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This article presents a diverse background of the development of a definition for the psychological construct self-concept, drawing on the major influences of William James, George Mead, Gordon Allport, and the phenomenological approach to the understanding of the self as espoused by Carl Rogers. There is no question that self-concept, irrespective of the lack of consensus regarding the definition, is extensively used to explain behaviour in a wide array of disciplines, particularly education. Additionally, this article has shown that the various instruments used to evaluate the self-concept may be categorised into three major groupings, self-reports, projective/interview measures, and ratings by others.


School of Education

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Journal Article

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