The relationship of self-concept and purpose in life to involvement in student activities

Abstract

The purpose of this study was to determine the relationship of self-concept and purpose in life to involvement in student activities and of self-concept to purpose in life. -- The data consisted of 139 student responses, to the Piers-Harris Children's Self Concept Scale (CSCS), divided into four groups on the basis of the degree to which the students were involved in student activities; 158 student responses, to the Purpose in Life Test (PIL), again divided into four activity groups; and 148 student responses to both the CSCS and PIL. -- In order to assess the relationship of self-concept and purpose in life to student activity involvement, F-tests were conducted. The results of the analysis of variance indicated that no significant differences existed between the four activity groups for either self-concept or purpose in life. -- Correlation coefficients were calculated for each sex and grade as well as for the total sample to determine the relationship of self-concept to purpose in life. These coefficients were tested for significance using the student's t-test and all were found to be significant beyond the .01 level. -- The conclusion was that self-concept and purpose in life were not related to student activity involvement but that self-concept and purpose in life were positively correlated with each other.