T briefly and quietly to indicate discomfort; hands remain down or partially up to signal discomfort; willing and able to interpret experience as requested; a tense facial expression is evident; may have tears in eyes Child appears scared; tone of voice, questions, and answers reflect anxiety; during stressful procedure, may exhibit 1-Deoxynojirimycin site verbal protest, quiet crying, and tense and raised (but not get MK-886 interfering) hands; child interprets situation with reasonable accuracy and continues to work to cope with anxiety Shows reluctance to enter situation, difficulty in correctly assessing situational threat; pronounced verbal protest, crying; protest out of proportion to threat; copes with situation with great reluctance Anxiety interferes with ability to assess situation; general crying is not related to treatment; body movement is more prominent; child can be reached through verbal communication and, eventually with reluctance and great effort, he begins the work of coping with the threat Child out of contact with the reality of the threat; child cries loudly, is unable to listen to verbal communication, makes no effort to cope with threat, and is actively involved in escape behavior; physical restraint is requiredJODDD, Vol. 9, No. 3 SummerSelf-concept and Dental Anxiety and Behavior 191 Table 2. The relation between self-concept and anxiety based on regression analysisVariables Self-concept Dependent variable: Anxiety Table 3. The relation between self-concept and Frankl scores based on regression analysis Variables Self-concept Dependent variable: Frankl scores B 0.209 0.023 Std. Error Beta 0.508 R2 0.258 <0.001 P-value B -0.380 Std. Error 0.038 Beta -0.552 R2 0.304 P-value <0.cooperation, which is consistent with the results of previous studies.12,13 Psychology, education and other social science branches, have shown that selfconcept is the bedrock of social and emotional development. Researchers believe that enhancement of self-concept is essential for social and emotional achievements.17 There is consensus among researchers on the importance of self-concept on behavior outcomes. Heusman and Eron18 showed a correlation between aggressive behavior and low self-concept. In another study, it was shown that improving selfconcept was the most effective technique to decrease aggressive behavior.19 Jerusalem et al20 demonstrated that self-concept indirectly influenced the management of stress and it was concluded that self-concept can satisfactorily predict coping skills. In fact, self-concept as a personality trait influences the behavior. Children with higher selfconcept exhibit more cooperative behavior when they interact with others. Social learning theory forms the theoretical foundation for this prediction, indicating that individuals learn how well to perform, how to behave, and how to be viewed by others. Positive expectations result from a sense of competence and a feeling of self-assurance but negative expectations stem from a sense of inadequacy and self-doubt. It is believed that the child whose experience leads to positive expectations develops a more positive self-concept. Due to positive selfconcept, a child's expectations results in lower threats from others' achievements, leading to more sharing, assistance, and cooperation with others.19 Self-concept is directly associated with an individual's anxiety level as described by Rogers; if a child feels valued and respected, he or she is more likely to grow up with a positive self-imag.T briefly and quietly to indicate discomfort; hands remain down or partially up to signal discomfort; willing and able to interpret experience as requested; a tense facial expression is evident; may have tears in eyes Child appears scared; tone of voice, questions, and answers reflect anxiety; during stressful procedure, may exhibit verbal protest, quiet crying, and tense and raised (but not interfering) hands; child interprets situation with reasonable accuracy and continues to work to cope with anxiety Shows reluctance to enter situation, difficulty in correctly assessing situational threat; pronounced verbal protest, crying; protest out of proportion to threat; copes with situation with great reluctance Anxiety interferes with ability to assess situation; general crying is not related to treatment; body movement is more prominent; child can be reached through verbal communication and, eventually with reluctance and great effort, he begins the work of coping with the threat Child out of contact with the reality of the threat; child cries loudly, is unable to listen to verbal communication, makes no effort to cope with threat, and is actively involved in escape behavior; physical restraint is requiredJODDD, Vol. 9, No. 3 SummerSelf-concept and Dental Anxiety and Behavior 191 Table 2. The relation between self-concept and anxiety based on regression analysisVariables Self-concept Dependent variable: Anxiety Table 3. The relation between self-concept and Frankl scores based on regression analysis Variables Self-concept Dependent variable: Frankl scores B 0.209 0.023 Std. Error Beta 0.508 R2 0.258 <0.001 P-value B -0.380 Std. Error 0.038 Beta -0.552 R2 0.304 P-value <0.cooperation, which is consistent with the results of previous studies.12,13 Psychology, education and other social science branches, have shown that selfconcept is the bedrock of social and emotional development. Researchers believe that enhancement of self-concept is essential for social and emotional achievements.17 There is consensus among researchers on the importance of self-concept on behavior outcomes. Heusman and Eron18 showed a correlation between aggressive behavior and low self-concept. In another study, it was shown that improving selfconcept was the most effective technique to decrease aggressive behavior.19 Jerusalem et al20 demonstrated that self-concept indirectly influenced the management of stress and it was concluded that self-concept can satisfactorily predict coping skills. In fact, self-concept as a personality trait influences the behavior. Children with higher selfconcept exhibit more cooperative behavior when they interact with others. Social learning theory forms the theoretical foundation for this prediction, indicating that individuals learn how well to perform, how to behave, and how to be viewed by others. Positive expectations result from a sense of competence and a feeling of self-assurance but negative expectations stem from a sense of inadequacy and self-doubt. It is believed that the child whose experience leads to positive expectations develops a more positive self-concept. Due to positive selfconcept, a child's expectations results in lower threats from others' achievements, leading to more sharing, assistance, and cooperation with others.19 Self-concept is directly associated with an individual's anxiety level as described by Rogers; if a child feels valued and respected, he or she is more likely to grow up with a positive self-imag.
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