An exploratory study of the school child's self-development employing the theory of George Herbert Mead

This study sought to explore methods in assessing the school child's self-development to school performance, and secondarily, concerning the relationship of his socioeconomic status and intelligence to his self-development. The following three hypotheses suggested by George Herbert Mead's theory guided the study : I. The child whose self has reached the stage of development in which he has incorporated the social attitudes of the group of which he is a part, in other words, in which he takes the attitude of the "generalized other," will give a better school performance than the child whose self has not reached this stage. II. The child who can take the attitude of a particular other person in a situation of social interaction will be able to interact with others more successfully than the child who cannot do so and therefore will give a better school performance than the child whose self has not developed to this point. III. The child who can view himself with objectivity will give a better performance as a student than the child who cannot do so. [...]