H, Craven R, & Debus R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83(3), 377–392.
  • Marsh H, Ellis L, & Craven R. (2002). How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure. Developmental Psychology, 38(3), 376–393.
  • McGee R, & Williams S. (2000). Does low self-esteem predict health compromising behaviors among adolescents? Journal of Adolescence, 23, 569–582. DOI: 10.1006/jado.2000.0344
  • National Center for Education Statistics. (2004). Digest of education statistics 2004. Washington, DC, Table 9.
  • Ohio Department of Education (2001, February 26). 2001 results by gender and ethnic groups: Portsmouth city school district, scioto county. Retrieved April 18, 2009 from http://www. ode.state.ohio.us/reportcardfiles/2001/GE/044669.pdf.
  • Ohio Department of Education (2012). Portsmouth junior high school/Portsmouth high school. Accessed February 26, 2013 from http://www.ode.state.oh.us/reportcardfiles/2011-2012/BUILD/030569.pdf
  • Ohio Department of Job and Family Services (2011). Scioto county profile: statistical demographic data for 2008-2011. Accessed November 1, 2013 from http://jfs.ohio.gov/County/ County_Directory.pdf
  • Orfield G. (Ed.). (2004). Dropouts in America. Cambridge: Harvard Education Press Public School Review. (2010). Portsmouth High School. Retrieved from http://www.public schoolreview.com/school_id/65150.
  • Posner JK, & Vandell DL. (1994). Low-income children's after-school care: Are there beneficial effects of after-school programs? Society for Research in Child Development, 65, 440–456.
  • Reck UML. (2001). Self-concept, school, and social setting: A comparison of rural Appalachian And urban non-Appalachian sixth graders. Journal of Educational Research, 74(1), 49–54.
  • Robins RW, Trzesniewski KH, Donnellan MB. (2012). A brief primer on self-esteem. The Prevention Researcher, 19(2), 3–7.
  • Rutter M. (2000). Resilience reconsidered: Conceptual considerations, empirical findings, and Policy implications. In JP Shonkoff & SJ Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. (651–682). New York: Cambridge University.
  • Scurlock D. (2009). The impact of occupation cased after-school program on self-concept in elementary school children. Portsmouth, OH: Unpublished manuscript, Shawnee State University, Department of Occupational Therapy.
  • Suh S, Suh J, & Houston I. (2007). Predictors of Categorical At-Risk High School Dropouts. Journal of Counseling and Develpopment, 85, 196–203.
  • U.S. Department of Education, National Center for Education Statistics. (2004). The condition of education 2004. Washington, DC: US Government Printing Office, Indicator 10, p. 11.
  • U.S. Department of Education, National Center for Education Statistics (2005). Dropout rates in the United States: 2005. Retrieved March 13, 2010 from: http://nces.ed.gov/ pubs2007/dropout05/tables/table_12.asp.
  • U.S. Department of Education, National Center for Education Statistics. (2008). Labor force status of high school dropouts, by sex and race/ethnicity: Selected years, 1980 through 2007. Retrieved March 14, 2010 from: http://nces.ed.gov/programs/digest/d08/tables/dt08_389.asp.
  • U.S. Department of Education, National Center for Education Statistics. (2013) Projections of Education Statistics to 2013. Retrieved December 15, 2013 from: http://nces.ed.gov/pubs2004/2004013.pdf
  • Vallarand R, Fortier M, & Guay F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161–1176.
  • Verschueren K., Buyck P, Marcoen A. (2001). Self-representations and socioemotional competence in young children: A 3- year longitudinal study. Developmental Psychology, 37(1), 126–34
  • Wilcock A. (1998). An occupational perspective of health. Thorofare, NJ: Slack.
  • Wilcox A. (1993). A theory of human need for occupation. Journal of Occupational Science, 1(1), 17–24.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.