Abstract
In this study were compared the scores of American Indian and Caucasian preschoolers on the Preschool Behavior Questionnaire, which is scored by teachers to screen for emotional disturbance, and the Primary Self-concept Inventory, a self-report measure of self-concept. Also examined were the intercorrelations of behavioral characteristics and elements of self-concept. A multivariate analysis of the variance comparing scores on each measure gave no significant difference for race. Pairwise comparisons examined relationships between separate scores on the two tests. Significant correlations were found between the Primary Self-concept Inventory factor, Intellectual-self, and the Preschool Behavior Questionnaire factors of Total, Anxious, and Hyperactive. Findings suggest that preschoolers who show indications of emotional disturbance are more likely to retain negative views of themselves as learners.
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