The Self-concept And Delinquency (adolescents, Identity).

Abstract

This study reexamined the link between the self-concept and delinquency in light of recent advances in both self-concept and delinquency theory. Control theories, strain theories and labeling theories of delinquency have each implicated the self-concept somewhat differently in the etiology of delinquency. Weak and inconsistent results of prior research may be attributable to a reliance upon a unidimensional measure of the self-concept such as self-esteem. Recent models of the social self suggest that descriptive and evaluative aspects of the self are developed in relation to specific role contexts. For adolescents, the primary contexts would be the family, school and peers. Multidimensional operationalization of the self-concept should reveal clearer relationships between the self-concept and delinquency. Tenth graders (N = 1735) from a sample of public and parochial high schools in one midwestern county completed questionnaires assessing the descriptive and evaluative self-concept, self-reported delinquency, attachment to parents, school and peers, norms, expectations, the Rosenberg Self-Esteem scale and other attitudes. Factor and cluster analyses of the self-concept items revealed a clear distinction between peer-oriented items (e.g. popular) and adult-oriented items (e.g. good son/daughter). Favorable description and evaluation on the adult dimension were associated with low levels of delinquency whereas favorable description and evaluation on the peer dimension were associated with higher levels of delinquency. These contrasting relationships were obscured when the unidimensional Rosenberg Self-Esteem scale was used as a self-concept measure. The results were discussed in terms of a control theory explanation of delinquency. The study also examined the perceived influence of significant others on various aspects of the self-concept. Parents and teachers were perceived to influence the adult dimension while peers influenced the peer dimension. In general, youth whose self-concepts were focused on the peer dimension showed a pattern of greater delinquent involvement, more deviant norms and less attachment to parents and school than did youth whose self-concepts were focused on the adult dimension.