The development of multiple domains of child and adolescent self-concept: A cohort sequential longitudinal design

The development of child and adolescent self-concept was examined as a func tion of the self-concept domain, social/developmental/educational transitio ns, and gender. In two overlapping age cohorts of public school students (N s = 936 and 984), five dimensions of self-concept were evaluated every 6 mo nths in a manner that spanned grades 3 through 11 (representing the element ary middle, and high school years). Domains of self-concept included academ ic competence, physical appearance, behavioral conduct, social acceptance, and sports competence. Structural equation modeling addressed questions abo ut the stability of individual differences over time. Multilevel modeling a ddressed questions about mean-level changes in self-concept over time. Sign ificant effects emerged with regard to gender, age, dimension of self-conce pt, and educational transition.