ideas for the invention convention

ideas for the invention convention
a little more than a century, youth was not recognized, undiscovered, unknown and unorganized. Most young people aged twelve to eighteen arms to the family who are in the paid labor, and grew up in the company of adults. A handful of relatively high born young people went to the College. Graduation from High School was a privilege of the relatively prosperous city-dwellers (Tim and Frank, 2001). Strictly speaking, there were no young people a hundred years. Youth is a social invention historically justified, the product of the concerted efforts of the socially and morally concerned nineteenth and twentieth century, developmental toxicity, psychologists, moral reformers, sociologists, doctors and other professionals aspiring to the socialization of the increasing number of free-standing youth. The new invention was the recognition of youth as a life stage, a period between childhood and adulthood irresponsible married. With regard to the youth to socialize more, some restrictions and regulations on the youth, such as education, which regulates the lives of young and reside on their authority carefully organized development in institutions of formal education. The training was primarily on the belief that youth is a special phase of life with exact parameters of age, development opportunities and social requirements. Although it may sound scary to learn educational institution with the role of social control, it is undeniable that education plays an important role in shaping our young people into world-view and the development of the self.

Today, students spend almost half their time in supervising the school, schools not only as a place of gathering knowledge, but also a place of self-development and self growth.

Development of youth (psychological aspect)

Erikson is one of the leading psychologists in the development of youth. Puberty is the fifth stage in Erikson's chart of the life cycle, is regarded as very important person in the psychological development. No longer a child but not yet an adult (aged approximately 12-13 to about 19 to 20 years to develop the company. The new psychosocial dimension appears during adolescence has ego identity h positive end and the role confusion in the negative end. The task facing adolescents is to integrate all knowledge they have gained about themselves and the integration of these different self-images in a personal identity that shows awareness of the past and future, it follows logically from IT (Larry and Daniel , 1992). Identity as the big personality and achievement of youth as a crucial step toward a productive, happy adults. Constructing an identity with the definition of who you are, what you value and the direction in which you choose to in life. Erikson further explains during adolescence, cognitive changes transform the young people the vision of the self in a complex, well organized and consistent picture. Change in self-concept that the conditions for the development of a single personal identity (Laura, 2004) .

By the end of middle childhood, children describe themselves in terms of personality traits (Laura, 2004). In early adolescence, they combine separation characteristics, such as "smart" and "talent" in the abstract descriptions such as "intelligent", but these generalizations about the self are not connected and they are often contradictory. As adolescents' social world expands, contradictory self-descriptions increase. Over time, more and more young people aware of these inconsistencies and often agonize over "this is the real me."

During late adolescence, young people, their trains in an organized system. And they can qualifiers, such as very, very thoroughly in order to increase their awareness that psychological characteristics, often from one situation to another. Young people can their views of themselves to lasting beliefs and plans, they move to the nature of the unity of the self, is of central importance for identity development.

Theoretical definition of examination questions and examination of self-concept

There are some problems with the definition in the context of self-concept research. These difficulties may relate to five key factors: lack of a universally accepted definition, assumed synonymity own terms, ambiguous distinction between the terms self-concept and self-efficacy and between self-concept and self esteem.

While there are some problems with the internationally agreed definition of self-concept, but many theorists agreed self-concept, the expression of descriptive and evaluative aspects of self-perception, for example, academic self-concept, self-expression, the description (eg B. I like most subjects), and self-evaluative or comparative (eg, I am also in most subjects) aspects. Self-concept decisions with those of self-efficacy, are more global and less context dependent. For example, in responding to self-concept measures to elicit the skills assessment in relation to a particular school subject, students usually such decisions by comparing their performance with that of their classmates (external comparison), as well as their own performance in other subjects (an internal comparison) (Barbara, 1996).

In general, theoretical models of self-concept can be divided into two polarized board perspectives: the support of the unidimensionality of the organism against the support of the multidimensionality.

With unidimensional perspectives that nomothetic model implies generality and universality. It stipulates that items on a measuring tap different content and that each weighted equally; article notes are then added to produce a yield of a general self-concept score. Nomothetic model so the assumption that the individual points from the additive combination provides an accurate reflection of the personal-dimensional sense of themselves as they related to the various facets of his life.

Under multidimensional perspectives, there are four models. Independent-factor model assumes self-concept consists of several facets, each of which is independent of all other dimensions, in the worst case, they should be only weakly correlated. In direct contrast to the independent factor model, the correlation between the factor model allows the multiple, domain-specific self-concept related both among themselves and with a separate part of the Global Self-concept. In this part of the correlated factor model, then, itself is designed along a continuum from very specific to very global perception of one's own competence, and these approaches are not necessarily mutually exclusive.

Compensatory aid model assumes domain-specific aspects of self-concept can be more negatively than positively correlated. For example, the relationships of social and physical self-concepts with academic self-concept are negative, while all other correlations are positive. It explains why people strive to excel in certain areas in an attempt to compensate for deficits in other areas. Finally, hierarchical model is that general self-concept is a higher factor of several, domain-specific self-concept which, although correlated, may be regarded as separate constructs. As such, the general self-concept and each of its related domain-specific facets tapped by the items that each of its separate subscales, the assessment on the behavior in certain situations, areas of self-concept (among academic and nonacademic self-concept).

Studies of self-and youth psychiatry Self-Concept

The most important and fundamental assumption behind all studies of self is the ability, people can distinguish ourselves from others. The development itself is in front of the child, child is not aware of themselves as separate beings, as an "I", so he or she makes no distinction between what is "me" and was "not me" (Hjelle and Ziegler , 1992). But after the child, a child gradually begins, she or herself from the rest of the world. It is this process of differentiation of the phenomenal field in what is recognized and felt as a separate subject, one is aware that for the emergence of the individual self-concept.

The study of self-concept has a long history in the field of social science research. It is a desirable outcome in many psychological and educational situations and is often posited as a mediating variable, the other to achieve the desired results, such as academic performance (Barbara, 1997).

Despite the long history of study of self-concept, it is problematic to make a clear, precise and universally accepted definition of the organism. More confusion about definitional issues is the tendency to self-concept for the exchange of researchers, at random, the various self-terms (Barbara, 1997). Problems with the definition on a conceptual level, ultimately leading to methodological difficulties in measuring level.

Although a generally acceptable definition of self-concept is not an easy task, it is generally accepted that self-concept is multi-dimensional. General self-concept is for a summative description of the scientific, social, physical, emotional and self-concepts. The nomothetic model so the assumption that single result from the combination provides an accurate reflection of the personal-dimensional sense of self as they relate to various aspects of his life. It will conclude with self-concept includes the following features:

(1) Self-concept is dynamic, the formation of self-concept is an active process.

(2) It is subjective, cognitive and affective elements.

(3) Self-concept provides a sense of themselves and the world and live with successful choice (conscious process).

Self-concept generally refers to "the combination of these ideas, feelings and attitudes people have about themselves." We could self-concept to our attempts to ourselves, for the construction of an organized scheme that our impressions, feelings and attitudes about us (Tim and Frank, 2001). The schedule is not permanent, uniform or unchanging.

School and the Development of Adolescent Self-Concept

Adolescent performance results from a long history of cumulative impacts. Positive educational environment, both family and school may lead to personal characteristics, performance, such as intelligence, confidence in the skills, the desire for success and high educational aspirations. But the improvement of an unfavorable environment can foster resilience among vulnerable young people (Laura, 2004). Continuous failure in school can lead to development of negative self-concept.

The policy mandate testing to gather information about students and schools, and then use the information to students, teachers, schools and schools accountable. Young people often with the blunt of the high stakes associated with many of the programs tested (Tim and Frank, 2001). In Hong Kong, in a High Stakes context, and if the teacher is not enough time to teach everything in the frame, the test is actually teaching the curriculum and test preparation, it is sad to see, but it is happening here. Students to prepare for the High Stakes Testing is easily frustrated by the constant failure in the tests, it is especially true for those who are not competent in memorization or test strategy.

Wong Chin Pang