Jerry Trusty’s Research on Self-Concept:

These studies examined multidimensional self-concepts of fourth- through eighth-grade students.

Major findings:

• For fourth-graders with low academic achievement and low socioeconomic status, social self-perceptions were more negative.

• For fourth-graders with low achievement and high socioeconomic status, school-related self-perceptions were more negative.

• For African American fourth- through eighth-graders, social dimensions of self-concept were more highly predictive of academic achievement than school-related dimensions. This finding highlights the importance of social maturity and social confidence to African American students’ academic achievement. 

• With regard to family structure and self-concept of young children, we found that marriage transitions were negatively related to self-concept for White girls, and not for African American girls or for African American or White boys.

The studies are copyrighted by the particular organizations that publish the journals. For more specific information, consult the particular journal/article. These journals are widely available in university libraries, and some may be available in full-text, online.

Trusty, J., Watts, R. E., & House, G. (1996).  Relationship between self-concept and achievement for African American preadolescents.  Journal of Humanistic Education and Development, 35, 29-39.

Trusty, J., Watts, R. E., & Lim, M. (1995).  Multidimensional self-concepts and achievement in African-American middle school students.  Education, 115, 522-529.

Trusty, J., Peck, H. I., & Mathews, J. (1994).  Achievement, socioeconomic status and self-concepts of fourth-grade students.  Child Study Journal, 24, 281-298.      

Trusty, J. (1994).  The relationship between family structure and self-concept in middle school students.  Journal of Humanistic Education and Development, 33, 32-42.

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