The current study tested a basic tenet of symbolic interactionist theory: namely that self-concept should be thought of as multiple and differentiated. One hundred high school students completed semantic differential ratings of themselves in four roles (student, athlete, son/daughter and best friend). A global self-rating ('Me') was also obtained. Discriminant function analyses and multivariate analyses of variance were used to compare sets of self-ratings. Significant differences were found between global self-ratings and role-specific self-ratings. Furthermore, self-ratings differed across different social roles. These results suggest that self-concept is better conceptualized as multiple and differentiated rather than as unitary and global.
|Original language||English (US)|
|Number of pages||8|
|State||Published - Jan 1 1981|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Social Sciences (miscellaneous)