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Background
When we refer to Miami University students, we mean undergraduate students between the ages of 17 and 25 enrolled in and attending the Miami University Oxford Campus. When we mention self-concept, we mean "the totality of a complex, organized, and dynamic system of learned beliefs, attitudes, and opinions that each person holds to be true about his or her personal existence"(Purkey 1988). One's self concept has to do with the confidence they have in themselves and the self-esteem they possess. Our research further supports our investigation.
In their article "Self Esteem Is Up, But Society Has Little To Show For It," Michael Smith and Gary Vagin states that while college students do seem to be happier and healthier than in times past; although this is a good thing, society seems to have benefited little from the improvement. Overall, college students' self-esteem has continually risen in the past twenty-four years, but at the same time, test scores have decreased and there has been a great increase in anxiety. In a related article, the concept of cross-temporal meta-analysis to determine the above results is discussed. This method provides for age and group effects to be studied simultaneously, therefore increasing the understanding of generational differences in self-esteem (Osborne 2001). In this analysis, it was discovered that self-esteem for children is at an all-time low, while college students' self-esteem is rising.
Jennifer Crocker, PhD, has found that the reasons for this rising self-esteem in college students are partially due to internalization of self-esteem. If a student is driven in life by religion, morals, or values, he or she is more likely to have higher grades and fewer stress-related issues. If a student bases his or her self-esteem on external components Ð appearance, receiving compliments or criticisms from others, or academic performance Ð he or she is more likely to suffer from low self-esteem, as well as stress, lower grades, relationship issues and eating disorders. Unfortunately, an overwhelming amount of students base their self-esteem on the external components. 80% of students reported that their self-esteem comes from their academic performances, while another 66% depend on having more achievements than others and 65% (70% of which are women) depend on appearance (Crocker 2002).
Clinical practitioners and researchers have long had difficulty in enhancing low self-esteem. Brockner (1979) has found that low-self-esteem people often do worse in achievement settings Ð settings where one's accomplishments will directly affect their self-esteem Ð and as a result their self-esteem remains low. He also discovered that the low self-esteem people could be more easily manipulated by using distractions such as audiences and video cameras. Brockner (1979) stated that stimuli focusing on the self caused more anxiety in low self-esteem people, but the anxiety was lessened when the stimuli focused on the task itself. It was also revealed that if the low self-esteem people were surrounded by both stimuli that focused on the self and stimuli that focused on the task, their performances improved greatly. Duval and Wicklund (1972/1975) have also suggested that positive self-focused stimuli alone will enhance positive affect.
In a study done by Brockner, subjects of both high an low elf-esteem arbitrarily received success and failure feedback on a fake test of their social insight, and then completed a concept formation task in the presence and absence of self-focusing stimuli (Brockner 1979). Low self-esteem people with positive feedback and self-awareness were predicted to have a more positive outlook, and the same people with negative feedback and a lack of self-awareness would then have a more negative outlook. In summary of the study, the major hypotheses were supported. The fact that low self-esteem people performed better when they were told they were successful is a very positive step in breaking the cycle of low self-esteem. From the results of the study, Brockner (1979) also argued that sheer distraction rather than self-anxiety caused the low self-esteem people to be negatively affected by the self-focused stimuli. In a follow-up to Brockner's study, Carver (1979) suggests that self-awareness is the key to success in improving self-esteem. He summarizes that the nature of the focus was crucial, rather than the degree to which the low self-esteem people could not focus.
Madonna and Philpot (1996) studied the use of positive to negative self-statements, loss of control, and self-esteem ion distinguishing between scores on the Beck Depression Inventory, this test was administered to undergraduates. A stepwise discriminate analysis indicated that five variables combined to yield a sizable discrimination among low, middle and high scores on the Beck Depression Inventory, the classification analysis indicated that an overwhelming amount of students were correctly classified as low or high scorers.
Michael, Denny, Lee and Michael (1984) were concerned with academic self-concept measures for college students; the major purpose of their study was to present information regarding the development and determination of the construct validity. They addressed four main areas of concern in this study; the underlying theory or rationale of affectivity in school learning, a description of the outline of the test, an exposition in the steps followed in the study, and a quick review of the samples making up the database, their rational was that "an unrealistic level of aspiration Ð either too low or too high Ð was hypothesized to be related to the probable subsequent occurrence of anxiety. (Michael 1984).
Philpot et al. assert that positive self-talk influences one's sense of a locus of control, helping to bolster self-esteem and "over-all well-being" (p.1007). The study involved an examination of a sample of 145 undergraduate college students, ranging from 19 to 53 years in age. The ratio of black to white was 1:4. Philpot et al. used the Coopersmith Self-esteem Inventory- Adult Form (Coopersmith, 1981), along with other tests of self-concept. They examined the frequency of positive self-statements as an indicator of positive self-image, noting that this correlated directly to positive scores on the Self-esteem inventory.
Chang hypothesizes that perfectionism and social problem solving have "addictive and interactive effects in predicting psychological maladjustment" (p. 581). Testing involved a sample of 371 college students, with conclusions towards the connection between social problem solving over perfectionism as being a prime predictor of suicide ideation and depressive symptoms. Chang thereby proposed the "Perfectionism x Social Problem Solving interaction" (581), whereby problems with self-esteem and social problems result in correlation to the presence of maladjustment.
Gibb et al's study attempted to "examine the relation between attributional styles assessed during the freshman year and academic achievement over the entire college career" (309). The study found that those students with an internal locus of control and strong self-concept were more negatively affected by lower academic performance and were less likely to improve their academic records. Thus, students who believed they were responsible for their academic performance could not assume the ability to change, and thus psychologically convinced themselves of failure (thus fulfilling a self-fulfilling prophecy).
One study on explanatory style, by Seligman (1996), implies that self-esteem and achievement are connected by one intervening variable, which is the student's level of optimism. This is defined as whether the student sees his/her world as one where positive things will occur, or one where negative events will occur.
Gage and Berliner (1992) state that "the evidence is accumulating, however, to indicate that level of school success, particularly over many years, predicts level of regard of self and one's own ability (Bridgeman & Shipman, 1978; Kifer, 1975); whereas level of self-esteem does not predict level of school achievement. The implication is that teachers need to concentrate on the academic successes and failures of their students. It is the student's history of success and failure that gives them the information with which to assess themselves" (p. 159).
Franken (1994) states that "there is a great deal of research which shows that the self-concept is, perhaps, the basis for all motivated behavior. It is the self-concept that gives rise to possible selves, and it is possible selves that create the motivation for behavior" (p. 443). Franken also suggests that self-concept is related to self-esteem in that "people who have good self-esteem have a clearly differentiated self-concept.... When people know themselves they can maximize outcomes because they know what they can and cannot do" (p. 439).
Whilst considering the aspect of ethnicity/race in relation to the students' self-esteem, we can refer to the studies conducted by Mooney et al (1991), where eighty-eight female college freshmen answered a questionnaire designed to assess academic locus of control, self-esteem, and geographical distance from home, as indicators of adjustment in college. The results showed that positive responses to all three areas were related to the personal, social, academic, and attachment dimensions of college adjustment. However, no associations were found between the students' actual distance from home and the dimensions of adjusting to college.
Methods
Experimental Study Design
In order to conduct our experiment, we will be using a predetermined psychological survey that calculates a person's self-concept. The survey will consist of
the following:

The student will rate their level of agreement with each statement on a scale of zero to four. Zero means least characteristic of the student, and four means the most characteristic. Questions two, five, six, eight, and nine will be scored oppositely, as in if the student answered with a number one, the amount added into the score would actually be three.
A total score of twenty or below is considered to be low self-esteem, resulting in a low self concept. With a score of 30 or above the student is considered to have a very high self esteem level. The highest score attainable on this scale is a 40. Through analyzing and comparing these scores we will be able to determine each individual's personal self-concept. At the same time, we are asking each student's year in college so we can later define whether or not there is a relationship between it and their self concept. We also are collecting data regarding the individual's ethnicity, number of credit hours, and gender to see if we can find other patterns.
The data we collect will then be counted and recorded into data charts. From these tables, we will create graphs to act as visual aids showing whether or not there is a sharp increase or decrease in levels of self concept in relation to college year. Other graphs will show if variables affected the students' scores, and if so, which ones affected them the most.
Sampling
For the sampling portion of this project, we will be going around to some of the most populated places on the Miami University campus Ð both main campus and the Western campus Ð and distributing surveys to some of the people there to obtain our information. We have determined the places on campus that will be the most helpful to us in completing this project; we will be more likely there to find a great difference in majors, genders and races, as well as personality types. The places we have chosen on main campus are as follows: the Recreation Center, the sitting area surrounding the University Seal, and within the various academic and residential quads, especially the one located directly behind the Shriver Center. We have also decided to attempt to use the tables located near Haines Food Court in the Shriver Center as a distribution point for our surveys. It would also be a good idea to stake out meeting times and places of various organizations, such as sports teams, Greek Life, and organizations and clubs that the members of our group belong to, in hopes of reaching a more varied group of people. Additionally, having the professors in the non-Western classes we take on main campus distribute surveys for the other students in the class will also increase our target audience. On Western campus, the best place to hand out the surveys is Alexander Dining Hall, as that is where large groups of students, both Western and from the other residence halls located on the Western campus, can be found at almost any time.
Materials
The materials needed for this project are people and surveys. The people include not only the representative sample of Miami University's population that we will study (two hundred people out of the approximately twelve hundred that live on the campus), but the members of the group that will be distributing the surveys. The surveys themselves are psychological surveys provided by a member of our group, and said surveys will measure self-esteem and the effects of different living situations a

Timeline of Research Execution
September 2, 2004: Create SGL Group, named "Spe?"

September 9, 2004: Brainstorm Session for SGL Idea
September 14, 2004: Research Idea posted (Squirrel Fishing)
September 24, 2004: Research Idea changed (Honeysuckle)
September 28, 2004: Final Research Idea developed (Self-concept)
September 28-30, 2004: Discuss proposal requirements, study references
October 1-6, 2004: Write research proposal
October 7, 2004: Make copies of surveys and begin distribution
October 11-28, 2004: Organize, distribute surveys, collect and analyze data
November 2004: Dates left open if repeat or further testing is necessary, data analysis, final report preparation
December 2004: Final report write-up
Results
As stated in the Method, the range of the scores from the questionnaire goes from 0 to 40. Since the students will be asked to rate themselves on a scale of 0 to 4 on each question asked about their self-esteem, we can then add up the score for each student. This will enable us to create a chart of the results for comparison purposes, and then graph the relevant data. A score of 20 or below will be considered to signify low-esteem, and a score of 30 or above will be considered a very high self-esteem level.
Some of the questions on the questionnaire will be scored opposite, due to the phrasing of the particular questions, and the attempt at making the subject think about the answer rather than simply choosing the answer that will guarantee them a higher score, thus making our results invalid. Therefore, questions two, five, six, eight, and nine were scored opposite, as in if the student answered with the number one, the amount added into the score would be three.
Once all the scores are calculated, we will create one primary chart which will illustrate the main results that we seek in this investigation Ð that of the relationship between the Miami student's year with his/her score of self-esteem. From there, we will branch out the results from the questionnaire and chart and graph the self-esteem scores with variables such as gender, ethnicity, and number of credit hours taken by the students. All graphs will also have trend lines to clearly define the relationship that we are trying to study.
From the charts, we will then be able to derive our conclusion and assess whether it supports our initial hypothesis, and essentially, how it answers our research question. The following are samples of the way we will chart and graph the data we collect.
Note: The following charts and graphs are examples only. The purpose is to illustrate how we will present the data that we will collect.
Main chart:
Year in College Score
2 34
1 27
4 30
2 25
3 37

Charts for each of the variables:

Self-concept scores with respect to gender

Gender Score
Female 34
Female 27
Male 30
Female 25
Male 37

Self-concept scores with respect to ethnicity

Ethnicity Score
Caucasian 34
African American 27
Hispanic 30
Asian 25
Indian Subcontinent 37

Self-concept scores with respect to number of credit hours taken

No. of credit hours taken Score
15 34
17 27
12 30
18 25
12 37

Below is the type of graph we will plot based on the date collected:

So now that our method of analyzing the data we will collect is clearly laid out, we can draw our conclusion based on the graphs.
Conclusion
Questions that arose during our investigationÉ

The discussion of identity and self-concept has always played a prominent part in the transition from high school to college. Moreover, the college years have been touted as the years of change and progression to independence, the stage between childhood and responsible adulthood. Inherent to this process of change and transition is an underlying emphasis on the attitudes and personal conception of "self." An individual's self-esteem, personal attitude and feelings of control and direction in life change dramatically during the turbulence and confusion of the college years.
We will thus examine the data carefully for a correlation between academic year (or "experience") and the improvement or decline of self-concept (or self-esteem). Upon analyzing the statistical relationship between experience and self-esteem, we will determine if self-concept is truly a function of life experience.
One possible difficulty in the analysis of our data is the prominence and significance of human perspective in this aspect of experimentation. Because the human volunteers will be completing the surveys based wholly on their own feelings of "completeness" (a very vague and subjective term), a very specific and detailed scale will be necessary to apply across different subject groups.
In analyzing the data, we must also be careful to avoid confirmation bias, and to maintain objectivity. We must also bear in mind that the answers and values placed on sentiments and feelings are entirely subjective, and thus not conclusive measurements of secure identity, but merely reflections of a larger idea and comfort with the self. When an individual evaluates him/herself as high on the evaluative scale, he is making a quantitative judgment on the quality of his/her life experience. But because the experiences, and thus the interpretations of those experiences, will differ largely for each person, due to the inevitability of subjectivity and perceptive complications inherent to human subjects and their judgments, our data must be examined in terms of other controllable variables for the sake of comparison. Additionally, the individuals must be included within the context of a larger population for general comparison. Thus, the data will be examined for signs of a group norm or pattern.
Another consideration for the experimental design would be to test other variables or characteristics, to determine their effects on self-concept. Perhaps there is more to consider in the development of one's identity, beyond simply the amount of experience and acclimation one has had to a given situation. Analysis of psychological literature might reveal aspects of identity that form as a result of other factors that contribute or affect experience, such as gender, race, distance from home or "comfort zone," cultural background or societal influences, sexuality or academic focus or determination.
Our Day
For our lab day we will first survey all the students using the previously mentioned methods. These surveys will be included in our final data at the conclusion of our lab. We will give the students the survey without explaining the object of our research so they will not have a confirmation bias while filling them out. After all the surveys have been distributed, filled out, and collected, we will proceed to explain what we hope to find through our experiment, that is the relationship between a students year in college and self-concept.
We will use this opportunity to obtain different first-year perspectives on our topic. Since first years are one of the most critical groups in our research, this should prove extremely helpful. We will divide the students into groups and ask them to brainstorm ideas as to why a first year student might have a lower self concept. We will then ask them to present their ideas ton the rest of the class.

Bibliography

¥ Brockner, Joel. (1979) The Effects of Self-Esteem, Success-Failure, and Self-Consciousness on Task Performance. Journal of Personality and Social
Psychology, 1979, Vol.37, No. 10, 1732-1741.

¥ Chang, Edward C. (2002) Examining the Link Between Perfectionism and Psychological Maladjustment: Social Problem Solving as a Buffer. Cognitive Therapy and Research, Vol. 26, No. 5, October 2002, pp. 581-595.

¥ Crocker, J. (2002) Journal of Social Issues (Vol. 58, No. 3).

¥ Dittman, M. (2002) Self-esteem that's based on external sources has mental health consequences. Monitor on Psychology. Volume 33, No. 11 December 2002.
¥ Franken, R. (1994). Human motivation (3rd ed.). Pacific Grove, CA: Brooks/Cole Publishing Co.

¥ Gage, N., & Berliner, D. (1992). Educational psychology (5th ed.). Boston: Houghton Mifflin.

¥ Gibb, Brandon E., Zhu, Lin, Alloy, Lauren B., Abramson, Lyn Y (2002). Attributional Styles and Academic Achievement in University Students: a Longitudinal Investigation. Cognitive Therapy and Research, Vol. 26, No. 3, June 2002, pp. 309-315.

¥ Madonna Jr, Stephen and Vincent D. Philpot. (1996) Self-Statements, Self-Esteem, and Locus of Control In Discriminatory College Students' Scores on the Beck Depression Inventory. Psychological Reports, 1996.

¥ Michael, William B., et al. (1984)The Development and Validation of a Preliminary Research Form of an Academic Self-Concept Measure for College Students.
Educational and Psychological Measurements, 1984.

¥ Mooney, S.P. et al. (1991). Academic Locus of Control, Self-Esteem and Perceived Distance from Home as Predictors of College Adjustment. The Journal of Counseling and Development. Vol. 69, p.445-448.

¥ Osborne, Kim. (2001) Self-Esteem of College Students Increased Substantially Over 25-Year Period, But Benefits to Society Unclear. 2001.
http://www.eurekalert.org/pub-releases/2001-10/uog-soc10150.php

¥ Philpot, Vincent D., Holliman, W. Bruce, Madonna Jr., Stephen. (1995) Self-Statements, Locus of Control, and Depression in Predicting Self-Esteem. Psychological Reports, 1995, v. 76, p.1007-1010.

¥ Purkey, W. (1988). An overview of self-concept theory for counselors. ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich. (An ERIC/CAPS Digest: ED304630)

¥ Seligman, M. (1996) The optimistic child: How learned optimism protects children from depression. New York: Houghton Mifflin.

¥ Smith MD, Michael and Gary Vagin, MD. Self-Esteem is Up, But Society Has Little to Show For It. WebMD Medical News Archive. Oct 22, 2001
http://my.webmd.com/content/article/35/1728_91573

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