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Sample records for academic self-concept asc

  1. Academic Self-Concept: Modeling and Measuring for Science

    NASA Astrophysics Data System (ADS)

    Hardy, Graham

    2014-08-01

    In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive facets including conceptual and procedural elements. In the first part of the study, data were collected from 1,483 students attending eight secondary schools in England, through the use of a newly devised Secondary Self-Concept Science Instrument, and structural equation modeling was employed to test and validate a model. In the second part of the study, the data were analysed within the new self-concept framework to examine learners' ASC profiles across the domains of science, with particular attention paid to age- and gender-related differences. The study found that the proposed science self-concept model exhibited robust measures of fit and construct validity, which were shown to be invariant across gender and age subgroups. The self-concept profiles were heterogeneous in nature with the component relating to self-concept in physics, being surprisingly positive in comparison to other aspects of science. This outcome is in stark contrast to data reported elsewhere and raises important issues about the nature of young learners' self-conceptions about science. The paper concludes with an analysis of the potential utility of the self-concept measurement instrument as a pedagogical device for science educators and learners of science.

  2. Academic Self-Concept among Business Students in a Recruiting University: Definition, Measurement and Potential Effects

    ERIC Educational Resources Information Center

    Bennett, Roger

    2009-01-01

    This study sought to devise a parsimonious instrument for evaluating academic self-concept (ASC) among British-born students entering "mass-market" (post-1992) universities that cater for diverse and "non-traditional" intakes. Three major facets of ASC were found to be particularly relevant to these students: "self-belief" in one's academic…

  3. Academic self-concept and academic achievement: relations and causal ordering.

    PubMed

    Marsh, Herbert W; Martin, Andrew J

    2011-03-01

    BACKGROUND. A positive self-concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. AIMS. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other - and its extension to other achievement domains. METHOD. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM. RESULTS. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self-esteem and other non-academic components of self-concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. CONCLUSION. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed. PMID:21391964

  4. Academic Self-Concept, Gender and Single-Sex Schooling

    ERIC Educational Resources Information Center

    Sullivan, Alice

    2009-01-01

    This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…

  5. The Internal/External Frame of Reference of Academic Self-Concept: Extension to a Foreign Language and the Role of Language of Instruction

    ERIC Educational Resources Information Center

    Xu, Man K.; Marsh, Herbert W.; Hau, Kit-Tai; Ho, Irene T.; Morin, Alexandre J. S.; Abduljabbar, Adel S.

    2013-01-01

    The internal/external frame of reference (I/E) model (Marsh, 1986) posits that the effects of contrasting math and verbal domains of achievement are positive for matching academic self-concepts (ASCs) but negative for nonmatching ASCs (i.e., math achievement on verbal ASC; verbal achievement on math ASC). We extend the classic I/E model by…

  6. Academic Self-Concept: Its Structure, Mechanism, and Relation to Academic Achievement.

    ERIC Educational Resources Information Center

    Li, Xiaodong

    1997-01-01

    Reviews research findings on academic self-concept, including the multidimensional character of academic self-concept, the role of frame of reference in academic self-concept formation, and the relationship between academic achievement and academic self-concept. Explores implications of this research for educational practice and suggests areas for…

  7. Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Ludtke, Oliver; Trautwein, Ulrich; Morin, Alexandre J. S.

    2009-01-01

    In this investigation, we used a classic latent profile analysis (LPA), a person-centered approach, to identify groups of students who had similar profiles for multiple dimensions of academic self-concept (ASC) and related these LPA groups to a diverse set of correlates. Consistent with a priori predictions, we identified 5 LPA groups representing…

  8. Multidimensional Self-Concepts; Relationships with Inferred Self-Concepts and Academic Achievement.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; And Others

    Multiple dimensions of self-concept, inferred self-concepts based upon responses by peers and by teachers, and academic achievement measures were collected in a sample of 559 fifth grade students. Exploratory/conventional factor analyses of responses to the Self Description Questionnaire (SDQ) clearly identified the eight facets of self-concept…

  9. Some antecedents of academic self-concept: a longitudinal study.

    PubMed

    Chapman, J W; Lambourne, R; Silva, P A

    1990-06-01

    The influence of cognitive, achievement, and family background variables on academic self-concept was examined for 435 students participating in a major longitudinal study in New Zealand. Family background variables included mother's marital status at the birth of the child, family socio-economic status at the time the child was born, and family environment when the child was 7 years and 9 years of age. These factors were not significantly related to academic self-concept at ages 9 and 11. In addition, the general emotional status of mothers when their child was 3 years and 5 years old was not significantly related to academic self-concept at ages 9 and 11. Mother's intelligence when the child was 3 years, and mother's expectations for school performance when the child started school at age 5 were not significantly related to academic self-concept. Similarly, cognitive and intellectual functioning at ages 3, 5, 7, and 9 years were not significantly related to academic self-concept at ages 7 and 9 years. Rather, academic self-concept at age 11 appeared to be influenced primarily by reading achievement and academic self-concept at age 9, and academic self-concept at age 9 was influenced primarily by reading achievement at age 7. It was concluded that academic self-concept is mainly a product of school achievement, and that any influence home background factors may have are likely to occur by means of their effect on school achievement.

  10. Academic Self-Concept and Academic Achievement: Developmental Perspectives on Their Causal Ordering.

    ERIC Educational Resources Information Center

    Guay, Frederic; Marsh, Herbert W.; Boivin, Michel

    2003-01-01

    Tests theoretical and developmental models of the causal ordering between academic self-concept and academic achievement. The structural equation model for the total sample supported a reciprocal-effects model, indicating that achievement has an effect on self-concept and that academic self-concept has an effect on achievement. (Contains 33…

  11. The Causal Ordering of Self-Concept and Academic Motivation and Its Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Green, Jasmine; Nelson, Genevieve; Martin, Andrew J.; Marsh, Herb

    2006-01-01

    Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…

  12. The Impacts of Friendship Groups' Racial Composition When Perceptions of Prejudice Threaten Students' Academic Self-Concept

    ERIC Educational Resources Information Center

    Lehman, Brett

    2012-01-01

    Literature on racially prejudiced stereotypes suggests that students' academic self-concepts (ASC) can be damaged when a stereotype demeans the intelligence of their racial or ethnic group. There is little research on how students overcome this burden, but there is some evidence that the racial composition of friendship groups play a role. One…

  13. The Reciprocal Internal/External Frame of Reference Model: An Integration of Models of Relations between Academic Achievement and Self-Concept

    ERIC Educational Resources Information Center

    Moller, Jens; Retelsdorf, Jan; Koller, Olaf; Marsh, Herb W.

    2011-01-01

    The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EM predicts positive effects of mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative…

  14. The Structure of Academic Self-Concepts Revisited: The Nested Marsh/Shavelson Model

    ERIC Educational Resources Information Center

    Brunner, Martin; Keller, Ulrich; Dierendonck, Christophe; Reichert, Monique; Ugen, Sonja; Fischbach, Antoine; Martin, Romain

    2010-01-01

    The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies. Specifically, it conceives of academic self-concepts to be subject specific, strongly separated across domains, and hierarchically organized, with general academic self-concept at the…

  15. Black adolescents: a descriptive study of their self-concepts and academic achievement.

    PubMed

    Mboya, M M

    1986-01-01

    This study was designed to determine the relationships among global self-concept, self-concept of academic ability, and academic achievement of black American adolescents. The subjects were 211 tenth-grade students in five public high schools in the Pacific Northwest school district who volunteered to participate in the study. Global self-concept was measured by the Coopersmith Self-Esteem Inventory (SEI), self-concept of academic ability by the Brookover Self-Concept of Ability (General) Scale, and academic achievement by the California Achievement Test (CAT). The major statistical tools were the Pearson product-moment correlations and Fisher Z statistic. In all of the tests the decision was made to reject the null hypothesis at the .05 level of significance. No significant relationship was found between global self-concept and academic achievement, although the relationship between self-concept of academic ability and academic achievement reached significance. The relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement. These results suggest that the enhancement of global self-concept might not be a potent intervention for academic improvement for black adolescents.

  16. A Structural Equation Modelling of the Academic Self-Concept Scale

    ERIC Educational Resources Information Center

    Matovu, Musa

    2014-01-01

    The study aimed at validating the academic self-concept scale by Liu and Wang (2005) in measuring academic self-concept among university students. Structural equation modelling was used to validate the scale which was composed of two subscales; academic confidence and academic effort. The study was conducted on university students; males and…

  17. Locus of Control, Academic Self-Concept, and Academic Dishonesty among High Ability College Students

    ERIC Educational Resources Information Center

    Rinn, Anne N.; Boazman, Janette

    2014-01-01

    The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students' loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States…

  18. A comparative study on undergraduate students' academic motivation and academic self-concept.

    PubMed

    Isiksal, Mine

    2010-11-01

    The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

  19. Fostering Gifted Students' Affective Development: A Look at the Impact of Academic Self-Concept

    ERIC Educational Resources Information Center

    Rinn, Anne N.; Plucker, Jonathan A.; Stocking, Vicki B.

    2010-01-01

    The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted…

  20. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  1. The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

    ERIC Educational Resources Information Center

    Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2014-01-01

    Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

  2. Relationship Between Self-Concept, Self-esteem, Anxiety, Depression and Academic Achievement in Adolescents

    NASA Astrophysics Data System (ADS)

    Fathi-Ashtiani, Ali; Ejei, Javad; Khodapanahi, Mohammad-Karim; Tarkhorani, Hamid

    This study is surveying some of personality characteristics of adolescents and their associations with academic achievement: Accordingly, 1314 randomly allocated students of Tehran`s high schools were assessed by Beck self-concept inventory, Coopersmith self-esteem inventory, Spielberger State-Trait anxiety inventory, Beck depression inventory. Results indicate that self-concept is correlated with self-esteem and these two have positive impacts on augment of academic achievement. Moreover, the increase of self-concept and self-esteem are related to the decrease of anxiety and a negative significant relation exists between self-concept, self-esteem and depression which will ensue decrease in academic achievement.

  3. Relations between Academic Achievement and Self-Concept among Adolescent Students with Disabilities over Time

    ERIC Educational Resources Information Center

    Emenheiser, David E.

    2013-01-01

    Previous literature suggests that academic achievement and self-concept among adolescents in the general education population are positively related (e.g., Huang, 2011). For students with disabilities, however, the correlation between academic achievement and self-concept is sometimes negative and non-significant (Daniel & King, 1995; Feiwell,…

  4. Perceived Attachment Security to Father, Academic Self-Concept and School Performance in Language Mastery

    ERIC Educational Resources Information Center

    Bacro, Fabien

    2012-01-01

    This study examined the relations between 8-12-year-olds' perceived attachment security to father, academic self-concept and school performance in language mastery. One hundred and twenty two French students' perceptions of attachment to mother and to father were explored with the Security Scale and their academic self-concept was assessed with…

  5. A Psychometric Investigation of the Academic Self-Concept of Asian American College Students

    ERIC Educational Resources Information Center

    Cokley, Kevin; Patel, Nima

    2007-01-01

    The psychometric properties of scores from the Academic Self-Concept Scale are examined in a group of 198 Asian American college students. Using parallel analysis, a four-factor solution accounting for 46% of the variance was found. In a test of construct validity, academic self-concept was found to be negatively related to adherence to Asian…

  6. Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.; McInerney, Dennis M.; Yeung, Alexander S.

    2015-01-01

    The study examined the relations between academic achievement and self-concepts in a sample of 1,067 seventh-grade students from 3 core ability streams in Singapore secondary education. Although between-stream differences in achievement were large, between-stream differences in academic self-concepts were negligible. Within each stream, levels of…

  7. Behavioral, Social, and Cognitive Predictors of Adolescent Academic Self-Concept: A Longitudinal Investigation.

    ERIC Educational Resources Information Center

    Arsenault, Darin J.

    In a longitudinal investigation, a model was developed to assess behavioral, social, and cognitive influences on the academic self-concept of 104 adolescents (57 males, 47 females) who participated in the Fullerton Longitudinal Study between 18 months and 17 years of age. The basic model was Academic Self-Concept = Constant + Behavior + Social +…

  8. Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

    ERIC Educational Resources Information Center

    Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

    2016-01-01

    We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

  9. Academic self-concept in high school: predictors and effects on adjustment in higher education.

    PubMed

    Wouters, Sofie; Germeijs, Veerle; Colpin, Hilde; Verschueren, Karine

    2011-12-01

    Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy.

  10. Attachment, self-concept, and academic motivation in high-school students.

    PubMed

    Learner, D G; Kruger, L J

    1997-07-01

    The contributions of parent and teacher attachment and self-concept to academic motivation were examined in a sample of 150 high-school students in the 11th and 12th grades. Findings indicated that parent attachment and attachment to a teacher were individually and collectively related to academic motivation, and that academic self-concept was a significant predictor of academic motivation. PMID:9250348

  11. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    ERIC Educational Resources Information Center

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  12. Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

    PubMed Central

    Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.

    2010-01-01

    The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs. PMID:20625536

  13. Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

  14. Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.

    2008-01-01

    The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…

  15. Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

    PubMed

    Marsh, Herbert W; Pekrun, Reinhard; Lichtenfeld, Stephanie; Guo, Jiesi; Arens, A Katrin; Murayama, Kou

    2016-08-01

    Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of whether these effects are consistent across the potentially volatile early-to-middle adolescence. Hence, focusing on mathematics, we evaluate reciprocal effects models (REMs) over the first 4 years of secondary school (grades 5-8), relating effort, achievement (test scores and school grades), ASC, and ASC × Effort interactions for a representative sample of 3,144 German students (Mage = 11.75 years at Wave 1). ASC, effort, and achievement were positively correlated at each wave, and there was a clear pattern of positive reciprocal positive effects among ASC, test scores, and school grades-each contributing to the other, after controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had nonsignificant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC × Effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword. (PsycINFO Database Record PMID:27455188

  16. The Developmental Dynamics between Interest, Self-Concept of Ability, and Academic Performance

    ERIC Educational Resources Information Center

    Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik

    2014-01-01

    Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading,…

  17. Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.

    PubMed

    Preckel, Franzis; Niepel, Christoph; Schneider, Marian; Brunner, Martin

    2013-12-01

    Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals.

  18. The Effects of Using Ticks and Crosses on Academic Self-Concept

    ERIC Educational Resources Information Center

    Paul, Robert; de Fockert, Jan W.

    2012-01-01

    Behaviour, including academic performance, can be influenced by implicit primes; and both objective performance and subjective ratings are susceptible to priming effects. Here, we report a new priming effect on academic self-ratings. Participants twice completed a measure of academic self-concept. In the first session, they all used circles to…

  19. Students with Emotional and Behavioral Disorders in Different Learning Environments: Academic and Self-Concept Differences

    ERIC Educational Resources Information Center

    Chisolm, Terrence Ranier

    2013-01-01

    Students with emotional and behavioral disorders (EBD) perform poorly both academically and behaviorally, and this performance tends not to improve over time. There is a need to understand the effect of learning environments on the academic achievement and self-concept of this population. In this quantitative, archival study, academic achievement…

  20. The Effects of Concealing Academic Achievement Information on Adolescents' Self-Concept

    ERIC Educational Resources Information Center

    Zhang, Baoshan; Wang, Mo; Li, Juan; Yu, Guoliang; Bi, Yan-Ling

    2011-01-01

    Using an experimental design, the effect of concealing academic achievement information on adolescents' self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein…

  1. Discriminant and Incremental Validity of Self-Concept and Academic Self-Efficacy: A Meta-Analysis

    ERIC Educational Resources Information Center

    Huang, Chiungjung

    2012-01-01

    Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of 0.43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain…

  2. The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation between Competence and Affect Components

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus

    2011-01-01

    Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and…

  3. Academic Self-Concept, Academic Achievement, and Leadership in University Students Studying in a Physical Therapy Program.

    ERIC Educational Resources Information Center

    Gottlieb, Rosemary J.; Rogers, Janet L.

    2002-01-01

    Assessment of the academic self-concept of 32 physical therapy assistant students in a selective admission program revealed a positive correlation between grade point average in the core curriculum and their leadership and initiative scores. (Contains 20 references.) (SK)

  4. A Model of Academic Self-Concept for High School Hispanic Students in New York

    ERIC Educational Resources Information Center

    Calero, Flor R.; Dalley, Christopher; Fernandez, Nicole; Davenport-Dalley, Tania Marie; Morote, Elsa-Sofia; Tatum, Stephanie L.

    2014-01-01

    This study examined how Hispanic students' academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student-teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation…

  5. Indirect Effects in the Peer Victimization-Academic Achievement Relation: The Role of Academic Self-Concept and Gender

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40%…

  6. Academic Self-Concept and Emotion Relations: Domain Specificity and Age Effects

    ERIC Educational Resources Information Center

    Goetz, Thomas; Cronjaeger, Hanna; Frenzel, Anne C.; Ludtke, Oliver; Hall, Nathan C.

    2010-01-01

    The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N=1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research,…

  7. Endorsing Achievement Goals Exacerbates the Big-Fish-Little-Pond Effect on Academic Self-Concept

    ERIC Educational Resources Information Center

    Wouters, Sofie; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine

    2015-01-01

    The big-fish-little-pond effect (BFLPE) model predicts students' academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators.…

  8. Personality Traits Moderate the Big-Fish-Little--Pond Effect of Academic Self-Concept

    ERIC Educational Resources Information Center

    Jonkmann, Kathrin; Becker, Michael; Marsh, Herbert W.; Ludtke, Oliver; Trautwein, Ulrich

    2012-01-01

    Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the…

  9. Understanding the Relationship between Undergraduate Housing Environments and Academic Self-Concept

    ERIC Educational Resources Information Center

    Helfrich, Scott M.

    2011-01-01

    This study examined the relationship between where undergraduate students live and their academic, math, and verbal self concepts. Students living in on-campus residence halls, a campus-affiliated apartment community, within walking distance to campus, and within driving distance to campus completed the Self-Description Questionnaire III (SDQIII)…

  10. Ability Grouping of Gifted Students: Effects on Academic Self-Concept and Boredom

    ERIC Educational Resources Information Center

    Preckel, Franzis; Gotz, Thomas; Frenzel, Anne

    2010-01-01

    Background: Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or…

  11. Creating Change in Academic Self-Concept and School Behavior in Alienated Secondary School Students.

    ERIC Educational Resources Information Center

    Zeeman, Roger D.

    1982-01-01

    A described intervention evaluates the effect of both a psychology course and the active service component of tutoring upon alienated underachieving adolescents and the elementary school pupils who receive their services. Results indicate that both the class and tutoring effectively improved the academic self-concept of the students. (Author/PN)

  12. Factors Influencing Academic Self-Concept of High-Ability Girls in Singapore

    ERIC Educational Resources Information Center

    Yeo, Melissa Mui Mei; Garces-Bacsal, Rhoda Myra

    2014-01-01

    This study aimed at investigating the impact of entering high-ability classes on the academic self-concept of high-ability primary girls in Singapore. Participants in this study are 91 Primary 4 girls, 30 high-ability pupils, and 61 pupils from classes that include high-, middle-, and low-ability pupils. This study utilized a mixed-method…

  13. The Relationship between Academic Self-Concept and Achievement: A Multicohort-Multioccasion Study

    ERIC Educational Resources Information Center

    Chen, Ssu-Kuang; Yeh, Yu-Chen; Hwang, Fang-Ming; Lin, Sunny S. J.

    2013-01-01

    Marsh and Koller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with two-wave data drawn from a national survey of…

  14. Academic Achievement, Self-Concept and Depression in Taiwanese Children: Moderated Mediation Effect

    ERIC Educational Resources Information Center

    Wu, Pei-Chen; Kuo, Shin-Ting

    2015-01-01

    The primary purpose of this study was to utilize a multidimensional perspective to examine whether children's self-concept served as a mediator between academic achievement and depression, and to further investigate whether this mediation effect was moderated by the ages of children. The participants consisted of 632 Taiwanese children in the…

  15. Self-Concept among Primary School Students According to Gender and Academic Achievement Variables in Jordan

    ERIC Educational Resources Information Center

    Al-Srour, Nadia Hayel; Al-Ali, Safa Mohammad

    2013-01-01

    The aim of this study is to explore the level of self-concept among primary school students according to gender and academic achievement variables in Amman. A random sample was chosen from fourth, fifth and sixth grades in private schools in Amman city. The sample of the study consisted of (365) male and female students, (177) males and (188)…

  16. Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools

    ERIC Educational Resources Information Center

    Bacon, La Shawn Catrice

    2011-01-01

    The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…

  17. Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-Concept

    ERIC Educational Resources Information Center

    Gniewosz, Burkhard; Eccles, Jacquelynne S.; Noack, Peter

    2012-01-01

    This study focuses on processes involved in students' academic self-concept constructions before, during, and after secondary school transition. The study is based on a four-wave longitudinal dataset (N = 1953). Structural equation modeling showed that during school transition, the impact of grades on students' academic self-concepts in Math and…

  18. A Model of Academic Self-Concept: Perceived Difficulty and Social Comparison among Academically Accelerated Secondary School Students

    ERIC Educational Resources Information Center

    Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M.

    2014-01-01

    Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…

  19. Multiplicative Covariance Structure Models in the Analysis of Scores on a Chinese Version of an Academic Self-Concept Scale.

    ERIC Educational Resources Information Center

    Huang, Chiungjung; Michael, William B.

    2002-01-01

    Examined the construct validity of scores on a Chinese version of an academic self-concept measure, Dimensions of Self-Concept (W. Michael and R. Smith, 1976), using Composite Direct Product models. Results for 769 junior high school students in China reveal concerns about the discriminate validity of scores on three trait scales. (SLD)

  20. The Internal/External Frame of Reference Model Revisited: Incorporating General Cognitive Ability and General Academic Self-Concept

    ERIC Educational Resources Information Center

    Brunner, Martin; Ludtke, Oliver; Trautwein, Ulrich

    2008-01-01

    The internal/external frame of reference model (I/E model; Marsh, 1986) is a highly influential model of self-concept formation, which predicts that domain-specific abilities have positive effects on academic self-concepts in the corresponding domain and negative effects across domains. Investigations of the I/E model do not typically incorporate…

  1. Beyond Academic Tracking: Using Cluster Analysis and Self-Organizing Maps to Investigate Secondary Students' Chemistry Self-Concept

    ERIC Educational Resources Information Center

    Nielsen, Sara E.; Yezierski, Ellen J.

    2016-01-01

    Academic tracking, placing students in different classes based on past performance, is a common feature of the American secondary school system. A longitudinal study of secondary students' chemistry self-concept scores was conducted, and one feature of the study was the presence of academic tracking. Though academic tracking is one way to group…

  2. Self-Concept and Social Anxiety as Predictor Variables of Academic Performance of Spanish Adolescents with Divorced Parents

    ERIC Educational Resources Information Center

    Orgiles, Mireia; Johnson, Blair T.; Huedo-Medina, Tania B.; Espada, Jose P.

    2012-01-01

    Introduction: According to previous studies, when parents divorce it may increase the vulnerability of children to develop personal problems, such as lowering academic performance. This research examines the academic performance of Spanish children with divorced parents and its relation to academic self-concept and social anxiety. Method: The…

  3. Collective school-type identity: predicting students' motivation beyond academic self-concept.

    PubMed

    Knigge, Michel; Hannover, Bettina

    2011-06-01

    In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school-type identities for their students, irrespective of the students' personal academic self-concepts. We examine the extent to which collective school-type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students' collective school-type identity makes a unique contribution beyond academic self-concept and school track in predicting scholastic motivation. In two cross-sectional studies a measure of collective school-type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N = 39 students) the content of the collective school-type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school-type identity is developed. In Study 2 (N = 1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school-type identity across school tracks and predict motivational outcomes. Results show large differences in collective school-type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school-type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self-concept and school track.

  4. Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

    PubMed

    Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

    2015-01-01

    Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers

  5. Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

    PubMed

    Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

    2015-01-01

    Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers

  6. The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities.

    PubMed

    Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M; Noonan, Patricia M

    2014-01-01

    Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities.

  7. Big Fish in a Big Pond: a study of academic self concept in first year medical students

    PubMed Central

    2011-01-01

    Background Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Research has shown low academic self-concepts to be associated with negative educational outcomes. Social comparison processes have been implicated as fundamental to the BFLPE. Methods Twenty first-year students in an Australian medical school completed a survey that included academic self-concept and social comparison measures, before and after their first written assessments. Focus groups were also conducted with a separate group of students to explore students' perceptions of competence, the medical school environment, and social comparison processes. Results The quantitative study did not reveal any changes in academic self-concept or self-evaluation. The qualitative study suggested that the attributions that students used when discussing performance were those that have been demonstrated to negatively affect self-concept. Students reported that the environment was slightly competitive and they used social comparison to evaluate their performance. Conclusions Although the BFLPE was not evident in the quantitative study, results from the qualitative study suggest that the BFLPE might be operating In that students were using attributions that are associated with lower self-concepts, the environment was slightly competitive, and social comparisons were used for evaluation. PMID:21794166

  8. Academic self-concept, learning motivation, and test anxiety of the underestimated student.

    PubMed

    Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

    2011-03-01

    BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students.

  9. The Relationship among Self-Determination, Self-Concept, and Academic Achievement for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M.; Noonan, Patricia M.

    2014-01-01

    Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept…

  10. Do Cultural Attitudes Matter? The Role of Cultural Orientation on Academic Self-Concept among Black/African College Students

    ERIC Educational Resources Information Center

    Williams, Wendi S.; Chung, Y. Barry

    2013-01-01

    The authors explored the relationship between academic self-concept and noncognitive variables (i.e., Africentric cultural orientation, academic class level, gender, and involvement in culturally relevant school and community activities) among Black/African college students. Results indicated that Africentric cultural orientation and academic…

  11. A Validity Study of Scores on the Personal and Academic Self-Concept Inventory Based on a Sample of Black College Males

    ERIC Educational Resources Information Center

    Woodland, Malcolm H.

    2008-01-01

    In this study, factor analyses were used to examine the structural validity of scores on the Personal and Academic Self-Concept Inventory (PASCI) in a group of 222 Black college males. Definitions of self-concept and how self-concept has been operationalized in Black populations were also reviewed. Results from this study challenged the…

  12. Relationships between area-specific measures of self-concept, self-esteem and academic achievement for junior high school students.

    PubMed

    Muller, D; Chambliss, J; Wood, M

    1977-12-01

    Physical maturity, peer relations, academic success and school adaptiveness self-concept and self-esteem measures were correlated with reading, language, mathematics, and composite achievement scores for 26 male and 48 female junior high school students. Academic success self-concept was significantly correlated with each of the achievement measures. Peer relations self-concept and self-esteem correlated with language, math, and composite achievement. Academic success self-esteem measures did not correlate with any of the measures of achievement.

  13. The Structural Consistency of a Six-Factor Model of Academic Self-Concept among Culturally Diverse Preadolescents in the United States

    ERIC Educational Resources Information Center

    Ockey, Gary J.; Abercrombie, Sara

    2013-01-01

    For decades, research has indicated that preadolescents' self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some…

  14. The Applications of Mindfulness with Students of Secondary School: Results on the Academic Performance, Self-concept and Anxiety

    NASA Astrophysics Data System (ADS)

    Franco, Clemente; Mañas, Israel; Cangas, Adolfo J.; Gallego, José

    The aim of the present research is to verify the impact of a mindfulness programme on the levels academic performance, self-concept and anxiety, of a group of students in Year 1 at secondary school. The statistical analyses carried out on the variables studied showed significant differences in favour of the experimental group with regard to the control group in all the variables analysed. In the experimental group we can observe a significant increase of academic performance as well as an improvement in all the self-concept dimensions, and a significant decrease in anxiety states and traits. The importance and usefulness of mindfulness techniques in the educative system is discussed.

  15. Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety

    PubMed Central

    Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis; Goetz, Thomas; Martin, Romain

    2016-01-01

    The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c) developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (0.42 < r < 0.55) and subject-specific levels (0.45 < r < 0.73). Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative effects across subjects. PMID:27014162

  16. Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety.

    PubMed

    Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis; Goetz, Thomas; Martin, Romain

    2016-01-01

    The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c) developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (0.42 < r < 0.55) and subject-specific levels (0.45 < r < 0.73). Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative effects across subjects.

  17. Peer Academic Reputation in Elementary School: Associations with Changes in Self-Concept and Academic Skills

    ERIC Educational Resources Information Center

    Gest, Scott D.; Domitrovich, Celene E.; Welsh, Janet A.

    2005-01-01

    The developmental significance of children's academic reputation among peers was examined in a longitudinal study of 400 children in Grades 3, 4, and 5. In the fall of Year 1, teachers rated children's academic skills and behavior, and peers provided nominations describing classmates' academic skills, social acceptance versus rejection, and…

  18. An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

    PubMed

    Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

    2012-03-01

    As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement. PMID:22379697

  19. An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

    PubMed

    Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

    2012-03-01

    As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

  20. Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals

    ERIC Educational Resources Information Center

    Nunez, Jose Carlos; Gonzalez-Pienda, Julio A.; Gonzalez-Pumariega, Soledad; Roces, Cristina; Alvarez, Luis; Gonzalez, Paloma; Cabanach, Ramon G.; Valle, Antonio; Rodriguez, Susana

    2005-01-01

    The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N=173) and without learning disabilities (LD; N=172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether…

  1. The Relationship between Self Concept and Response towards Student's Academic Achievement among Students Leaders in University Putra Malaysia

    ERIC Educational Resources Information Center

    Ahmad, Jamaludin; Ghazali, Mazila; Hassan, Aminuddin

    2011-01-01

    This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in University Putra Malaysia. The sample size consists of 106 respondents who are the Student Supreme Council and Student Representative…

  2. When the Big Fish Turns Small: Effects of Participating in Gifted Summer Programs on Academic Self-Concepts

    ERIC Educational Resources Information Center

    Dai, David Yun; Rinn, Anne N.; Tan, Xiaoyuan

    2013-01-01

    The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of…

  3. Academic Self-Concept in Elementary Learning Disabled Children: A Study with the Student's Perception of Ability Scale.

    ERIC Educational Resources Information Center

    Chapman, James W.; Boersma, Frederic J.

    1979-01-01

    Academic self-concept as measured by the Student's Perception of Ability Scale (SPAS) was compared for 81 learning disabled and 81 normally-achieving control children. The results show that learning disabled children hold more negative self-perceptions of ability in reading, spelling, and arithmetic than do controls. (Author)

  4. The Benefit of Being a Big Fish in a Big Pond: Contrast and Assimilation Effects on Academic Self-Concept

    ERIC Educational Resources Information Center

    Preckel, Franzis; Brull, Matthias

    2010-01-01

    This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…

  5. Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept

    ERIC Educational Resources Information Center

    Ferrando, Mercedes; Prieto, Maria Dolores; Almeida, Leandro S.; Ferrandiz, Carmen; Bermejo, Rosario; Lopez-Pina, Jose Antonio; Hernandez, Daniel; Sainz, Marta; Fernandez, Mari-Carmen

    2011-01-01

    This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 preadolescents (11-12 years old) took part in the study. The instruments used were (a) Trait Emotional Intelligence Questionnaire-Adolescents Short Form…

  6. Fostering Academic Self-Concept: Advisor Support and Sense of Belonging among International and Domestic Graduate Students

    ERIC Educational Resources Information Center

    Curtin, Nicola; Stewart, Abigail J.; Ostrove, Joan M.

    2013-01-01

    International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research…

  7. The Influence of the College Environment and Student Involvement on First-Year Academic Self-Concept

    ERIC Educational Resources Information Center

    Stocksdale, Brent

    2015-01-01

    Enhancing the self-beliefs of college students--in particular, academic self-concept--has been suggested as one way to enhance college student success. However, the literature on the influence of college often does not clearly identify nor effectively assess the type of self-belief being investigated, and little remains known as to how and when…

  8. Within-School Social Comparison: How Students Perceive the Standing of Their Class Predicts Academic Self-Concept

    ERIC Educational Resources Information Center

    Trautwein, Ulrich; Ludtke, Oliver; Marsh, Herbert W.; Nagy, Gabriel

    2009-01-01

    Results from prior research indicate that a student's academic self-concept is negatively influenced by the achievement of others in his or her school (a frame of reference effect) and that this negative frame of reference effect is not or only slightly reduced by the quality, standing, or prestige of the track or school attended (a "reflected…

  9. The Effect of Track Changes on the Development of Academic Self-Concept in High School: A Dynamic Test of the Big-Fish-Little-Pond Effect

    ERIC Educational Resources Information Center

    Wouters, Sofie; De Fraine, Bieke; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine

    2012-01-01

    Academic self-concept has received a great deal of attention in recent educational research because it mediates many other educational outcomes. Therefore, it is important to find out how students' academic self-concept develops. We examined the big-fish-little-pond effect (BFLPE) dynamically by investigating the effect of track changes in high…

  10. Mediational Role of Academic Motivation in the Association between School Self-Concept and School Achievement among Indian Adolescents in Canada and India

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan

    2012-01-01

    The present study examined the mediational role of academic motivation in the association between school self-concept and school achievement among 355 Indian immigrant adolescents in Canada and 363 Indian adolescents in India. Surveys were administered among Grades 9-12 students in Canada and India to assess their academic self-concepts, academic…

  11. Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching

    ERIC Educational Resources Information Center

    Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

    2015-01-01

    Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information…

  12. Big-Fish-Little-Pond Effect on Academic Self-Concept: A Cross-Cultural (26 Country) Test of the Negative Effects of Academically Selective Schools.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Hau, Kit-Tai

    2003-01-01

    Conducted a cross-cultural study of the big-fish-little-pond effect (BFLPE), which posits that a student will have a lower academic self-concept in an academically selective school than in a non-selective school. Findings for 103,558 high school students in 26 countries support the BFLPE. (SLD)

  13. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  14. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  15. The Academic Self-Concept of African American and Latina(o) Men and Women in STEM Majors

    NASA Astrophysics Data System (ADS)

    Espinosa, Lorelle L.

    If we are to respond to the call for equity in the representation of minority men and women in science, technology, engineering, and math (STEM) disciplines, we must be concerned with those college experiences that impact students' sense of self. This study addresses the 4-year development of academic self-concept for African American and Latina(o) students graduating with STEM degrees, with an emphasis placed on gender differences. Ordinary Least Squares regression was utilized to explore predictors of academic self-concept for male and female students. Findings emphasize the paramount role of the college environment as compared to background and precollege characteristics. Significant predictors exclusive to women include having positive academic self-expectations and valuing group work in a classroom setting. Significant predictors for men include being given the opportunity to work on a professor's research project and finding satisfaction with science and math coursework.

  16. The Effects of a Warm or Chilly Climate Toward Socioeconomic Diversity on Academic Motivation and Self-Concept.

    PubMed

    Browman, Alexander S; Destin, Mesmin

    2016-02-01

    Persistent academic achievement gaps exist between university students from high and low socioeconomic status (SES) backgrounds. The current research proposes that the extent to which a university is perceived as actively supporting versus passively neglecting students from diverse socioeconomic backgrounds can influence low-SES students' academic motivation and self-concepts. In Experiments 1 and 2, low-SES students exposed to cues suggestive of an institution's warmth toward socioeconomic diversity demonstrated greater academic efficacy, expectations, and implicit associations with high academic achievement compared with those exposed to cues indicating institutional chilliness. Exploring the phenomenology underlying these effects, Experiment 3 demonstrated that warmth cues led low-SES students to perceive their socioeconomic background as a better match with the rest of the student body and to perceive the university as more socioeconomically diverse than did chilliness cues. Contributions to our understanding of low-SES students' psychological experiences in academic settings and practical implications for academic institutions are discussed. PMID:26634272

  17. The Effects of a Warm or Chilly Climate Toward Socioeconomic Diversity on Academic Motivation and Self-Concept.

    PubMed

    Browman, Alexander S; Destin, Mesmin

    2016-02-01

    Persistent academic achievement gaps exist between university students from high and low socioeconomic status (SES) backgrounds. The current research proposes that the extent to which a university is perceived as actively supporting versus passively neglecting students from diverse socioeconomic backgrounds can influence low-SES students' academic motivation and self-concepts. In Experiments 1 and 2, low-SES students exposed to cues suggestive of an institution's warmth toward socioeconomic diversity demonstrated greater academic efficacy, expectations, and implicit associations with high academic achievement compared with those exposed to cues indicating institutional chilliness. Exploring the phenomenology underlying these effects, Experiment 3 demonstrated that warmth cues led low-SES students to perceive their socioeconomic background as a better match with the rest of the student body and to perceive the university as more socioeconomically diverse than did chilliness cues. Contributions to our understanding of low-SES students' psychological experiences in academic settings and practical implications for academic institutions are discussed.

  18. Teacher Self-Concept and Student Self-Concept.

    ERIC Educational Resources Information Center

    Edeburn, Carl E.; Landry, Richard G.

    This research concerns the changes in children's levels of self-concept over an academic year and whether these changes are related to the self-concept of their teachers. Data were generated from 16 self-contained classrooms in the third, fourth, and fifth grades of a midwestern city. Students' self-concepts were measured by the primary form of…

  19. Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

    PubMed

    Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

    2012-10-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention.

  20. The Self Concept Change as a Tool for Developmental Academic Advising

    ERIC Educational Resources Information Center

    Ugur, Hasan

    2015-01-01

    The main goals of academic advising are not only to improving social and academic success of students during academic year, but to improve the retention of the students with the successful interventions inside the educational system. Many areas of practice and research are mentioned in the scientific literature. One of them is improving students'…

  1. The Outward Bound Bridging Course for Low-Achieving High School Males: Effect on Academic Achievement and Multidimensional Self-Concepts.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Richards, Garry

    The Outward Bound Bridging Course is a 6-week residential program designed to improve academic achievement and self-concepts in low-achieving high school males. During 1980-1984, five courses were conducted for 66 Australian high school males. Most of them were ninth grade students, chosen on the basis of poor academic performance, an apparent…

  2. Academic Self-Handicapping: The Role of Self-Concept Clarity and Students' Learning Strategies

    ERIC Educational Resources Information Center

    Thomas, Cathy R.; Gadbois, Shannon A.

    2007-01-01

    Background: Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. Aims: This study…

  3. The Negative Effect of School-Average Ability on Science Self-Concept in the UK, the UK Countries and the World: The Big-Fish-Little-Pond-Effect for PISA 2006

    ERIC Educational Resources Information Center

    Nagengast, Benjamin; Marsh, Herbert W.

    2011-01-01

    Research on the relation between students' achievement (ACH) and their academic self-concept (ASC) has consistently shown a Big-Fish-Little-Pond-Effect (BFLPE); ASC is positively affected by individual ACH, but negatively affected by school-average ACH. Surprisingly, however, there are few good UK studies of the BFLPE and few anywhere in the world…

  4. Parental Socio-Economic Status, Self-Concept and Gender Differences on Students' Academic Performance in Borno State Colleges of Education: Implications for Counselling

    ERIC Educational Resources Information Center

    Goni, Umar; Bello, S.

    2016-01-01

    This is a survey study, designed to determine gender differences and socio-economic status, self-concept on students' academic performance in Colleges of Education, Borno State: Implications for counselling. The study set two research objectives, answered two research questions and tested two research hypotheses. The target population of this…

  5. Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

    ERIC Educational Resources Information Center

    Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

    2012-01-01

    The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

  6. Technical Data on the Student's Perception of Ability Scale: An Instrument for Measuring Academic Self-Concept in Elementary School Children. Research and Information Report.

    ERIC Educational Resources Information Center

    Boersma, Frederic J.; And Others

    The Student's Perception of Ability Scale (SPAS) was developed in response to a need for a reliable and valid instrument to measure academic, rather than general, self-concept in elementary school children. This scale was designed for use with children in Grades 3 to 6. Descriptive data on the SPAS were discussed in terms of its substantive,…

  7. Unification of Theoretical Models of Academic Self-Concept/Achievement Relations: Reunification of East and West German School Systems after the Fall of the Berlin Wall

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Koller, Olaf

    2004-01-01

    Longitudinal data (five waves) from large cohorts of 7th grade students in East Germany ("n"=2,119) and West Germany ("n"=1,928) were collected from the start of the reunification of the school systems following the fall of the Berlin Wall. Here we integrate the two major theoretical models of relations between academic self-concept and…

  8. Selective School Systems and Academic Self-Concept: How Explicit and Implicit School-Level Tracking Relate to the Big-Fish--Little-Pond Effect across Cultures

    ERIC Educational Resources Information Center

    Salchegger, Silvia

    2016-01-01

    A large body of research has demonstrated a big-fish--little-pond effect (BFLPE) by showing that equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Although the BFLPE generalizes across many countries, it varies significantly between countries. The reasons for this variation are still…

  9. Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Positive Effects of Retention on Academic Self-Concept

    ERIC Educational Resources Information Center

    Marsh, Herbert W.

    2016-01-01

    Given that the Big-Fish-Little-Pond-Effect, the negative effect of school-average achievement on academic self-concept, is one of the most robust findings in educational psychology (Marsh, Seaton et al., 2007), this research extends the theoretical model, based on social comparison theory, to study relative year in school effects (e.g., being 1…

  10. Big Fish in Big Ponds: Contrast and Assimilation Effects on Math and Verbal Self-Concepts of Students in Within-School Gifted Tracks

    ERIC Educational Resources Information Center

    Herrmann, Julia; Schmidt, Isabelle; Kessels, Ursula; Preckel, Franzis

    2016-01-01

    Background: Ability grouping can lower students' academic self-perceptions through reference group effects of class-average achievement on academic self-concept (ASC)--the "Big-fish-little-Pond"-effect (BFLPE; Marsh & Parker, 1984, J. "Pers. Soc. Psychol.," 47, 213). Although the effect itself is well documented, many open…

  11. Social Comparison and Big-Fish-Little-Pond Effects on Self-Concept and Other Self-Belief Constructs: Role of Generalized and Specific Others

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Trautwein, Ulrich; Ludtke, Oliver; Koller, Olaf

    2008-01-01

    Two studies integrate the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on academic self-concept, ASC), which is based upon educational psychological research, with related social psychological research that is based on social comparison theory. Critical distinctions are the nature of the social comparison…

  12. Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

    ERIC Educational Resources Information Center

    Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William

    2016-01-01

    In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…

  13. The Relationship of Self-Concept and Academic Engagement to Each Other and to School Outcomes of Students with Disabilities

    ERIC Educational Resources Information Center

    Steinke, David P.

    2010-01-01

    The present study examined the relationship between self-concept, engagement, and school outcomes for students with educational disabilities in grades 10 to 12. Participants included 105 students in grades 10 to 12 in a large suburban high school who were classified as having an educational disability which qualified them for special education…

  14. The Short-Term Predictive Validity of a Standardized Reading Test and of Scales Reflecting Six Dimensions of Academic Self-Concept Relative to Selected High School Achievement Criteria for Four Ethnic Groups.

    ERIC Educational Resources Information Center

    Lehn, Thomas; And Others

    1980-01-01

    Based on a sample of eleventh grade students from different ethnic backgrounds, (1) a reading test was a more valid predictor of academic success than academic self-concept; (2) aspiration and academic interest were valid predictors of school achievements; and (3) a combination of cognitive and affective measures was the most valid predictor.…

  15. Native Language Self-Concept and Reading Self-Concept: Same or Different?

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus

    2014-01-01

    In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different…

  16. The Impact of Vision Impairment on Students' Self-Concept

    ERIC Educational Resources Information Center

    Datta, Poulomee; Talukdar, Joy

    2016-01-01

    This study investigated the self-concept of students with vision impairment who were placed in specialist and mainstream educational settings in South Australia. Self-Concept was explored across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The "Tennessee Self-Concept…

  17. The Longitudinal Interplay of Students' Academic Self-Concepts and Achievements within and across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model

    ERIC Educational Resources Information Center

    Niepel, Christoph; Brunner, Martin; Preckel, Franzis

    2014-01-01

    Students' cognitive and motivational profiles have a large impact on their academic careers. The development of such profiles can partly be explained by the reciprocal internal/external frame of reference model (RI/E model). The RI/E model predicts positive and negative longitudinal effects between academic self-concepts and achievements…

  18. The Roles of Ethnic Identity, Anti-White Attitudes, and Academic Self-Concept in African American Student Achievement

    ERIC Educational Resources Information Center

    Cokley, Kevin O.; Chapman, Collette

    2008-01-01

    Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic identity and anti-white attitudes predicted the academic achievement of African American students at…

  19. Latina and European American Girls' Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence.

    PubMed

    Brown, Christia Spears; Leaper, Campbell

    2010-12-01

    The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.

  20. Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence

    PubMed Central

    Leaper, Campbell

    2010-01-01

    The study investigated Latina and European American adolescent girls’ (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism. PMID:21212810

  1. Latina and European American Girls' Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence.

    PubMed

    Brown, Christia Spears; Leaper, Campbell

    2010-12-01

    The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism. PMID:21212810

  2. The Effect of Participation in the Neighborhood Academic Program on the Autophotographic Self-Concepts of Inner-City Adolescents

    ERIC Educational Resources Information Center

    Jones, Mark J.

    2004-01-01

    The current research investigates the effect of participation in the Neighborhood Academic Initiative Scholars Program (NAI) on the students' sense of self as viewed through autophotography. The NAI is designed to prepare inner-city middle school students, composed mainly of African-Americans and Hispanics, for entry into a four year university.…

  3. Gender and Course Selection in Upper Secondary Education: Effects of Academic Self-Concept and Intrinsic Value

    ERIC Educational Resources Information Center

    Nagy, Gabriel; Trautwein, Ulrich; Baumert, Jurgen; Koller, Olaf; Garrett, Jessica

    2006-01-01

    Predictions about processes linking gender to students' choices of advanced courses were derived from the internal/external frame of reference (I/E) model and expectancy value (EV) theory. The predictions were tested for the domains of mathematics and biology using data from 1,148 students attending academically oriented secondary schools in…

  4. Examining the Relationships among Academic Self-Concept, Instrumental Motivation, and TIMSS 2007 Science Scores: A Cross-Cultural Comparison of Five East Asian Countries/Regions and the United States

    ERIC Educational Resources Information Center

    Yu, Chong Ho

    2012-01-01

    Many American authors expressed their concern that US competitiveness in science, technology, engineering, and mathematics (STEM) is losing ground. Using the Trends in International Mathematics and Science Study (TIMSS) 2007 data, this study investigated how academic self-concept and instrumental motivation influence science test performance among…

  5. Third and Fourth Grade Teacher Practices in Cognitive and Emotional/Social Development, Their Students' Opportunities for Emotional/Social Development, and Academic Self-Concept Moderated by Students' Mothers' Level of Education and Time Reading at Home

    ERIC Educational Resources Information Center

    Santos, Carol A.

    2009-01-01

    This study examines the relationships among third and fourth grade teacher practices in cognitive development: understanding, application, synthesis, and judgment; emotional/social development; their students' self-reported opportunities for emotional/social development; and academic self-concept. In addition, this study investigates the…

  6. An Investigation of Participation in Weekly Music Workshops and Its Relationship to Academic Self-Concept and Self-Esteem of Middle School Students in Low-Income Communities

    ERIC Educational Resources Information Center

    Shin, Jihae

    2011-01-01

    The purpose of this study was to examine how I Am A Dreamer Musician Program (IDMP) affected academic self-concept and self-esteem of middle school students in low-income communities. During the seven weeks of the weekly music workshops, students participated in different musical activities including playing percussion instruments, singing,…

  7. Recalled Test Anxiety in Relation to Achievement, in the Context of General Academic Self-Concept, Study Habits, Parental Involvement and Socio-Economic Status among Grade 6 Ethiopian Students

    ERIC Educational Resources Information Center

    Raju, P. Mohan; Asfaw, Abebech

    2009-01-01

    The study investigated the predictive nature of test anxiety on achievement in the presence of perceived general academic self-concept, study habits, parental involvement in children's learning and socio-economic status. From a population of 2482 Grade 6 students from seven government primary schools of a sub-city in Addis Ababa, 497 participants…

  8. Self-Concept, School Satisfaction, and Other Selected Correlates of Subjective Well-Being for Advanced High School Learners Enrolled in Two Challenging Academic Settings

    ERIC Educational Resources Information Center

    Robertson, Janice C.

    2013-01-01

    Global self-concept, freedom from anxiety, happiness, popularity, and school satisfaction were examined for 224 partial-day Governor's School students attending public Governor's Schools as well as classes in their home high schools, and 56 students taking advanced classes in regular high schools. On average, self-concept appeared…

  9. A Construct Validity Study of Scores on a Korean Version of an Academic Self-Concept Scale for Secondary School Students.

    ERIC Educational Resources Information Center

    Chong, Sandra; Michael, William B.

    2000-01-01

    Studied the internal consistency reliability and construct validity of scores on a Korean version of the Dimensions of Self-Concept Scale (W. Michael and R. Smith, 1976) with samples of 213, 191, and 213 junior high and high school students in Korea. Results generally support the internal consistency reliability and the construct validity of the…

  10. The Predictive Validity of Subscales of An Academic Self-Concept Measure Administered Nine Semesters Prior To Acquisition of Criterion Data Reflecting School Achievement.

    ERIC Educational Resources Information Center

    Darakjian, Gregory P.; And Others

    1984-01-01

    In a longitudinal investigation of 179 seventh graders, the current investigation covers a surviving sample of eleventh graders. Predictive validity coefficients of five Dimensions of Self-Concept (DOSC), Form S subscales were ascertained relative to total grade point average (GPA) and to GPA in several subjects during three enrollment periods.…

  11. The Self-Concept and Academic Performance of Institutionalized and Non-Institutionalized HIV/AIDS Orphaned Children in Kisumu Municipality

    ERIC Educational Resources Information Center

    Kimani, Chege Gabriel; Cheboswony, M.; Kodero, H. M.; Misigo, Benard L.

    2009-01-01

    The HIV/AIDS pandemic has increasingly become a major factor in the emergence of orphans in the developing countries. These orphans are usually traumatized due to the multiple losses, isolation, stigma and grief. The study sought to investigate the effect of institutionalization of children on the self-concept of the AIDS-orphaned children and to…

  12. Explaining Paradoxical Relations Between Academic Self-Concepts and Achievements: Cross-Cultural Generalizability of the Internal/External Frame of Reference Predictions Across 26 Countries

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Hau, Kit-Tai

    2004-01-01

    The internal/external frame of reference (I/E) model explains a seemingly paradoxical pattern of relations between math and verbal self-concepts and corresponding measures of achievement, extends social comparison theory, and has important educational implications. In a cross-cultural study of nationally representative samples of 15-year-olds from…

  13. Adolescents' Motivation to Select an Academic Science-Related Career: The Role of School Factors, Individual Interest, and Science Self-Concept

    ERIC Educational Resources Information Center

    Taskinen, Päivi H.; Schütte, Kerstin; Prenzel, Manfred

    2013-01-01

    Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding…

  14. The Musical Self-Concept of Chinese Music Students

    PubMed Central

    Petersen, Suse; Camp, Marc-Antoine

    2016-01-01

    The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study’s goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry—including ability, emotional, physical, cognitive, and social facets—was used to assess the students’ musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students’ perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students’ sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self. PMID:27303337

  15. The Musical Self-Concept of Chinese Music Students.

    PubMed

    Petersen, Suse; Camp, Marc-Antoine

    2016-01-01

    The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study's goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry-including ability, emotional, physical, cognitive, and social facets-was used to assess the students' musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students' perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students' sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self.

  16. The Musical Self-Concept of Chinese Music Students.

    PubMed

    Petersen, Suse; Camp, Marc-Antoine

    2016-01-01

    The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study's goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry-including ability, emotional, physical, cognitive, and social facets-was used to assess the students' musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students' perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students' sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self. PMID:27303337

  17. Re-Framing How We See Student Self-Concept

    ERIC Educational Resources Information Center

    Manning, Maureen A.

    2007-01-01

    In this article, the author discusses self-perceptions and the difference between self-esteem and self concept. Promoting high self-concept in students is important because it relates to academic and life success, but before investing significant time, money, and effort on packaged programs, it is important to understand why such endeavors have…

  18. Domain-Specific Verbal Self-Concepts of Trilingual Teachers.

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Wong, Edwin King Por

    Researchers have emphasized the domain specificity of academic self-concept. For monolingual students, verbal and math self-concepts have been found to be distinct constructs. However, the assumption of a single distinct verbal construct may be questionable for individuals speaking multiple languages. Primary and secondary school teachers from…

  19. The Role of Self-Concept in Medical Education

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Li, Bingyi; Wilson, Ian; Craven, Rhonda G.

    2014-01-01

    Much research has acknowledged the importance of self-concept for adolescents' academic behaviour, motivation and aspiration, but little is known about the role of self-concept underpinning the motivation and aspiration of higher education students in a specialised field such as medical education. This article draws upon a programme of…

  20. Self-concept in children with attention deficits.

    PubMed

    Ljusberg, Anna-Lena; Brodin, Jane

    2007-09-01

    This study focuses on the BASTA project (basic skills, social interaction and training of the working memory), which studied children with attention deficits and hyperactive behaviour attending remedial classes in regular schools. The project is interdisciplinary, with research teams from both social science and medicine. Our study is both qualitative and quantitative with a socio-cultural approach, and focuses on the pupil's social interaction, self-concept and the classroom climate. This article reports on the results of the study on self-concept. Our supposition was that the pupil's self-concept should change when they improved their skills in reading, writing and mathematics, but this was not the case. The results showed the dominating pattern to be that the differences between data from the BASTA project and comparison data from a similar study on academic self-concept, social self-concept, personal self-concept and global self-concept are small to nonexistent. Our results indicate that the children studied report higher degrees of self-concept than were warranted and that entering remedial classes was often linked to previous academic failures, social failures or both.

  1. The self concept of the adolescent with learning disabilities.

    PubMed

    Rosenberg, B S; Gaier, E L

    1977-01-01

    The Coopersmith Self Esteem Inventory (CSEI) was administered to 23 Ss diagnosed to have learning disabilities, and normally achieving seventh graders (N = 70) to investigate: a) whether differences exist between the self-esteem of the adolescent with learning disabilities and the normally achieving adolescent, b) the dimensions of self concept in which these differences occur, and c) the relationship between self concept and the number of years in the special classroom for the adolescent with learning disabilities. The data were fitted to a 2 X 2 (ability X school) fixed effects non-orthogonal multivariate analysis of variance model. A significant difference (p less than .05) in "social self-peer" self concept favoring the "normally" achieving S's was found. A trend was evidenced for more negative "general self" and "school-academic" self concepts for the learning disabilities sample. Number of years in the special class did not appear associated with self concept as measured by the CSEI.

  2. Bangawarra'gumada--Strengthening the Spirit: Causal Modelling of Academic Self-Concept and Patterns of Disengagement for Indigenous and Non-Indigenous Australian Students

    ERIC Educational Resources Information Center

    Bodkin-Andrews, Gawaian H.; Dillon, Anthony; Craven, Rhonda G.

    2010-01-01

    The notion of academic disengagement, regardless of its specific conceptualisation (e.g., cognitive, affective, or behavioural) is one that has received considerable attention within the educational and social psychological literature, especially with regard to disadvantaged minority groups. Although such research has done much to identify the…

  3. Development of Self-Concept in Grades One through Nine.

    ERIC Educational Resources Information Center

    Larned, Donald T.; Muller, Douglas

    1979-01-01

    The positiveness of 147 elementary students' self-concept and self-esteem remained stable across grades for physical maturity and peer relations but showed a dramatic decline for academic success and school adaptiveness. Only academic success and self-esteem correlated with achievement, with these correlations increasing across grades. (Author/RL)

  4. [Self-concept and drug use in adolescence].

    PubMed

    Fuentes, María C; García, Fernando; Gracia, Enrique; Lila, Marisol

    2011-01-01

    This study analyzes the relationship between a multidimensional measure of self-concept, the Self-concept Form-5 Questionnaire (AF5), and drug use among adolescents. From the responses of 632 participants (47.5% females) aged 12 to 17 years (M = 14.88 years, SD = 1.71 years), results showed negative relationships between family, academic and physical self-concept, and drug use. Although a positive relationship between social self-concept and drug use was found, this significant relationship disappeared once the age and sex of adolescents was controlled statistically. Moreover, the study includes other adjustment indicators in adolescence (psychological adjustment, personal competence, antisocial behavior and parenting). Results support the idea of self-concept as an important correlate of psychological well-being and a basic theoretical construct for explaining adjusted and adaptive behaviors in adolescence. Likewise, our results underline the need for statistical control of the effect of a third variable (sex), which could explain some contradictory results reported in the literature (a positive relationship between social self-concept and drug use), so as to avoid reaching conclusions based on spurious relationships. self-concept, multigroup confirmatory factor analysis, adolescence, psychosocial adjustment, drug use.

  5. Self-Concept and Adjustment in International Exchange Students. Research Report 32.

    ERIC Educational Resources Information Center

    Crano, Suellen L.

    The important role that self-concept has in the educational process and its relation to academic success suggest that it might prove relevant to a study of cross-cultural adjustment. The focus of this investigation is the relationship between self-concept and the personal, social, and academic adjustment of high school-aged international exchange…

  6. Family Relationships and Adolescent Self-Concept.

    ERIC Educational Resources Information Center

    Massey, Catherine J.

    Previous research relating the quality of the relationship with the mother, father, and sibling to adolescent self-concept only investigated social and general self-concept and not various social and cognitive dimensions of self-concept. This study investigated family relationships and their link to the several domains of self-concept.…

  7. A Comparison of Multiple Facets of Self-Concept in Gifted vs. Non-Identified Israeli Students

    ERIC Educational Resources Information Center

    Zeidner, Moshe; Shani-Zinovich, Inbal

    2015-01-01

    This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical…

  8. Relation of self-concept in kindergarten and first grade to school adjustment.

    PubMed

    Zafiropoulou, Maria; Sotiriou, Apostolos; Mitsiouli, Vasiliki

    2007-06-01

    The present aim was to investigate changes in self-concept and self-concept stability during children's transition from kindergarten to primary school, and the relationship between children's self-concept and their adjustment to elementary school. 346 children took part in this 2-yr. longitudinal study. The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children was used to assess children's self-concept. Children's school adjustment was assessed using the schools' academic, behavioral, and social-emotional procedures. Children's self-concept appeared relatively stable and the decline in scores appeared to be practically unimportant. Analysis showed that children's school adjustment mainly affects the academic dimension of self-concept.

  9. Domain Specificity between Peer Support and Self-Concept

    ERIC Educational Resources Information Center

    Leung, Kim Chau; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander S.; Abduljabbar, Adel S.

    2013-01-01

    Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants ("n" = 50) who had received an academically oriented peer support intervention…

  10. Self-Concepts and Educational Outcomes of Indigenous Australian Students in Urban and Rural School Settings

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Craven, Rhonda G.; Ali, Jinnat

    2013-01-01

    Indigenous Australians have been known to be disadvantaged in many ways although higher art and physical self-concepts have been reported with Indigenous samples. Given recent research demonstrating the reciprocal effects of achievement and self-concept in academic domains, Indigenous students may experience further disadvantages in both academic…

  11. Self-Concept Change in Camp Staff.

    ERIC Educational Resources Information Center

    Henderson, Karla A.; Bialeschki, M. Deborah

    The 1981 study ascertained whether the self-concept of 66 camp staff from 2 Wisconsin camps changed more than a control group of 18 college students attending summer school; if differences in self-concept were based on a particular characteristic (age, gender, staff position, years at camp); and in what ways, if any, self-concept of camp staff…

  12. Children's Self-Concept: A Multicultural Comparison

    ERIC Educational Resources Information Center

    Kenny, Maureen C.; McEachern, Adriana

    2009-01-01

    Self-concept is critical in the social and emotional development of children, although little research has examined its relationship to ethnicity. The self-concept of 214 fourth- and fifth-grade students (White, Black/Haitian American, and Hispanic) revealed differences among groups on the Behavior and Total Self-Concept subscales of the…

  13. Chronic Mentally Ill: Self-Concept.

    ERIC Educational Resources Information Center

    Nachtigal, Steven S.

    Self-concept is seen as constantly changing, being revised and updated rather than static and stagnant. Individuals are not born with self-concepts intact--an individual may accommodate characteristics that might influence the development of the self-concept, but the actual development is a learned process. This study investigated the…

  14. Adolescent self-concept among Han, Mongolian, and Korean Chinese.

    PubMed

    Sharpes, D K; Wang, X

    1997-01-01

    Studies of self-concept have suffered from a lack of both a solid theoretical base and a clear definition of the term. It is not clear whether self-concept is a construct from the cognitive sciences, an active part of personality or of the ego and unconscious, or a physiological process as indicated from neurological research. Nor is it clear whether the psychological construct of self is related to other concepts, such as personal identity, self-esteem, and the ego, as sometimes these refer to the whole person or a structure or element within a person. What is evident is that the majority of researchers continue to assume that self-concept, however defined in theory, is primarily governed by environmental determinants despite abundant evidence from the neurosciences of the strong influence of its genetic heritability. This study assumed a genetic hypothesis, that self-concept is developmental and that adolescent perception of personal, relational, and academic self-identity occurs uniformly across cultures and environmental circumstances. Data were collected using a validated survey instrument, translated into Chinese, from majority and minority adolescents in the People's Republic of China. High similarity was found between the majority and minority adolescents, suggesting developmental propensities in the formation of self-concept.

  15. Self-concept in youth with congenital facial differences: development and recommendations for medical providers.

    PubMed

    Marik, Patricia K; Hoag, Jennifer A

    2012-01-01

    Congenital facial differences may impact a child's self-perception, activities and valuation, and what has been termed their "self-concept." This article reviews what constitutes self-concept, and its development during childhood and adolescence. The literature examining the role of physical appearance, specifically congenital facial differences on individuals' perceptions of self are reviewed in the context of psychosocial development. Positive self-concept can impact healthy behaviors, positive interactions with peers, and academic achievement. The role of mental health professionals in evaluating self-concept and objective measures of self-concept are discussed, and recommendations are made to assist medical practitioners regarding monitoring and encouragement of positive self-concept in children with congenital facial differences. PMID:22640414

  16. Self-concept in youth with congenital facial differences: development and recommendations for medical providers.

    PubMed

    Marik, Patricia K; Hoag, Jennifer A

    2012-01-01

    Congenital facial differences may impact a child's self-perception, activities and valuation, and what has been termed their "self-concept." This article reviews what constitutes self-concept, and its development during childhood and adolescence. The literature examining the role of physical appearance, specifically congenital facial differences on individuals' perceptions of self are reviewed in the context of psychosocial development. Positive self-concept can impact healthy behaviors, positive interactions with peers, and academic achievement. The role of mental health professionals in evaluating self-concept and objective measures of self-concept are discussed, and recommendations are made to assist medical practitioners regarding monitoring and encouragement of positive self-concept in children with congenital facial differences.

  17. Brief report: Performing on the stage, the field, or both? Australian adolescent extracurricular activity participation and self-concept.

    PubMed

    Blomfield, Corey J; Barber, Bonnie L

    2009-06-01

    The relationship between Australian adolescents' participation in extracurricular activities and their self-concepts was investigated. A total of 1489 adolescents (56% female; mean age 13.8 years) completed measures of social self-concept, academic self-concept, and general self-worth, and reported on their extracurricular activity participation. In general, participation in any type of extracurricular activity was associated with a higher social and academic self-concept, and general self-worth, compared to no participation. Adolescents who participated in both sports and non-sports also reported a more positive social self-concept and general self-worth, compared to those who only participated in one of the activity types. This research provides support for extracurricular activities as a context facilitative of positive self-concept, and demonstrates the importance of a mixed participation profile for an adolescent's self-concept.

  18. Comparative self-concept variances of school children in two English-speaking West African nations.

    PubMed

    Alawiye, O; Alawiye, C Z; Thomas, J I

    1990-03-01

    This study examined the self-concepts of elementary school children in Grades 2, 4, 6, and 8, from two West African nations, Ghana and Gambia. Measures of self-concept in the areas of physical maturity, peer relations, academic success, and school adaptiveness were obtained from 195 Ghanaian and 156 Gambian students. The mean scores of the students were subjected to a series of three-way analyses of variance (ANOVAs). The independent variables were sex, grade level, and nationality. The overall analyses revealed grade level as the most potent variable in the self-concept development of both groups, whereas the sex variable indicated interaction with grade level only in Gambian children. The self-esteem of the children in both nations in the areas of physical maturity, peer relations, and academic success was relatively high and stable. Self-concept developmental patterns showed differences across grade levels in the four self-concept areas being tested.

  19. Aspects of self-concept and their relationship to language performance and verbal reasoning ability.

    PubMed

    Dermitzaki, I; Efklides, A

    2000-01-01

    It has been claimed that self-concept is multidimensional, with dimensions such as mathematical self-concept and self-concept in language. The present study investigated the relationship of academic self-concept in language with performance on school-related language tasks and verbal reasoning ability. A total of 512 students in grades 7, 9, and 11 rated four aspects of their academic self-concept in language: self-perception, self-efficacy, self-esteem, and others' perception of their abilities. Verbal reasoning ability and performance on language tasks were assessed. Path analysis showed that performance on language tasks was influenced strongly by verbal reasoning abilities. Self-esteem and others' perception of one's abilities were affected directly by language performance. No direct relationship was found between academic self-concept in language and verbal reasoning ability. The results suggest that adolescents do not construe their academic self-concept according to their abilities but according to their performance in school and others' response to it.

  20. Relational Aggression, Victimization and Self-Concept: Testing Pathways from Middle Childhood to Adolescence.

    PubMed

    Blakely-McClure, Sarah J; Ostrov, Jamie M

    2016-02-01

    When studying adolescent development, it is important to consider two key areas that are salient for teens, which are self-concept and peer relations. A secondary analysis of the National Institute of Health and Human Development Study of Early Child Care and Youth Development was conducted to examine the prospective bidirectional associations between self-concept and peer relations. To date, how social development broadly and peer relations in particular (e.g., relational aggression and victimization) affect self-concept domains is not fully understood. Using a large sample (N = 1063; 532 girls; M = 11.14 years; SD = .59) with multiple informants, the present study examined whether fifth grade relational aggression and sixth grade relational victimization was associated with adolescent self-concept in three key domains (i.e., academic, sports, physical appearance). A significant direct effect emerged, such that relational aggression in middle childhood was associated with decreases in academic self-concept and increases in sports self-concept in adolescence. Analyses also revealed that having higher levels of domain specific self-concept led to decreases in relational aggression across the transition to adolescence. The findings highlight the importance of examining bidirectional prospective associations between relational aggression, relational victimization, and domain specific self-concept. Implications for future research and clinical intervention are discussed. PMID:26419234

  1. Relational Aggression, Victimization and Self-Concept: Testing Pathways from Middle Childhood to Adolescence.

    PubMed

    Blakely-McClure, Sarah J; Ostrov, Jamie M

    2016-02-01

    When studying adolescent development, it is important to consider two key areas that are salient for teens, which are self-concept and peer relations. A secondary analysis of the National Institute of Health and Human Development Study of Early Child Care and Youth Development was conducted to examine the prospective bidirectional associations between self-concept and peer relations. To date, how social development broadly and peer relations in particular (e.g., relational aggression and victimization) affect self-concept domains is not fully understood. Using a large sample (N = 1063; 532 girls; M = 11.14 years; SD = .59) with multiple informants, the present study examined whether fifth grade relational aggression and sixth grade relational victimization was associated with adolescent self-concept in three key domains (i.e., academic, sports, physical appearance). A significant direct effect emerged, such that relational aggression in middle childhood was associated with decreases in academic self-concept and increases in sports self-concept in adolescence. Analyses also revealed that having higher levels of domain specific self-concept led to decreases in relational aggression across the transition to adolescence. The findings highlight the importance of examining bidirectional prospective associations between relational aggression, relational victimization, and domain specific self-concept. Implications for future research and clinical intervention are discussed.

  2. Maternal self-concept and breastfeeding.

    PubMed

    Britton, John R; Britton, Helen L

    2008-11-01

    To test the hypothesis that mothers with high self-concept will be more likely to breastfeed their infants than those with lower self-concept, 2 cohorts of mothers of term newborns were assessed by different forms of the Tennessee Self-Concept Scale. In study 1, mothers exclusively breastfeeding at 1 month postpartum had significantly higher self-concept than those exclusively formula feeding. In study 2, exclusively breastfeeding mothers had higher scores for total self-concept compared with those exclusively formula feeding. Exclusively breastfeeding mothers also scored higher on several individual dimensions of self-concept, notably those reflecting self-satisfaction, behavior, moral worth, value as a family member, and physical appearance. Mothers partially breastfeeding had intermediate levels of self-concept in both studies. Even after controlling for demographic and social factors and for breastfeeding initiation in regression analyses, self-concept remained significantly associated with exclusive breastfeeding in both studies. Thus, compared with mothers who exclusively formula feed their infants, exclusively breastfeeding mothers have higher levels of self concept.

  3. Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept.

    PubMed

    Verschueren, Karine; Doumen, Sarah; Buyse, Evelien

    2012-01-01

    This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother-child attachment quality was observed in preschool. In first grade, teacher ratings of teacher-child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher-child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother-child attachment quality on the academic dimension of self through its effect on current adult-child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.

  4. Self-Concepts in Reading, Writing, Listening, and Speaking: A Multidimensional and Hierarchical Structure and Its Generalizability across Native and Foreign Languages

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Jansen, Malte

    2016-01-01

    Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study…

  5. Self-Concept Research: A Historical Overview.

    ERIC Educational Resources Information Center

    Rosenberg, Morris

    1989-01-01

    Reviews the history of self-concept research. Suggests that self-concept research was long neglected due to major hostile scientific paradigms: psychology's behaviorist paradigm, sociology's social factist and social behaviorist paradigms, and the Freudian paradigm in psychoanalysis. Contains 46 references. (SV)

  6. Developing Self-Concept through Media.

    ERIC Educational Resources Information Center

    Dorn, Fred

    1980-01-01

    Determined the effects of the Self-Incorporated Program on student self-concept. One group was exposed to the program while another group participated in regular classroom activities. Results indicated a significant difference between groups on the overall self-concept score, but not on comparisons of sub-scale scores. (Author/BEF)

  7. Improved Self-Concepts Through Visual Communication.

    ERIC Educational Resources Information Center

    Gill, Walter Arthur

    Investigations linking communication media experiences and self-concepts suggest that changes in the self-concept of Afro-American students may be acutely affected in instructional environments through group activities employing mediated approaches, participation in the media as producers rather than consumers, and instruction through visual…

  8. Self-Concepts, Sex, and Work Values.

    ERIC Educational Resources Information Center

    Hales, Loyde W.; Yackee, Keith

    The relationship of self-concept and sex with work values was investigated. A two-factor, multivariate analysis of variance, with self-concept and sex as independent variables and work values as dependent variables, was performed on protocols collected from 99 rural elementary school pupils. No interaction was found. Both main effects were…

  9. Self-Concept and Physical Self-Concept in Psychiatric Children and Adolescents

    ERIC Educational Resources Information Center

    Simons, J.; Capio, C. M.; Adriaenssens, P.; Delbroek, H.; Vandenbussche, I.

    2012-01-01

    Self-concept is a widely examined construct in the area of psychiatric disorders. This study compared the Physical Self-Description Questionnaire (PSDQ) scores of adolescents with psychiatric disorders (N=103) with the results of a matched group of non-clinical adolescents (N=103). Self-concept and Physical self-concept were lower in the clinical…

  10. The self-concepts of visually impaired and normally sighted middle school children.

    PubMed

    Obiakor, F E; Stile, S W

    1990-03-01

    The self-concepts of visually impaired (n = 61) and normally sighted (n = 229) American school children in Grades 6, 7, and 8 were compared. Self-concept was measured with the Student Self-Assessment Inventory (SSAI; Muller, Larned, Leonetti, & Muller, 1984, 1986), which assesses children's self-knowledge, self-ideal, and self-esteem as related to physical maturity, peer relations, academic success, and school adaptiveness. Visually impaired students scored higher than normally sighted children on 5 of the 12 SSAI subscales, refuting the notion that visually impaired children have poorer self-concepts than normally sighted children.

  11. Reflections: Self Concept Development for Teachers and Students.

    ERIC Educational Resources Information Center

    Crouse, Kevin; And Others

    This resource booklet presents information on self concept, its effect on students and teachers, and its treatment in the classroom. The first section covers self concept theories, characteristics of the self, personality theories and self concept, and the development of the self concept. The educational implications of self concept are discussed…

  12. Relations between Young Students' Strategic Behaviours, Domain-Specific Self-Concept, and Performance in a Problem-Solving Situation

    ERIC Educational Resources Information Center

    Dermitzaki, Irini; Leondari, Angeliki; Goudas, Marios

    2009-01-01

    This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and…

  13. Does Gender Moderate Dimensional Comparison Effects in L1 and L2 Self-Concepts of Secondary Foreign Language Learners?

    ERIC Educational Resources Information Center

    Faber, Gunter

    2012-01-01

    Introduction: With regard to the internal/external frame of reference model of academic self-concept development the present study aimed at testing its theoretical assumptions within the verbal domain--namely to analyze the relations between achievement and self-concept in the native language German (L1) and the foreign language English (L2). Due…

  14. Psychosocial development, self-concept, and gender.

    PubMed

    Lobel, T E; Winch, G L

    1988-09-01

    Undergraduate students (N = 88; 51 males and 37 females) completed the Tennessee Self-Concept Scale (TSCS; Fitts, 1965) and the identity versus identity diffusion and intimacy versus isolation scales from Constantinople's (1969) Inventory of Psychosocial Development (IPD). Strong positive correlations were found between ego identity and all aspects of self-concept for both males and females. Different results emerged for the intimacy versus isolation crisis, however. For males, all aspects of self-concept were related to a sense of intimacy, but for females intimacy was related only to the behavioral and interpersonal aspects of self-concept. The implications of these findings are discussed and the contingency of intimacy upon ego identity is questioned with regard to females.

  15. Self-Concept in the Science Classroom

    ERIC Educational Resources Information Center

    Mixer, Anthony S.; Milson, James L.

    1974-01-01

    Discusses some of the psychological factors involved in the development of children, and examines the role that the science teacher can play in enhancing the self-concept and self-esteem of children in his classroom. (JR)

  16. Big Fish in Little Ponds Aspire More: Mediation and Cross-Cultural Generalizability of School-Average Ability Effects on Self-Concept and Career Aspirations in Science

    ERIC Educational Resources Information Center

    Nagengast, Benjamin; Marsh, Herbert W.

    2012-01-01

    Being schooled with other high-achieving peers has a detrimental influence on students' self-perceptions: School-average and class-average achievement have a negative effect on academic self-concept and career aspirations--the big-fish-little-pond effect. Individual achievement, on the other hand, predicts academic self-concept and career…

  17. Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives.

    PubMed

    Marsh, Herbert W; Craven, Rhonda G

    2006-06-01

    We (Marsh & Craven, 1997) have claimed that academic self-concept and achievement are mutually reinforcing, each leading to gains in the other. Baumeister, Campbell, Krueger, and Vohs (2003) have claimed that self-esteem has no benefits beyond seductive pleasure and may even be detrimental to subsequent performance. Integrating these seemingly contradictory conclusions, we distinguish between (a) older, unidimensional perspectives that focus on global self-esteem and underpin the Baumeister et al. review and (b) more recent, multidimensional perspectives that focus on specific components of self-concept and are the basis of our claim. Supporting the construct validity of a multidimensional perspective, studies show that academic achievement is substantially related to academic self-concept, but nearly unrelated to self-esteem. Consistent with this distinction, research based on our reciprocal-effects model (REM) and a recent meta-analysis show that prior academic self-concept (as opposed to self-esteem) and achievement both have positive effects on subsequent self-concept and achievement. We provide an overview of new support for the generality of the REM for young children, cross-cultural research in non-Western countries, health (physical activity), and nonelite (gymnastics) and elite (international swimming championships) sport. We conclude that future reviews elucidating the significant implications of self-concept for theory, policy, and practice need to account for current research supporting the REM and a multidimensional perspective of self-concept.

  18. Investigation of Readers' Self-Concept: The Influence of Reading Proficiency on Self-Concept

    ERIC Educational Resources Information Center

    Chiappelli-LaSalle, Deborah

    2011-01-01

    The purpose of this quantitative correlation study was to research the influence of reading proficiency on global self-concept (TOT) for sixth-grade proficient readers and below proficiency readers, as well as the self-concept domains of Behavioral Adjustment (BEH), Intellectual and School Status (INT), Physical Appearance and Attributes (PHY),…

  19. Mothers' and Their Children's Self-Concepts: A Serendipitous Finding

    ERIC Educational Resources Information Center

    Tocco, Thomas S.

    1975-01-01

    Findings of the study resubstantiate earlier results: a) mother's self-concept measures are related to children's self-concept measures, and b) mother's self-concept measures at the beginning of the school year are related to change in children's self-concept measures over the course of the school year as well as to latter's end-of-school-year…

  20. The impact of self-concept and college involvement on the first-year success of medical students in China.

    PubMed

    Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan

    2015-03-01

    Students' first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students' first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a psychological perspective to synthetically explore the causal relationship of specific types of self-concept and college involvement with academic success of medical students. A longitudinal study was conducted using 519 matriculates at a medical university in mainland China. We conducted the Cooperative Institutional Research Program freshmen survey and the Your First College Year survey to collect data of the pre-college and college academic and social self-concept, college involvement components, and some input characteristics. The academic success was measured by the first-year grade point average. A pathway analysis was conducted and showed the following results. Having high academic self-concept, being engaged in class and putting effort in homework or study directly contributes to increasing college achievement. Students' pre-college achievement and self-concept, faculty interaction, and homework involvement positively affected students' college academic self-concept development, which indirectly improved average grade point. These findings contribute to our understanding of a student's ability to interact with his or her collegiate environment and to experience academic success. PMID:24906461

  1. Teaching self-concept and self-esteem in a clinical communications course.

    PubMed

    Medina, Melissa S

    2006-10-15

    Effective interpersonal communication skills are needed for pharmacists to deliver patient-centered care. To achieve this outcome with pharmacists, communication skills are emphasized in pharmacy school in required coursework, such as a clinical communication course. One important concept to include in communication coursework is content on perceptions because perceptions influence communication interactions. Specific emphasis should include a focus on self-perceptions and self-concept, because related empirical literature demonstrates that accurate academic self-concepts predict academic success. These results were extrapolated to a pharmacy clinical communications course where a lecture and laboratory series was designed to emphasize self-concept and facilitate communication skills improvement. The instructional design of this series promoted the advancement of students' communication skills by using communication inventories, self-reflection activities, peer and class discussion, and lecture content. Class discussions, self-reflections, and baseline, and follow-up counseling activities throughout the semester provided evidence of improvements.

  2. Teacher Stress and Self-Concept.

    ERIC Educational Resources Information Center

    Wallace, Gaylen R.; Kass, Sandra E.

    This study was designed to determine if: (1) the amount of stress differs between regular and special education elementary teachers, and (2) self-concept acts to moderate the stress scores between the two groups. Subjects included 75 teachers in regular classrooms and 62 teachers in special education classrooms. The teachers responded to personal…

  3. Interpersonal Relationships and the Self-Concept.

    ERIC Educational Resources Information Center

    Brunner, Joan Caroline; Starkey, John

    Evaluated was the self-concept of 65 learning disabled emotionally disturbed, remedial, and average high school students. Testing with William C. Schutz's scale of Fundamental Interpersonal Relations Orientation-Behavior indicated that the remedial group scored significantly lower than the other groups in areas such as expressed control. The…

  4. The Thomas Self-Concept Values Test.

    ERIC Educational Resources Information Center

    Thomas, Walter L.

    A test was developed to assess personal self-concept values of preprimary and primary aged children. If large scale preschool programs are to be justified, effects in the areas of intellectual growth, achievement performance, and personal-social growth must be observable in children several years after preschool experience and must be measurable…

  5. Gender, Self-Concept, and Reading Disabilities.

    ERIC Educational Resources Information Center

    Fink, Rosalie P.

    2000-01-01

    A study of highly successful men and women with reading disabilities used a developmental approach to investigate how, and under what conditions, males and females with reading disabilities develop high literacy levels and resilient self-concepts. The 60 participants in the study included a Nobel laureate, a member of the National Academy of…

  6. Self-Concept and Depression among Children Who Experienced the Death of a Family Member

    ERIC Educational Resources Information Center

    Nguyen, Hong T.; Scott, Amy N.

    2013-01-01

    The present study investigates the moderating effects of physical and academic self-concept on depression among children who experienced the death of a family member. Data from Phase III of the National Institute of Child Health and Human Development Study of Early Child Care was used in the present study. Having a higher physical self-concept…

  7. Teacher-Child Interactions: Relations with Children's Self-Concept in Second Grade

    ERIC Educational Resources Information Center

    Leflot, Geertje; Onghena, Patrick; Colpin, Hilde

    2010-01-01

    This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their…

  8. Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

    ERIC Educational Resources Information Center

    Foley-Nicpon, Megan; Rickels, Heather; Assouline, Susan G.; Richards, Allison

    2012-01-01

    Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD.…

  9. Self-Concept of Computer and Math Ability: Gender Implications across Time and within ICT Studies

    ERIC Educational Resources Information Center

    Sainz, Milagros; Eccles, Jacquelynne

    2012-01-01

    The scarcity of women in ICT-related studies has been systematically reported by the scientific community for many years. This paper has three goals: to analyze gender differences in self-concept of computer and math abilities along with math performance in two consecutive academic years; to study the ontogeny of gender differences in self-concept…

  10. Gifted Adolescents' Overexcitabilities and Self-Concepts: "An Analysis of Gender and Grade Level"

    ERIC Educational Resources Information Center

    Gross, Candace M.; Rinn, Anne N.; Jamieson, Kelly M.

    2007-01-01

    The current study examined the relationship between gifted adolescents' overexcitabilities and self-concept, while also exploring gender and grade-level differences in overexcitabilities. Participants included 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Overexcitabllities were measured…

  11. Reading, Writing, and Math Self-Concept in Elementary School Children: Influence of Dimensional Comparison Processes

    ERIC Educational Resources Information Center

    Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus

    2014-01-01

    The internal/external (I/E) frame of reference model (Marsh, "Am Educ Res J" 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of…

  12. Comparisons of parents', teachers', and students' perceptions of self-concept in children from one- and two-parent families.

    PubMed

    Ensink, T; Carroll, J L

    1989-08-01

    19 pairs of third grade children from intact and single-parent families matched for sex, intellectual ability, and academic achievement were administered a brief self-concept measure. Teachers and parents rated the students' self-concept on similar measures. There were no significant differences in scores between the groups; however, within each group the teachers and parents consistently overestimated students' self-esteem.

  13. A Comparison of Aboriginal and Non-Aboriginal Students on the Inter-Related Dimensions of Self-Concept, Strengths and Achievement

    ERIC Educational Resources Information Center

    Whitley, Jessica; Rawana, Edward; Brownlee, Keith

    2014-01-01

    Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the…

  14. Domain-Specificity of Self-Concept and Parent Expectation Influences on Short-Term and Long-Term Learning of Physics

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Kuppan, Loganantham; Foong, See Kit; Wong, Darren Jon Sien; Kadir, Munirah Shaik; Lee, Paul Choon Keat; Yau, Che Ming

    2010-01-01

    Background: Students' academic self-concepts are known to be domain specific. Researchers have also identified two related components of self-concept:cognitive (how competent students feel about a subject domain) and affective (their interest in the subject). This paper examines whether both components are domain specific. Research has also shown…

  15. A Canonical Correlation Analysis of the Influence of Social Comparison, Gender, and Grade Level on the Multidimensional Self-Concepts of Gifted Adolescents

    ERIC Educational Resources Information Center

    Rinn, Anne N.; Jamieson, Kelly M.; Gross, Candace M.; McQueen, Kand S.

    2009-01-01

    This study examines the effects of social comparison, gender, and grade level on gifted adolescents' multidimensional self-concept. Participants include 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Multidimensional self-concept was measured using the Self Description Questionnaire II…

  16. Friendship Predictors of Global Self-Worth and Domain-Specific Self-Concepts in University Students with and without Learning Disability

    ERIC Educational Resources Information Center

    Shany, Michal; Wiener, Judith; Assido, Michal

    2013-01-01

    This study investigated the association among friendship, global self-worth, and domain-specific self-concepts in 102 university students with and without learning disabilities (LD). Students with LD reported lower global self-worth and academic self-concept than students without LD, and this difference was greater for women. Students with LD also…

  17. Self-Concept and Achievement Motivation of High School Students

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul; Vimala, A.

    2013-01-01

    The present study "Self-concept and Achievement Motivation of High School Students" was investigated to find the relationship between Self-concept and Achievement Motivation of High School Students. Data for the study were collected using Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT)…

  18. Facilitating Children's Self-Concept: A Rationale and Evaluative Study

    ERIC Educational Resources Information Center

    Hay, Ian

    2005-01-01

    This study reports on the design and effectiveness of the Exploring Self-Concept program for primary school children using self-concept as the outcome measure. The program aims to provide a procedure that incorporates organisation, elaboration, thinking, and problem-solving strategies and links these to children's multidimensional self-concept.…

  19. Self-Concept Is a Concept Worth Considering

    ERIC Educational Resources Information Center

    Shields, Nora

    2009-01-01

    There is a growing recognition of the importance of self-concept in the pediatric rehabilitation research literature. There also is confusion and inconsistency in the definitions of and the terminology used to describe self-concept. What is agreed is that self-concept is multidimensional, comprising a child's perception of their personal…

  20. Development of the Self-Concept in Childhood.

    ERIC Educational Resources Information Center

    McNelly, Frederick W., Jr.

    This paper presents a review of the research related to the development of self concept in both "normal" and "abnormal" children. The problems and limitations of self concept research are discussed, followed by an analysis of self concept as related to: (1) the developmental factors in childhood (with specific references to the work of S.…

  1. Understanding Academic Confidence

    ERIC Educational Resources Information Center

    Sander, Paul; Sanders, Lalage

    2006-01-01

    This paper draws on the psychological theories of self-efficacy and the self-concept to understand students' self-confidence in academic study in higher education as measured by the Academic Behavioural Confidence scale (ABC). In doing this, expectancy-value theory and self-efficacy theory are considered and contrasted with self-concept and…

  2. Structure of AscE and induced burial regions in AscE and AscG upon formation of the chaperone needle-subunit complex of type III secretion system in Aeromonas hydrophila

    PubMed Central

    Tan, Yih Wan; Yu, Hong Bing; Leung, Ka Yin; Sivaraman, J.; Mok, Yu-Keung

    2008-01-01

    In the type III secretion system (T3SS) of Aeromonas hydrophila, the putative needle complex subunit AscF requires both putative chaperones AscE and AscG for formation of a ternary complex to avoid premature assembly. Here we report the crystal structure of AscE at 2.7 Å resolution and the mapping of buried regions of AscE, AscG, and AscF in the AscEG and AscEFG complexes using limited protease digestion. The dimeric AscE is comprised of two helix–turn–helix monomers packed in an antiparallel fashion. The N-terminal 13 residues of AscE are buried only upon binding with AscG, but this region is found to be nonessential for the interaction. AscE functions as a monomer and can be coexpressed with AscG or with both AscG and AscF to form soluble complexes. The AscE binding region of AscG in the AscEG complex is identified to be within the N-terminal 61 residues of AscG. The exposed C-terminal substrate-binding region of AscG in the AscEG complex is induced to be buried only upon binding to AscF. However, the N-terminal 52 residues of AscF remain exposed even in the ternary AscEFG complex. On the other hand, the 35-residue C-terminal region of AscF in the complex is resistant to protease digestion in the AscEFG complex. Site-directed mutagenesis showed that two C-terminal hydrophobic residues, Ile83 and Leu84, of AscF are essential for chaperone binding. PMID:18662905

  3. Effects of self-concept and perceived disapproval of delinquent behavior in school children.

    PubMed

    Leung, K; Lau, S

    1988-08-01

    It is argued that a multidimensional approach to self-concept may reveal intricate relations between self-concept and delinquent behavior, and that perceived approval of delinquent behaviors from referent groups may be related to the frequency of their occurrence. To evaluate these hypotheses, 1668 students from Grade 7 to Grade 9 responded to a questionnaire that measured their general self-esteem; their self-concept with regard to physical ability, social ability, physical appearance, and academic ability; the frequency they committed 15 delinquent acts; and the perceived approval of committing these acts from their parents, teachers, and friends. Regression analyses indicated that poor academic self-concept and poor relationship with school and parents were related to a higher frequency of delinquent behavior. However, a higher frequency of delinquent behavior was related to a more positive selfconcept with regard to social ability and physical ability. Finally, higher perceived approval from parents and peers was related to more delinquent behavior. Implications of these findings for identifying the antecedents and consequences of delinquent behavior were discussed.

  4. Assessing Self-Concept in Children: Variations across Self-Concept Domains.

    ERIC Educational Resources Information Center

    Hymel, Shelley; LeMare, Lucy; Ditner, Elise; Woody, Erik Z.

    1999-01-01

    Two studies compared multidimensional self-concept measures in preadolescents. Findings indicated that the Self-Description Questionnaire and Self-Perception Profile for Children were highly correlated and comparable in reliability, stability, subscale interrelations, and associations with others' evaluations. Correspondence among various…

  5. Self-concept clarity and the management of social conflict.

    PubMed

    Bechtoldt, Myriam N; De Dreu, Carsten K W; Nijstad, Bernard A; Zapf, Dieter

    2010-04-01

    In 4 studies we examined the relationship between self-concept clarity and conflict management. Individuals with higher self-concept clarity were overall more active and showed more cooperative problem-solving behavior than people with low self-concept clarity. There were no relationships with contending or yielding. The positive relationship with cooperative behavior was mediated by less rumination (Study 2) and moderated by conflict intensity (Study 3). Specifically, it applied to relatively mild conflicts (Study 3). Finally, Study 4 extended these findings to the group level: Dyad members with higher self-concept clarity engaged in problem solving, whereas dyad members with lower self-concept clarity did not. We conclude that higher self-concept clarity associates with proactive problem solving in social conflict.

  6. Race, Academic Achievement, and Self-Concept of Ability.

    ERIC Educational Resources Information Center

    Lay, Robert; Wakstein, Julie

    1985-01-01

    In 1982, the College Board published a statistical report that included tables profiling the differences among racial and ethnic segments of test takers. The data behind those tables are explored and a fuller explanation of the differences in SAT scores is presented. (Author/MLW)

  7. How Community College African American Students with or without a Father or Male Surrogate Presence at Home Develop Their Personal Identity, Academic Self-Concept, Race Theory, Social Sensitivity, Resiliency, and Vision of Their Own Success and the Influence on Their Academic Achievement

    ERIC Educational Resources Information Center

    Holliday, A'lon Michael

    2011-01-01

    Despite the growing body of research on African American students' academic achievement and the role mothers play in their child's academic development, few studies (Carter, 2008; Fordham, 1988) examined the role fathers play in the development of their child's academic achievement. The primary aim of this study was to examine how…

  8. Parental influences on students' self-concept, task value beliefs, and achievement in science.

    PubMed

    Senler, Burcu; Sungur, Semra

    2009-05-01

    The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

  9. The changing self-concept of pregnant and parenting teens.

    PubMed

    Alpers, R R

    1998-01-01

    Self-concept has been recognized and researched as a powerful variable in relation to teenage pregnancy. Low self-concept frequently has been identified as a cause and consequence of teenage pregnancy as well as a factor in participation and compliance with health care recommendations. Most of the research on self-concept and teenage pregnancy occurred in the 1970s to mid-1980s, and all found lower self-concept in pregnant and parenting teens when compared with their nonpregnant contemporaries and normative data. This study found the opposite to be true. The 126 pregnant and parenting teens in this study had higher self-concepts than the reported normative group. Also, important variations in self-concept were found in relation to sociodemographics. This potentially suggests that what was once known about this aggregate is no longer true, and a reinvestigation is warranted. The purpose of this study was to reinvestigate the self-concept of pregnant and parenting teens and compare them with published normative data and to examine the relationship between sociodemographics and self-concept. The study employed a survey methodology. Data were analyzed using frequencies, percentages, measures of central tendency and dispersion, t test, chi-square test, and analysis of variance. This study found that pregnant and parenting teens had a higher self-concept than the normative data on nonpregnant teens reported by the research instrument authors. Furthermore, this older sample of pregnant and parenting teens (mean age, 17.83 years) had self-concepts more similar to the junior high school normative sample than their senior high school-age contemporaries. Also, this study found that self-concept varies according to the pregnant and parenting teens; ages, years of schooling, types of schools attended, income sources, and receipt of public assistance. This study has implications for health care providers, health and public educators, and nursing researchers in terms of program

  10. Advanced Stirling Convertor (ASC-E2) Characterization Testing

    NASA Technical Reports Server (NTRS)

    Williams, Zachary D.; Oriti, Salvatore M.

    2012-01-01

    Testing has been conducted on Advanced Stirling Convertor (ASC-E2) convertors at NASA Glenn Research Center in support of the Advanced Stirling Radioisotope Generator (ASRG) Project. This testing has been conducted to understand sensitivities of convertor parameters due to environmental and operational changes during operation of the ASRG in missions to space. This paper summarizes test results and explains in terms of operation of the ASRG during space missions.

  11. Performance Measurement of Advanced Stirling Convertors (ASC-E3)

    NASA Technical Reports Server (NTRS)

    Oriti, Salvatore M.

    2013-01-01

    NASA Glenn Research Center (GRC) has been supporting development of the Advanced Stirling Radioisotope Generator (ASRG) since 2006. A key element of the ASRG project is providing life, reliability, and performance testing data of the Advanced Stirling Convertor (ASC). The latest version of the ASC (ASC-E3, to represent the third cycle of engineering model test hardware) is of a design identical to the forthcoming flight convertors. For this generation of hardware, a joint Sunpower and GRC effort was initiated to improve and standardize the test support hardware. After this effort was completed, the first pair of ASC-E3 units was produced by Sunpower and then delivered to GRC in December 2012. GRC has begun operation of these units. This process included performance verification, which examined the data from various tests to validate the convertor performance to the product specification. Other tests included detailed performance mapping that encompassed the wide range of operating conditions that will exist during a mission. These convertors were then transferred to Lockheed Martin for controller checkout testing. The results of this latest convertor performance verification activity are summarized here.

  12. Measuring the Computer-Related Self-Concept

    ERIC Educational Resources Information Center

    Langheinrich, Jessica; Schönfelder, Mona; Bogner, Franz X.

    2016-01-01

    A positive self-concept supposedly affects a student's well-being as well as his or her perception of individual competence at school. As computer-based learning is becoming increasingly important in school, a positive computer-related self-concept (CSC) might help to enhance cognitive achievement. Consequently, we focused on establishing a short,…

  13. Vocational Self-Concept Crystallization and Vocational Indecision

    ERIC Educational Resources Information Center

    Barrett, Thomas C.; Tinsley, Howard E. A.

    1977-01-01

    Korman and Super differ in regarding vocational self-concept crystallization of high and low self-esteem persons. This was measured by the Tennessee Self-Concept Scale using undergraduate students. A significant difference was found for both sexes in the degree of crystallization across self-esteem levels, therby supporting Super's model. (Author)

  14. Dimensions of Self-Concept in Preschool Children.

    ERIC Educational Resources Information Center

    Keller, Ann; And Others

    1978-01-01

    Investigates two major aspects of the self-concepts of preschoolers: diversions used by three- to five-year-old children to describe themselves and the saliency of activity as opposed to body image in the children's self-concepts. (CM)

  15. Self-concept and anxiety of adolescent and adult fathers.

    PubMed

    Robinson, B E; Barret, R L

    1987-01-01

    This study examines the relationship between the age of unmarried fathers and their self-concept and anxiety level. A total of 24 unmarried fathers (12 adolescents and 12 adults) comprised the sample. No significant differences were found between adolescent and adult fathers on self-concept or anxiety level. Findings are discussed with regard to the current status of research on adolescent fathers.

  16. Developing a Positive Self-Concept. Part II.

    ERIC Educational Resources Information Center

    Cibrowski, Lee; Slater, Shirley

    This publication supplements an earlier publication, "What Do You Like about Yourself? Developing a Positive Self-Concept" that presented an introduction to self-concept and included activities that could be used with students of all ages. This particular document, divided into two parts, includes additional ideas and activities that relate to…

  17. Level of Aspiration: A Behavioral Expression of Self-Concept.

    ERIC Educational Resources Information Center

    Kay, Richard S.; Felker, Donald W.

    The present study was designed to investigate the role of expectations in self-concept and level of aspiration (LOA) behavior. Specifically, the focus was to investigate self-concept and LOA as covariates and to describe the nature of the relationship if, in fact, one existed. A sample of 80 third and fourth grade students was selected from three…

  18. Measures of Self-Concept Grades 4-6.

    ERIC Educational Resources Information Center

    Rosen, Pamela, Ed.

    This 31-item test bibliography deals with a variety of currently available measures of self-concept and self-esteem. For the purposes of this listing, self concept was defined as a multidimensional construct encompassing the range of an individual's perceptions and evaluations of himself. Many of the devices contained herein emphasize the…

  19. Self-Concept Measures; Grade 7 and Above.

    ERIC Educational Resources Information Center

    Rosen, Pamela, Ed.

    This 34-item annotated test bibliography deals with a variety of currently available measures of self-concept and self-esteem. For the purposes of this listing, self-concept was defined as a multidimensional construct encompassing the range of an individual's perceptions and evaluations of himself. Many of the devices contained herein emphasize…

  20. Self-Concepts of Head Start and Nursery School Children.

    ERIC Educational Resources Information Center

    Derrick, Sara M.; Halsted, Georgia

    The purpose of this study was to determine whether self-concepts of Head Start children differed from self-concepts of nursery school children. A total of 90 children attending Head Start programs and 70 children attending proprietary nursery schools participated in the study. The preschool form of the Children's Self-Social Constructs Test, a…

  1. Peer Effect on Students' Creative Self-Concept

    ERIC Educational Resources Information Center

    Karwowski, Maciej

    2015-01-01

    Creative self-concept has become a notable construct of interest in creativity literature in the last decade. The predictors, correlates, determinants, and consequences of self-rated creativity, creative self-efficacy, creative personal identity, and creative metacognition--as well as other self-concept constructs--have been studied intensively,…

  2. Depression: Relationships to Clothing and Appearance Self-Concept.

    ERIC Educational Resources Information Center

    Dubler, Mary Lynn Johnson; Gurel, Lois M.

    1984-01-01

    Using a mood scale, a measure of the intensity of depression, and ideal and perceived clothing and appearance self-concept scales, researchers collected data from two groups of women over a 28-day time span. One conclusion was that clothing may be used in an attempt to boost self-concept and mood. (JB)

  3. Self-Concept Education as a Motivator of Life Effectiveness

    ERIC Educational Resources Information Center

    Liggins, James

    2012-01-01

    The idea that individual behavior is the result of society's influence on individual self-concept beliefs reflects more than a century of theory and research. Therefore, this study focuses on self-concept as a construct of primordial human characteristics such as emotion, aspiration, love, conflict, anger, jealousy, contradiction, guilt, and…

  4. The Needs Analysis in Self-Concept Module Development

    ERIC Educational Resources Information Center

    Yusop, Yusni Mohamad; Sumari, Melati; Mohamed, Fatanah; Said, Shahriza; Azeez, Mohd Ibrahim K.; Jamil, Mohd Ridhuan Mohd

    2015-01-01

    This research studies needs analyses conducted to examine the need for a self-concept module. Two types of analyses had been conducted; content analysis and experts' consensus. Content analysis was conducted to explore the issues of self-concept from the theory and literature perspective. Later, needs analysis had also been carried out to observe…

  5. Multidimensional Physical Self-Concept of Athletes with Physical Disabilities

    ERIC Educational Resources Information Center

    Shapiro, Deborah R.; Martin, Jeffrey J.

    2010-01-01

    The purposes of this investigation were first to predict reported PA (physical activity) behavior and self-esteem using a multidimensional physical self-concept model and second to describe perceptions of multidimensional physical self-concept (e.g., strength, endurance, sport competence) among athletes with physical disabilities. Athletes (N =…

  6. Reciprocal Relationships between Math Self-Concept and Math Anxiety

    ERIC Educational Resources Information Center

    Ahmed, Wondimu; Minnaert, Alexander; Kuyper, Hans; van der Werf, Greetje

    2012-01-01

    The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between…

  7. The Changing Self-Concept of Pregnant and Parenting Teens.

    ERIC Educational Resources Information Center

    Alpers, Rojann R.

    1998-01-01

    Pregnant and parenting teens aged 14-19 (n=126) had higher self-concepts than normative groups of high school students. Their self-concepts were more similar to junior high than senior high samples and they varied according to age, years of schooling, type of school, income sources, and receipt of public assistance. (SK)

  8. ASC platforms at Los Alamos.

    SciTech Connect

    Shaw, S. R.

    2004-01-01

    This talk describes the history, current state, and future plans for ASC computational and data storage service at Los Alamos. The of the systems and services described is limited to those installed in and managed by Group CCN-7.

  9. Turkish students' self concepts and reflected appraisals of significant others.

    PubMed

    Hortaçsu, N

    1989-01-01

    It was argued that self concept, being a social construct, should be investigated with instruments developed within the culture studied. A measure based on self descriptions of Turkish students was used to investigate self concepts of Turkish adolescents. Two subsamples of subjects reported on parents' and friends/strangers' reflected appraisals respectively in addition to ideal self concepts. Regression analyses performed on data from male and female subsamples reporting on parents reflected appraisals revealed that mothers reflected appraisals were significant predictors for both sexes, whereas fathers' reflected appraisals and ideal self concepdts were significant for females and males respectively. Regression analyses performed on the second subsample demonstrated that friends' and strangers' reflected appraisals were significant for both males and females. Ideal self concept was a significant predictor for males but not for females. Analyses of variance (Sex × Age × SES) revealed that females reported more positive self concepts than males. Significant effects of Age and SES also emerged. PMID:23336787

  10. Preliminary development of the Children's Physical Self-Concept Scale.

    PubMed

    Stein, R J; Bracken, B A; Haddock, C K; Shadish, W R

    1998-02-01

    The development of a healthy eating style and physical fitness regimen in adolescence or adulthood might be contingent on physical self-concept in childhood. Most available measures of physical self-concept are inappropriate for use with 1st and 2nd grade children, so the present study developed, piloted, and partially validated the 27-item Children's Physical Self-Concept Scale (CPSS), which assesses Global physical self-concept and subscales of Physical Performance, Physical Appearance, and Weight Control behaviors in children 6 to 11 years of age. The test exhibits adequate test-retest reliability and internal consistency. A comparison of 316 normal and overweight children indicated that normal-weight children obtained higher Global physical self-concept scores and higher subscale scores. In addition, the CPSS distinguished test groups of diabetic, overweight, and normal-weight children in a contrasted-groups analysis.

  11. Self-Concept Development of Students with Disabilities: Disability Category, Gender, and Racial Differences from Early Elementary to High School

    ERIC Educational Resources Information Center

    Wei, Xin; Marder, Camille

    2012-01-01

    Developmental trajectories of two self-concept constructs (self-confidence and importance beliefs) in three domains (academic, social, and self-image) were estimated in a nationally representative sample of approximately 3,500 students with disabilities ages 8 to 17 representing 11 federal disability categories. Students' self-confidence in the…

  12. Hypnosis-Induced Mental Training Programmes as a Strategy to Improve the Self-Concept of Students

    ERIC Educational Resources Information Center

    De Vos, H. M.; Louw, D. A.

    2009-01-01

    The creation and implementation of strategies that could improve student development is receiving new research interest. The main objective of the research was to establish whether hypnosis-induced mental training programmes as a strategy could alter the self-concept of students which in turn could improve their overall academic functioning. Two…

  13. Macho-Man in School: Toward the Role of Gender Role Self-Concepts and Help Seeking in School Performance

    ERIC Educational Resources Information Center

    Kessels, Ursula; Steinmayr, Ricarda

    2013-01-01

    This study seeks to understand boys' lower academic success by analysing the relationship between sex, gender role self-concept, help seeking attitudes, and school performance in a sample of 182 German 11th grade students (83 girls, 99 boys), age 16. Grades at two points in time, intelligence test data, help-seeking attitudes, gender role…

  14. The Effects of Relaxation and Biofeedback Training on Dimensions of Self Concept (DOSC) among Hyperactive Male Children.

    ERIC Educational Resources Information Center

    Omiza, Michael M.

    1980-01-01

    The effects of relaxation training and biofeedback on five factors of self-concept among hyperactive male elementary school students are investigated: levels of aspiration; anxiety; academic interest and satisfaction; leadership and initiative; and identification v alienation. Findings suggest that relaxation training/biofeedback warrant inclusion…

  15. Typology of Self-Concept of Adolescents in France: A Comparison of Gifted and Nongifted French High School Students

    ERIC Educational Resources Information Center

    Villatte, Aude; Courtinat-Camps, Amélie; de Léonardis, Myriam

    2014-01-01

    This study sought comprehension of several specifics concerning the self-concept of gifted high school students in France. Eighty-four gifted high school students (IQ = 130) between the ages of 13 and 18 were matched with 84 nongifted high school students possessing the same gender, family background, and academic characteristics. Each of these…

  16. More Than Only Skin Deep: Appearance Self-Concept Predicts Most of Secondary School Students’ Self-Esteem

    PubMed Central

    Baudson, Tanja G.; Weber, Kira E.; Freund, Philipp A.

    2016-01-01

    One important goal of education is to develop students’ self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10–19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016). We examined which self-concept aspects predict self-esteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p < 0.01) and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students’ self-esteem. PMID:27803681

  17. Impact of functional severity on self concept in young people with spina bifida.

    PubMed

    Minchom, P E; Ellis, N C; Appleton, P L; Lawson, V; Böll, V; Jones, P; Elliott, C E

    1995-07-01

    This study examines the relationship between medical and functional severity of disability and levels of self esteem and self concept in 79 young people with spina bifida. Greater feelings of global self worth and of self esteem in physical appearance were associated with greater severity of disability. This was only in part an effect of lower IQ among the most disabled young people. Many of the least disabled had marked impairment of self esteem. Analysis of the impact of individual aspects of disability confirmed the association between increased self esteem in physical appearance and global self worth, and diminished functional ability. Academic self ratings, however, were higher in the less disabled. Hydrocephalus and continence appeared to have minimal effect on self esteem. The relationship between severity of disability in spina bifida and self concept is complex and mediated by a range of factors. It is incorrect to assume that the psychological impact is less in the mildly disabled young person.

  18. 77 FR 25168 - Appraisal Subcommittee (ASC); ASC Rules of Operation; Amended

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-27

    ... Federal Housing Finance Agency. The ASC Rules of Operation serve as corporate bylaws outlining the ASC's... amended numerous provisions in Title XI. The ASC Rules of Operation serve as corporate bylaws...

  19. Influence of Precollege Experience on Self-Concept among Community College Students in Science, Mathematics, and Engineering

    NASA Astrophysics Data System (ADS)

    Starobin, Soko S.; Laanan, Frankie Santos

    Female and minority students have historically been underrepresented in the field of science, mathematics, and engineering at colleges and universities. Although a plethora of research has focused on students enrolled in 4-year colleges or universities, limited research addresses the factors that influence gender differences in community college students in science, mathematics, and engineering. Using a target population of 1,599 aspirants in science, mathematics, and engineering majors in public community colleges, this study investigates the determinants of self-concept by examining a hypothetical structural model. The findings suggest that background characteristics, high school academic performance, and attitude toward science have unique contributions to the development of self-concept among female community college students. The results add to the literature by providing new theoretical constructs and the variables that predict students' self-concept.

  20. Advanced Stirling Convertor (ASC) Technology Maturation

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Scott; Collins, Josh; Wilson, Kyle

    2016-01-01

    The Advanced Stirling Convertor (ASC) development effort was initiated by NASA Glenn Research Center with contractor Sunpower, Inc., to develop high-efficiency thermal-to-electric power conversion technology for NASA Radioisotope Power Systems (RPSs). Early successful performance demonstrations led to the expansion of the project as well as adoption of the technology by the Department of Energy (DOE) and system integration contractor Lockheed Martin Space Systems Company as part of the Advanced Stirling Radioisotope Generator (ASRG) flight project. The ASRG integrates a pair of ASCs to convert the heat from a pair of General Purpose Heat Source (GPHS) modules into electrical power. The expanded NASA ASC effort included development of several generations of ASC prototypes or engineering units to help prepare the ASC technology and Sunpower for flight implementation. Sunpower later had two parallel contracts allowing the last of the NASA engineering units called ASC-E3 to serve as pathfinders for the ASC-F flight convertors being built for DOE. The ASC-E3 convertors utilized the ASC-F flight specifications and were built using the ASC-F design and process documentation. Shortly after the first ASC-F pair achieved initial operation, due to budget constraints, the DOE ASRG flight development contract was terminated. NASA continues to invest in the development of Stirling RPS technology including continued production of the ASC-E3 convertors, seven of which have been delivered with one additional unit in production. Starting in fiscal year 2015, Stirling Convertor Technology Maturation has been reorganized as an element of the RPS Stirling Cycle Technology Development (SCTD) Project and long-term plans for continued Stirling technology advancement are in reformulation. This paper provides a status on the ASC project, an overview of advancements made in the design and production of the ASC at Sunpower, and a summary of acceptance tests, reliability tests, and tactical

  1. Advanced Stirling Convertor (ASC) Technology Maturation

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Scott; Collins, Josh; Wilson, Kyle

    2015-01-01

    The Advanced Stirling Convertor (ASC) development effort was initiated by NASA Glenn Research Center (GRC) with contractor Sunpower Inc. to develop high efficiency thermal-to-electric power conversion technology for NASA Radioisotope Power Systems. Early successful performance demonstrations led to the expansion of the project as well as adoption of the technology by the Department of Energy (DOE) and system integration contractor Lockheed Martin Space Systems Company as part of the Advanced Stirling Radioisotope Generator (ASRG) flight project. The ASRG integrates a pair of ASCs to convert the heat from a pair of General Purpose Heat Source (GPHS) modules into electrical power. The expanded NASA ASC effort included development of several generations of ASC prototypes or Engineering Units to help prepare the ASC technology and Sunpower for flight implementation. Sunpower later had two parallel contracts allowing the last of the NASA Engineering Units called ASC-E3 to serve as pathfinders for the ASC-F flight convertors being built for DOE. The ASC-E3 convertors utilized the ASC-F flight specifications and were built using the ASC-F design and process documentation. Shortly after the first ASC-F Pair achieved initial operation, due to budget constraints, the DOE ASRG flight development contract was terminated. NASA continues to invest in the development of Stirling RPS technology including continued production of the ASC-E3 convertors, seven of which have been delivered with one additional unit in production. Starting in FY2015, Stirling Convertor Technology Maturation has been reorganized as an element of the RPS Stirling Cycle Technology Development (SCTD) Project and long-term plans for continued Stirling technology advancement are in reformulation. This paper provides a status on the ASC project, an overview of advancements made in the design and production of the ASC at Sunpower, and a summary of acceptance tests, reliability tests, and tactical tests at NASA

  2. The Relationship between Attitude toward Science, Science Self-Concept and Other Variables of Occupational Choice to the Science Career Choice of Black College Students.

    ERIC Educational Resources Information Center

    Salters, Charles R.; And Others

    This study was designed to determine the relationship between the black college student's attitude toward science, science self-concept, and other variables of occupational choice and the selection of an academic major. The combined effect of the variables of occupational choice on the selection of an academic major was also examined. Science and…

  3. Moral self-concept and moral sensitivity in Iranian nurses.

    PubMed

    Borhani, Fariba; Keshtgar, Mohammad; Abbaszadeh, Abbas

    2015-01-01

    Nurses are often faced with serious situations that require high levels of legal and ethical knowledge, and should therefore be sensitive to the moral issues in their profession in the decision making process. Some studies have investigated nurses' moral self-concept as an effective factor in moral sensitivity, but there is not sufficient evidence to support this. The purpose of this study was to determine the correlation between moral sensitivity and moral self-concept in nurses employed in the teaching hospitals in Zahedan, Iran. This cross-sectional descriptive study aimed to study the relationship between moral self-concept and moral sensitivity in nurses employed in the teaching hospitals affiliated with Zahedan University of Medical Sciences. Chang's Moral Self-Concept Questionnaire and Lutzen's Moral Sensitivity Questionnaire were used for data collection. Data analysis was performed using SPSS software version 17. A total of 188 nurses participated in this study. The results showed that there was a positive and significant relationship between moral self-concept and moral sensitivity (P < 0.05). Based on our findings, an individual's attention to moral issues can lead to greater sensitivity and result in morally responsible behavior at the time of decision making. Consequently, promotion of moral self-concept through personal effort or education can increase moral sensitivity, which in turn leads to behavioral manifestations of ethical knowledge.

  4. Moral self-concept and moral sensitivity in Iranian nurses

    PubMed Central

    Borhani, Fariba; Keshtgar, Mohammad; Abbaszadeh, Abbas

    2015-01-01

    Nurses are often faced with serious situations that require high levels of legal and ethical knowledge, and should therefore be sensitive to the moral issues in their profession in the decision making process. Some studies have investigated nurses’ moral self-concept as an effective factor in moral sensitivity, but there is not sufficient evidence to support this. The purpose of this study was to determine the correlation between moral sensitivity and moral self-concept in nurses employed in the teaching hospitals in Zahedan, Iran. This cross-sectional descriptive study aimed to study the relationship between moral self-concept and moral sensitivity in nurses employed in the teaching hospitals affiliated with Zahedan University of Medical Sciences. Chang’s Moral Self-Concept Questionnaire and Lutzen’s Moral Sensitivity Questionnaire were used for data collection. Data analysis was performed using SPSS software version 17. A total of 188 nurses participated in this study. The results showed that there was a positive and significant relationship between moral self-concept and moral sensitivity (P < 0.05). Based on our findings, an individual's attention to moral issues can lead to greater sensitivity and result in morally responsible behavior at the time of decision making. Consequently, promotion of moral self-concept through personal effort or education can increase moral sensitivity, which in turn leads to behavioral manifestations of ethical knowledge. PMID:26839678

  5. [Self-concept and psychosocial adjustment in adolescence].

    PubMed

    Fuentes, María C; García, José Fernando; Gracia, Enrique; Lila, Marisol

    2011-02-01

    This study analyses the relationship between a multidimensional measure of self-concept, Self-concept Form-5 Questionnaire (AF5), and a broad set of adolescents' psychosocial adjustment indicators. From the responses of 1,281 participants (53.7% females) aged 12 to 17 years ( M = 14.98 years, SD = 1.74 years), results indicated that higher self-concept scores corresponded to better psychological adjustment, good personal skills and fewer behavioral problems. Although a positive relationship between social self-concept and drug use was found, this significant relationship disappeared once the adolescent's age and sex was controlled for. These results support the idea that the self-concept is a basic theoretical construct closely related to the psychosocial adjustment in adolescence. Also this study helps explain some contradictory results reported in the literature (i.e., a positive relationship between social self-concept and drug use), by showing how the statistical control of a third variable effect (i.e., age) avoids reaching conclusions based on spurious relationships.

  6. The Effects of High Adventure Activities on Adolescent Self-Concept: A Comparison of Situationally Specific Self-Concept Measurements and Global Self-Concept Measurements.

    ERIC Educational Resources Information Center

    Wright, Alan N.

    Changes in adolescents' self concept as a result of participation in a camping program were studied. Subjects were 57 males and females, aged 14-18, who spent 9 weeks with the Man and His Land program, travelling on eight camping expeditions. Three hypotheses were tested through pre-, mid-, and posttests: (1) Differences would be shown in pre- and…

  7. Orthodontic treatment need for adolescents in the Campania region: the malocclusion impact on self-concept

    PubMed Central

    Perillo, Letizia; Esposito, Maria; Caprioglio, Alberto; Attanasio, Stefania; Santini, Annamaria Chiara; Carotenuto, Marco

    2014-01-01

    Background Dental malocclusions can be considered not only as an oral health problem, because they are linked to quality of life perception. Many factors related to malocclusion have strong influences on the perception of facial esthetics (eg, anterior tooth alignment, tooth shape and position, lip thickness, symmetric gingival or tooth contour, lip profile, and overjet). Many reports have shown that the perception of facial esthetics can influence psychological development from early childhood to adulthood. The aim of this study is to investigate the effect of dental malocclusion on self-esteem in a sample of adolescents. Materials and methods The study population was composed of 516 orthodontically untreated subjects (256 males) mean ages 13.75±1.977 years recruited from schools in the Campania region of Italy between January 2011 and July 2011. To evaluate the self-esteem grade in our population, all subjects filled out the Multidimensional Self Concept Scale questionnaire and attended an orthodontic clinical evaluation to estimate dental occlusal aspects. Results Pearson’s analysis shows the relationship in our sample between some occlusal characteristics (crossbite and dental crowding) and aspects of self-concept evaluation (social, competence, academic, physical, and global score) of the Multidimensional Self Concept Scale questionnaire. Moreover, logistic regression analysis shows the potential role of dental crowding (odds ratio 5.359; 95% confidence interval 3.492–8.225) and crossbite (odds ratio 6.153; 95% confidence interval 3.545–10.678) as risk factors for development of global self-concept score abnormalities. Conclusion Our findings confirm the relationship between psychosocial well-being, self-esteem, and dental malocclusion among adolescents. PMID:24672229

  8. Developmental Change and Time-Specific Variation in Global and Specific Aspects of Self-Concept in Adolescence and Association with Depressive Symptoms

    PubMed Central

    Kuzucu, Yasar; Bontempo, Daniel E.; Hofer, Scott M.; Stallings, Michael C.; Piccinin, Andrea M.

    2014-01-01

    Previous research has demonstrated that adolescents make differential self-evaluations in multiple domains that include physical appearance, academic competence, and peer acceptance. We report growth curve analyses over a seven year period from age 9 to age 16 on the six domains of the Harter Self-Perception Profile for Children. In general, we find little change in self-concept, on average, but do find substantial individual differences in level, rate of change, and time-specific variation in these self- evaluations. The results suggest that sex differences and adoptive status were related to only certain aspects of the participants’ self-concept. Depressive symptoms were found to have significant effects on individual differences in rate of change and on time-specific variation in general self-concept, as well as on some of the specific domains of self-concept. PMID:25143664

  9. Veridicality of self-concept of strength in male adolescents.

    PubMed

    Schmidt, Mirko; Valkanover, Stefan; Conzelmann, Achim

    2013-06-01

    Changes in physical self-concept and veridicality (i.e., the appropriateness of one's self-perceptions to reality) during childhood and adolescence are related to performance in physical fitness, exercise, and global self-esteem, particularly in male adolescents. This cross-sectional study examined the relation between the self-concept of strength and actual strength in groups of male adolescents ages 12 to 15 years. For this purpose, 889 male adolescents (M age = 13.2 yr., SD = 1.0) were questioned about their self-concept of strength, after which a test of strength was carried out. The results showed that the correlation between self-concept of strength and actual strength was higher in older (14- and 15-year-old) than younger (12- and 13-year-old) adolescents. There was a statistically significant association between age group and veridicality, indicating that realistic self-concept is underrepresented among younger, but overrepresented among older adolescents. No association was found between the adolescents' physical activity and veridicality. The consequences for further research on the development of veridicality in the physical domain are discussed. PMID:24175470

  10. Changes in self-concept during pulmonary rehabilitation, Part 1.

    PubMed

    Kersten, L

    1990-09-01

    The purpose of this two-part study was to describe changes in self-concept during and after a formal pulmonary rehabilitation program. A 20-item semantic meaning differential scale was administered to 37 patients with severe chronic obstructive pulmonary disease who were participating in a multidisciplinary pulmonary rehabilitation program. Patients were asked to evaluate their past, present, and future selves on program admission, on program discharge, and 2 to 6 months after home discharge. Mean total self-concept score for the present self significantly increased between program admission and home discharge 3 weeks later (mean change 31.32 +/- 22.04, p less than 0.0001). No significant declines in self-concept were found 2 to 6 months after home discharge (p = 0.39). Men showed a significantly higher change in total self-concept score than women during the 3-week program (p = 0.03). However, the men's change score dropped significantly after home discharge (p = 0.02), suggesting a need for more intensive follow-up care than with women. The self-concept tool in this study provided an easy way to monitor subjective changes in psychologic status. PMID:2211152

  11. Analysis of a human phenomenon: self-concept.

    PubMed

    LeMone, P

    1991-01-01

    This analysis of self-concept includes an examination of definitions, historical perspectives, theoretical basis, and closely related terms. Antecedents, consequences, defining attributes, and a definition were formulated based on the analysis. The purpose of the analysis was to provide support for the use of the label "self-concept" as a broad category that encompasses the self-esteem, identity, and body-image nursing diagnoses within Taxonomy I. This classification could allow the use of a broad diagnostic label to better describe conditions that necessitate nursing care. It may also further explain the relationships between and among those diagnoses that describe human responses to disturbance of any component of the self-concept.

  12. The Relationship Between Self Concept and Marital Adjustment.

    ERIC Educational Resources Information Center

    Hall, William M., Jr.; Valine, Warren J.

    The purpose of this study was to investigate the relationship between self concept and marital adjustment for married students and their spouses in a commuter college setting. The sample consisted of a random selection of 50 "both spouses commuting" couples, 50 "husband only commuting" couples, and 50 "wife only commuting" couples (300 subjects).…

  13. Self-concept and dental health behaviours in adolescents.

    PubMed

    Macgregor, I D; Regis, D; Balding, J

    1997-05-01

    The purpose of this investigation was to examine the relation between some dental health behaviours and 2 measures of self-concept in adolescents. Data from a survey of 41142, 12-16-year-old children from 244 secondary schools throughout England were analysed to obtain information about their frequencies of toothbrushing, use of dental floss and dental attendance, and whether they recalled advice about toothbrushing, in relation to self-esteem and health locus of control (HLOC). Subjects completed a questionnaire, anonymously, in school class. The results showed a significant positive correlation (Spearman) between the frequencies of flossing and toothbrushing, in both sexes, and between social group and toothbrushing frequency, where brushing frequency increased as socio-economic status improved. Some association between use of floss and social group emerged, but this was smaller and less consistent than that observed with toothbrushing brushing frequency. Self-esteem was positively correlated with toothbrushing frequency at ages 12-15 years, while HLOC showed correlations at some ages but not others. Use of dental floss showed no relation to self-concept. Subjects with more favourable self-concept were more likely to make more frequent dental visits than those with a poorer self-view. There was a strong and consistent correlation between recalled advice about toothbrushing and lower self- esteem and external locus of control. The results are in agreement with our earlier reports and suggest that self-concept may play a significant role in mediating changes in dental health behaviour.

  14. The Self-Concept Target Game: A Comprehensive Report.

    ERIC Educational Resources Information Center

    FitzGibbon, Ann

    A Self Concept Target Game (SCTG) which was designed to measure the level of aspiration of second or third grade children who had been exposed to at least two years of the Responsive Model Follow Through (RMFT) Program, and the field testing of the game are described in this report. The game is played by throwing and pushing a bean bag along a…

  15. On Gender Differences in the Structure of Adolescent Self Concept.

    ERIC Educational Resources Information Center

    Byrne, Barbara M.; Shavelson, Richard J.

    This study examined the structure of adolescent self-concept (SC) structure for males and females by using three different measures of each SC facet in a covariance structure analysis of the data. Specifically, the purposes of the study were to: (1) test the hypothesis of the invariance of a multidimensional, hierarchical SC structure for males…

  16. Effects of Family Structure on Children's Self-Concepts.

    ERIC Educational Resources Information Center

    Johnson, Melanie K.; Hutchinson, Roger L.

    The number of nontraditional families, including single-parent families and stepfamilies, in America has been steadily increasing. This study was conducted to examine the effects of family structure (intact, stepparent, and single-parent) on children's self-concepts using Parish and Parish's Personal Attribute Inventory for Children (PAIC). The…

  17. Building Positive Self-Concepts in Fourth Grade Students.

    ERIC Educational Resources Information Center

    Bossing, Lewis; Sasseen, Beverly

    Sixteen Caucasian, fourth-grade, low ability math students participated in an experimental classroom intervention designed to improve their self-concepts. After pretesting with the How I See Myself Scale (HISMS), students each day for 8 weeks began class with a self-enhancing activity. Specific classroom exericses aimed at increasing children's…

  18. Variables Affecting Self-Concept in Black Disadvantaged Boys.

    ERIC Educational Resources Information Center

    Morse, Roberta N.; Piers, Ellen V.

    This study of levels of self-esteem in a sample of black disadvantaged children was conducted to investigate factors known from other studies to facilitate the development and maintenance of a favorable self-concept despite adverse environmental conditions and skin color. The child subjects were selected from six classes of fifth grade black…

  19. Alcohol Primes, Expectancies, and the Working Self-Concept

    PubMed Central

    Hicks, Joshua A.; Schlegel, Rebecca J.; Friedman, Ronald S.; McCarthy, Denis M.

    2016-01-01

    Previous research has shown that alcohol consumption can lead to momentary changes in the self-concept (e.g., Steele & Josephs, 1990). In two studies (n = 150), we examined whether the implicit activation of alcohol expectancies (i.e., sociability-related expectancies) would also lead to changes in self-perception. To test this idea, participants first completed a measure of sociability-related alcohol expectancies. In a subsequent laboratory session, participants were exposed to either alcohol-related primes (i.e., pictures or words associated with alcohol) or neutral primes. After the priming task, participants completed an ostensibly unrelated self-concept survey that contained words related to sociability (e.g., “outgoing”) and non-sociability related words (e.g., “clever”). For both studies, results revealed that sociability-related alcohol expectancies were positively associated with sociability-related self-concept ratings for participants exposed to alcohol primes, but not for participants exposed to the neutral primes. Implications for the role implicit self-concept activation may have on drinking behaviors are discussed. PMID:19769437

  20. The Navajo Student and the Tennessee Self Concept.

    ERIC Educational Resources Information Center

    Tempest, Phyllis

    1985-01-01

    Using Tennessee Self Concept, the follow-up study evaluated 33 Navajo eighth graders who were part of a seventh grade daily prescriptive intervention program and were part of a previous study of 222 Navajo fifth graders given tests assessing their strength and needs so that an appropriate curriculum could be adopted. (NEC)

  1. Peer Tutoring Effects on Omani Students' English Self-Concept

    ERIC Educational Resources Information Center

    Alrajhi, Marwa N.; Aldhafri, Said S.

    2015-01-01

    Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125…

  2. Student Growth in Self Concept. Institutional Research Report #36.

    ERIC Educational Resources Information Center

    Philadelphia Community Coll., PA. Office of Institutional Research.

    A study was conducted at the Community College of Philadelphia (CCP) to evaluate the college's effectiveness in developing students' self-confidence and sense of individual responsibility. Two paper-and-pencil instruments were selected for use in the study: the Self Concept Scale (SCS), which measured decision making, interpersonal relations,…

  3. Life adjustment correlates of physical self-concepts.

    PubMed

    Sonstroem, R J; Potts, S A

    1996-05-01

    This research tested relationships between physical self-concepts and contemporary measures of life adjustment. University students (119 females, 126 males) completed the Physical Self-Perception Profile assessing self-concepts of sport competence, physical condition, attractive body, strength, and general physical self-worth. Multiple regression found significant associations (P < 0.05 to P < 0.001) in hypothesized directions between physical self-concepts and positive affect, negative affect, depression, and health complaints in 17 of 20 analyses. Thirteen of these relationships remained significant when controlling for the Bonferroni effect. Hierarchical multiple regression examined the unique contribution of physical self-perceptions in predicting each adjustment variable after accounting for the effects of global self-esteem and two measures of social desirability. Physical self-concepts significantly improved associations with life adjustment (P < 0.05 to P < 0.05) in three of the eight analyses across gender and approached significance in three others. These data demonstrate that self-perceptions of physical competence in college students are essentially related to life adjustment, independent of the effects of social desirability and global self-esteem. These links are mainly with perceptions of sport competence in males and with perceptions of physical condition, attractive body, and general physical self-worth in both males and females. PMID:9148094

  4. Art Education and the Development of Self-Concept.

    ERIC Educational Resources Information Center

    Hausman, Jerome J.

    References are often made in art education literature about how art can enhance individuals' self-concepts. This document discusses the work of authors, Manuel Barkan, George Herbert Mead, and Sigmund Freud, who support this concept. Barkan's theory concerning how an individual's personality develops and changes by interacting socially is…

  5. Birth order and self-concept in adolescence.

    PubMed

    Gecas, V; Pasley, K

    1983-12-01

    The effect of birth order on self-concept was examined in a sample of adolescent boys and girls. Based upon self-theory, which suggests that the two main processes of self-concept formation (e.g., reflected appraisals and social comparisons) are affected by the power and role relationships associated with ordinal position in the family, several hypotheses were tested: (1) The self-evaluations of only and oldest children are more positive than those of younger siblings; (2) middle-borns have the lowest self-evaluations; (3) these relationships are affected by the sex and spacing of nearest sibling; and (4) the self-conceptions of oldest and only children are more similar to those of their parents than the self-conceptions of younger siblings and their parents. Using analysis of variance and several different measures of self-evaluation, very little support was found for any of these hypotheses. The strongest support was found for the hypothesis on middle-borns, but even these relationships were not large. Several explanations are offered for these weak and inconsistent findings. PMID:24306449

  6. Self-Concept and Participation in School Activities Reanalyzed.

    ERIC Educational Resources Information Center

    Winne, Philip H.; Walsh, John

    1980-01-01

    Yarworth and Gauthier (EJ 189 606) examined whether self-concept variables enhanced predictions about students' participation in school activities, using unstructured stepwise regression techniques. A reanalysis of their data using hierarchial regression models tested their hypothesis more appropriately, and uncovered multicollinearity and…

  7. Adolescents' Emotion Regulation Strategies, Self-Concept, and Internalizing Problems

    ERIC Educational Resources Information Center

    Hsieh, Manying; Stright, Anne Dopkins

    2012-01-01

    This study examined the relationships among adolescents' emotion regulation strategies (suppression and cognitive reappraisal), self-concept, and internalizing problems using structural equation modeling. The sample consisted of 438 early adolescents (13 to 15 years old) in Taiwan, including 215 boys and 223 girls. For both boys and girls,…

  8. Addressing Self-Concept and Reading Needs of Elementary Children.

    ERIC Educational Resources Information Center

    DeMoulin, Donald F.

    1998-01-01

    Describes an innovative supplemental curriculum program that generates positive self-concept growth while reinforcing fundamental reading processes, improving reading comprehension, and fostering reading enjoyment. How to implement this program by networking with the Telephone Pioneers of America and local school and business partners is…

  9. Development: Ages & Stages--How Self-Concept Develops

    ERIC Educational Resources Information Center

    Poole, Carla; Miller, Susan A.; Church, Ellen Booth

    2004-01-01

    In this article, the authors explain how self-concept develops among young children. Several strategies on how to help children attain their full emotional development are also suggested. One such effective strategy is for parents and caregivers to be sensitive to the individual needs of children and to be responsive to them during daily…

  10. Perfectionism and Self Concept among Primary School Children in Egypt

    ERIC Educational Resources Information Center

    Tofaha, Gamal Al Sayed; Ramon, Patricia Robledo

    2010-01-01

    Introduction: The main purpose of this study is to explore the correlation between dimensions of perfectionism and self-concepts among school aged students in Egypt. Method: Two hundred-eighty four children (fifth and sixth graders) participated in this study. The mean age of the participants was 144.37 months, SD 6.36. Pearson correlation…

  11. Alcohol primes, expectancies, and the working self-concept.

    PubMed

    Hicks, Joshua A; Schlegel, Rebecca J; Friedman, Ronald S; McCarthy, Denis M

    2009-09-01

    Previous research has shown that alcohol consumption can lead to momentary changes in the self-concept (e.g., Steele & Josephs, 1990). In two studies (n = 150), we examined whether the implicit activation of alcohol expectancies (i.e., sociability-related expectancies) would also lead to changes in self-perception. To test this idea, participants first completed a measure of sociability-related alcohol expectancies. In a subsequent laboratory session, participants were exposed to either alcohol-related primes (i.e., pictures or words associated with alcohol) or neutral primes. After the priming task, participants completed an ostensibly unrelated self-concept survey that contained words related to sociability (e.g., "outgoing") and nonsociability related words (e.g., "clever"). For both studies, results revealed that sociability-related alcohol expectancies were positively associated with sociability-related self-concept ratings for participants exposed to alcohol primes, but not for participants exposed to the neutral primes. Implications for the role implicit self-concept activation may have on drinking behaviors are discussed.

  12. Teacher Behavior and Pupil Self-Concept. Final Report.

    ERIC Educational Resources Information Center

    Kash, Marilynn M.; And Others

    To investigate the relationship between teachers' classroom behaviors and the self-concepts of pupils, four tasks were undertaken: (1) to present information; (2) to provide a perspective; (3) to design organizational schema; and (4) to furnish a conceptual framework for the research. The material categorized as information consists of research…

  13. Parents' Self-Concepts and Preschool Children's Behaviors.

    ERIC Educational Resources Information Center

    Tower, Roni Beth

    1980-01-01

    Investigates the extent to which parents' positive self-concepts predicted their preschool children's behaviors in nursery school and the extent to which this relation was mediated by gender of parent and gender of the child. Subjects were 25 nursery school children from middle to upper-middle class homes, their mothers and their fathers.…

  14. A Flip Side Look at Self-Concept.

    ERIC Educational Resources Information Center

    Rhoades, Sylvia L.; Strickland, Ben

    1980-01-01

    The authors assert that, to promote student self-concept, a teacher must develop a positive mental image of each child. They point out positive qualities that teachers may look for and react to in four types of "problem" students: the clown, the bully, the nitpicker, and the doormat. (SJL)

  15. Theoretical and methodological considerations of self-concept measurement.

    PubMed

    Wayment, H; Zetlin, A G

    1989-01-01

    Partially replicating a study by Savin-Williams and Jaquish (1981), assessment of self-concept was explored by investigating the relationships of "presented" and "experienced" selves among seven adolescent girls participating in a team sport at a high school in Southern California. Behavior observations and self- and peer ratings were used to assess three dimensions of self (self-confidence, popularity, and athletic skill) and examine relationships between these multimethods of self-concept measurement. In general, significant correlations between behavior observations and peer ratings were found, but not between behavior observations and self-ratings, or peer and self-ratings. A behavioral approach to measuring self-concept across situations appeared to be more indicative of the multidimensionality of the self than sole reliance on self-report. The authors concluded that self-concept measurement requires increased sensitivity to definition of, saliency of, and vacillation within a domain, the reference group used for social comparison, and the impact of previous experience on current views of self.

  16. Pathfinding the Flight Advanced Stirling Convertor Design with the ASC-E3

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Kyle; Smith, Eddie; Collins, Josh

    2012-01-01

    The Advanced Stirling Convertor (ASC) was initially developed by Sunpower, Inc. under contract to NASA Glenn Research Center (GRC) as a technology development project. The ASC technology fulfills NASA's need for high efficiency power convertors for future Radioisotope Power Systems (RPS). Early successful technology demonstrations between 2003 to 2005 eventually led to the expansion of the project including the decision in 2006 to use the ASC technology on the Advanced Stirling Radioisotope Generator (ASRG). Sunpower has delivered 22 ASC convertors of progressively mature designs to date to GRC. Currently, Sunpower with support from GRC, Lockheed Martin Space System Company (LMSSC), and the Department of Energy (DOE) is developing the flight ASC-F in parallel with the ASC-E3 pathfinders. Sunpower will deliver four pairs of ASC-E3 convertors to GRC which will be used for extended operation reliability assessment, independent validation and verification testing, system interaction tests, and to support LMSSC controller verification. The ASC-E3 and -F convertors are being built to the same design and processing documentation and the same product specification. The initial two pairs of ASC-E3 are built before the flight units and will validate design and processing changes prior to implementation on the ASC-F flight convertors. This paper provides a summary on development of the ASC technology and the status of the ASC-E3 build and how they serve the vital pathfinder role ahead of the flight build for ASRG. The ASRG is part of two of the three candidate missions being considered for selection for the Discovery 12 mission.

  17. Pathfinding the Flight Advanced Stirling Convertor Design with the ASC-E3

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Kyle; Smith, Eddie; Collins, Josh

    2012-01-01

    The Advanced Stirling Convertor (ASC) was initially developed by Sunpower, Inc. under contract to NASA Glenn Research Center (GRC) as a technology development project. The ASC technology fulfills NASA s need for high efficiency power convertors for future Radioisotope Power Systems (RPS). Early successful technology demonstrations between 2003 to 2005 eventually led to the expansion of the project including the decision in 2006 to use the ASC technology on the Advanced Stirling Radioisotope Generator (ASRG). Sunpower has delivered 22 ASC convertors of progressively mature designs to date to GRC. Currently, Sunpower with support from GRC, Lockheed Martin Space System Company (LMSSC), and the Department of Energy (DOE) is developing the flight ASC-F in parallel with the ASC-E3 pathfinders. Sunpower will deliver four pairs of ASC-E3 convertors to GRC which will be used for extended operation reliability assessment, independent validation and verification testing, system interaction tests, and to support LMSSC controller verification. The ASC-E3 and -F convertors are being built to the same design and processing documentation and the same product specification. The initial two pairs of ASC-E3 are built before the flight units and will validate design and processing changes prior to implementation on the ASC-F flight convertors. This paper provides a summary on development of the ASC technology and the status of the ASC-E3 build and how they serve the vital pathfinder role ahead of the flight build for ASRG. The ASRG is part of two of the three candidate missions being considered for selection for the Discovery 12 mission.

  18. SELF-CONCEPT DIFFERENTIATION AND SELF-CONCEPT CLARITY ACROSS ADULTHOOD: ASSOCIATIONS WITH AGE AND PSYCHOLOGICAL WELL-BEING*

    PubMed Central

    DIEHL, MANFRED; HAY, ELIZABETH L.

    2011-01-01

    This study focused on the identification of conceptually meaningful groups of individuals based on their joint self-concept differentiation (SCD) and self-concept clarity (SCC) scores. Notably, we examined whether membership in different SCD-SCC groups differed by age and also was associated with differences in psychological well-being (PWB). Cluster analysis revealed five distinct SCD-SCC groups: a self-assured, unencumbered, fragmented-only, confused-only, and fragmented and confused group. Individuals in the self-assured group had the highest mean scores for positive PWB and the lowest mean scores for negative PWB, whereas individuals in the fragmented and confused group showed the inverse pattern. Findings showed that it was psychologically advantageous to belong to the self-assured group at all ages. As hypothesized, older adults were more likely than young adults to be in the self-assured cluster, whereas young adults were more likely to be in the fragmented and confused cluster. Thus, consistent with extant theorizing, age was positively associated with psychologically adaptive self-concept profiles. This study examined whether conceptually meaningful subgroups of individuals can be identified based on their joint scores on self-concept differentiation (SCD) and self-concept clarity (SCC). Specifically, we considered whether individuals within such subgroups differed systematically from one another on measures of positive and negative psychological well-being (PWB). Of interest to us was also whether there were age differences in the distribution of adults across the SCD-SCC groups and whether age moderated the association between PWB and SCD-SCC grouping. PMID:22010361

  19. Physical Activity, Physical Self-Concept, and Health-Related Quality of Life of Extreme Early and Late Maturing Adolescent Girls

    ERIC Educational Resources Information Center

    Cumming, Sean P.; Sherar, Lauren B.; Smart, Joanna E. Hunter; Rodrigues, Aristides M. M.; Standage, Martyn; Gillison, Fiona B.; Malina, Robert M.

    2012-01-01

    In this study we tested for differences in physical activity (PA), physical self-concept, and health-related quality of life (HRQoL) between the least and most biologically mature adolescent females within their respective chronological and academic year groups. A total of 222 British female adolescents aged 10 to 14 years (X[bar] age = 12.7…

  20. Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics

    ERIC Educational Resources Information Center

    Preckel, Franzis; Goetz, Thomas; Pekrun, Reinhard; Kleine, Michael

    2008-01-01

    This article investigates gender differences in 181 gifted and 181 average-ability sixth graders in achievement, academic self-concept, interest, and motivation in mathematics. Giftedness was conceptualized as nonverbal reasoning ability and defined by a rank of at least 95% on a nonverbal reasoning subscale of the German Cognitive Abilities Test.…

  1. The Effect of a Parent Education on the Self-Concept, Achievement, and Behavior of Educable Mentally Retarded Negro Pre-Adolescents.

    ERIC Educational Resources Information Center

    Schleicher, Kurt Walter

    This study determined whether a systematic program of parent education for a period of six weeks would effect significant changes in the self-concept, attitude, behavior, and academic achievement of the mentally retarded children of these parents. Two groups of educable mentally retarded Negro pre-adolescents were compared on measures of…

  2. Science Self-Concept and Valuing Science: A Cross-Cultural Analysis of Their Relation among Students from Western and East Asian Countries

    ERIC Educational Resources Information Center

    Schütte, Kerstin

    2015-01-01

    Devaluing an academic domain is a potential means of alleviating the psychological discomfort that results from the inconsistency of a low domain-specific self-concept of ability and great value attached to the domain. Such motivated devaluation of a domain is expected to be stronger in cultural contexts that promote a relatively greater focus on…

  3. Development of self-concept in Afro-American children.

    PubMed

    Spurlock, J

    1986-01-01

    Studies of self-concept in Afro-American children differ in their findings according to whether the research was conducted before or after the civil rights movement of the 1960s. While the earlier studies reported that the Afro-Americans had lower self-esteem than Caucasians, studies conducted after the height of the civil rights movement do not support that finding. The development of self-concept in Afro-American children is influenced by the strengths and weaknesses of the family, extended family, or community; individual perceptions of untoward events or environments; and the ability to devise mechanisms to ward off threats to self-esteem. The author stresses that those who study self-esteem among Afro-Americans should examine developmental processes within the individual's social context and reference groups rather than from the perspective of the dominant group.

  4. Living with Genetic Risk: Effect on Adolescent Self-Concept

    PubMed Central

    McConkie-Rosell, Allyn; Spiridigliozzi, Gail A.; Melvin, Elizabeth; Dawson, Deborah V.; Lachiewicz, Ave M.

    2009-01-01

    The purpose of this study is to describe the interplay of adolescent girls’ self-concept, coping behaviors, and adjustment associated with knowledge of genetic risk for fragile X syndrome. We will report here findings on self concept. Using a multi-group cross-sectional design this study focused on girls ages 14–25 years from families previously diagnosed with fragile X syndrome, who knew they were 1) carriers (n = 20; mean age 18.35 years s.d. 2.5), or 2) noncarriers (n =18; mean age 17.78 years s.d. 2.69), or 3) at-risk to be carriers (n = 15; mean age 17.87 s.d. 3.18). The girls completed the Tennessee Self Concept Scale (TSCS:2), a visual analog scale, and a guided interview. Total and all subscale scores on the TSCS:2 were in the normal range for all three groups. However, threats to self concept were found in personal self (physical self, genetic identity, and parental role), social self, and family self (family genetic identity) as they specifically related to the meaning of genetic information and varied based on risk status. Our findings suggest that risk information itself is threatening and for some girls, may be as threatening as learning one is a carrier. Certainty related to genetic risk status appears to make a positive difference for some girls by allowing them the opportunity to face the challenge of their genetic risk status and to begin to consider the meaning of this information. PMID:18200514

  5. Genetic counseling and parental self-concept change.

    PubMed

    Corgan, R L

    1979-01-01

    Twelve parents of children with genetic diseases (Klinefelter syndrome, trisomy 21, lactase deficiency, phenylketonemia, Noonan syndrome, ichthyosis, Prader-Willi syndrome, and trisomy 13) were tested with the Tennessee Self-Concept Scale prior to and immediately after genetic counseling. Total Positive Score, indicative of self-esteem level, changed significantly. The score increased due to positive changes in the subjects' family, social, moral, physical and psychologic identity, and affect and behavior. This change is interpreted as an improvement in self-concept. Two other changes were only marginally insignificant, however. The Total Conflict decreased and that is a sign of improvement; but the NDS increased. Of the two scores, the NDS is the more powerful indicator and an increase in it is a signal for caution. Self-concept improvement with genetic counseling of parents whose progeny had one of the described diseases has, therefore, been documented. Carefully designed investigations of the future will verify factors which induce psychologic change and effect the management of disease.

  6. Dimensionality of the perceived self: the Tennessee Self Concept Scale.

    PubMed

    Lang, R J; Vernon, P E

    1977-11-01

    The 12 indices of self-perception in the Tennessee Self Concept Scale, together with the Eysenck Personality Inventory, were factor analysed using data obtained from psychiatric day-care patients (n = 131). Separate item- and scale-level factor analyses revealed that: (1) the five external and three internal domains of self-concept, hypothesized as distinct, may be accurately viewed as lying in one-dimensional space; (2) the conflict, variability and distribution scores are unrelated to subtype of self-esteem; (3) extraversion and neuroticism form a bipolar factor that is orthogonal to self-concept; and (4) the emergence of 30 item-factors with a 30 per cent factorial overlap implies a good deal of spuriously shared variance, low inter-scale homogeneity and sizable redundancy in the TSCS scales. Owing to these results, the construct and factorial validity of the TSCS is seriously questioned. It is suggested that future researchers develop more sensitive, treatment-oriented (or idiographic) measures to compare man's less conspicuous and more private 'self-image feelings and cognitions' against his public self-disclosure in the interests of facilitating more rapid behavioural change. PMID:588892

  7. A karate program for improving self-concept and quality of life in childhood epilepsy: results of a pilot study.

    PubMed

    Conant, Kerry D; Morgan, Amy K; Muzykewicz, David; Clark, Derrick C; Thiele, Elizabeth A

    2008-01-01

    The potential cognitive and psychosocial effects of childhood epilepsy have significant implications for a child's self-image and academic achievement. This study focuses on a 10-week karate program for children and adolescents with epilepsy aimed at increasing social confidence, self-concept, and quality of life, as well as reducing parental anxiety. Eleven children (8-16 years old) and their parents participated in this questionnaire study, and complete data were available for nine of these families. Measures consisted of the Piers-Harris Children's Self-Concept Scale, the Quality of Life in Childhood Epilepsy (QOLCE) questionnaire, and the Parental Stress Index. By parental report, significant improvement in memory function and largely positive trends in quality of life on multiple subscales were observed. By child report, intellectual self-esteem and social confidence also improved. Parental stress decreased, although not significantly, suggesting a potential benefit and indicating a role for future interventions targeting family anxiety.

  8. STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).

    PubMed

    Stout, Jane G; Dasgupta, Nilanjana; Hunsinger, Matthew; McManus, Melissa A

    2011-02-01

    Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving science, technology, engineering, and mathematics (STEM) enhances women's self-concept in STEM, attitudes toward STEM, and motivation to pursue STEM careers. Two cross-sectional controlled experiments and 1 longitudinal naturalistic study in a calculus class revealed that exposure to female STEM experts promoted positive implicit attitudes and stronger implicit identification with STEM (Studies 1-3), greater self-efficacy in STEM (Study 3), and more effort on STEM tests (Study 1). Studies 2 and 3 suggested that the benefit of seeing same-sex experts is driven by greater subjective identification and connectedness with these individuals, which in turn predicts enhanced self-efficacy, domain identification, and commitment to pursue STEM careers. Importantly, women's own self-concept benefited from contact with female experts even though negative stereotypes about their gender and STEM remained active.

  9. Predicting Academic Entitlement in Undergraduates

    ERIC Educational Resources Information Center

    Sohr-Preston, Sara; Boswell, Stefanie S.

    2015-01-01

    Academic entitlement (AE) is a common source of frustration for college personnel. This investigation examined predictors (self-concept, academic dishonesty, locus of control, and family functioning) of AE in male and female college students. Academic dishonesty and the interaction between locus of control and family functioning significantly…

  10. The effects of experimentally induced changes in self-concept on associative learning.

    PubMed

    Muller, D; Spuhler, R

    1976-01-01

    It has been hypothesized that self-concept influences ability to learn. This experiment systematically manipulated the self-concepts of learners regarding their abilities to learn a foreign language and measured their subsequent learning of a synthetic foreign language vocabulary list. Eleven Ss were randomly assigned to each of three groups: self-concept raised, self-concept lowered, control. Ss were college freshman who were not enrolled in a foreign language course or had not previously taken more than one semester of a foreign language. Self-concepts were measured as self-description of ability to learn a foreign language. Self-concepts were raised or lowered by providing false scores on a foreign language aptitude test. Learning was measured as performance on a paired-associates task utilizing random shapes and CVCs. Ss with lowered self-concepts learned more slowly than control Ss or Ss with raised self-concepts.

  11. The Relationship Between Self-Concept and Marital Adjustment for Commuter College Students

    ERIC Educational Resources Information Center

    Hall, William M.; Valine, Warren J.

    1977-01-01

    An investigation was made of the relationship between self-concept and the adjustment of commuter college students. Instruments used were the Tennessee Self Concept Scale and the Locke-Wallace Marital Adjustment Test. There was a significant relationship between self-concept and marital adjustment. (Author)

  12. Some Evidence on Development of Self-Concept in Young School-Age Children.

    ERIC Educational Resources Information Center

    Burns, J. L.; And Others

    This study investigated changes in organization and crystallization of self-concept that may occur during early school years. Three models from self-concept literature that address early childhood development of self-concept are briefly described. Hypotheses are predicted on the assumptions that: (1) changes should manifest themselves between…

  13. Cooperation as a Function of Self-Concept, Sex and Race

    ERIC Educational Resources Information Center

    DeVoe, Marianne W.

    1977-01-01

    According to a recent study of fifth grade students' self concept and cooperative behavior, high self concept pairs produced the most competitive behavior, while low self concept pairs demonstrated the most cooperative behavior. White students were more competitive than black students. No significant sex differences were found. (Author/MV)

  14. Self-Concept of College Students with ADHD: Discordance between Self- and Parent-Reports

    ERIC Educational Resources Information Center

    Nelson, Jason M.

    2013-01-01

    Objective: To investigate the self-concept of college students with ADHD. Method: College students with ADHD and their parents completed self-report and observer-report measures of self-concept, respectively. Results: Results indicated that college students with ADHD did not report problems with self-concept but their parents did for them. This…

  15. A Multitrait-Multimethod Study of Three Self-Concept Inventories

    ERIC Educational Resources Information Center

    Winne, Philip H.; And Others

    1977-01-01

    This multimethod-multitrait study compared facets of self-concept defined by subscale labels in the Sears Self-Concept Inventory, the Gordon How I See Myself Scale, and the Piers-Harris Children's Self-Concept Scale. A total of 103 subjects in grades 3 through 6 participated. (JMB)

  16. A Developmental Study of Social Self-Conceptions in Adolescence: Impressions and Misimpressions.

    ERIC Educational Resources Information Center

    Herzberger, Sharon, D.; And Others

    1981-01-01

    Investigates adolescents' perceptions of impressions held about them by important others, focusing on cross-sectional differences from early to late adolescence in the structure of social self-conceptions, on differences between parental and peer social self-conceptions and between individual and social self-conceptions, and on adolescents'…

  17. Self-Concept of Young "Special" Children: What Special Educators Should Know.

    ERIC Educational Resources Information Center

    Obiakor, Festus E.; And Others

    This literature review focuses on approaches to measuring and improving the self-concept of young children with special needs. Two particular models dominate the debate on the self-concept construct: the perceptual model (in which self-concept is equated with a self-description formed during the preschool years) and an operational model (in which…

  18. Domain-Specific Self-Concept in Relation to Traditional and Cyber Peer Aggression

    ERIC Educational Resources Information Center

    Toledano, Shanee; Werch, Brittany L.; Wiens, Brenda A.

    2015-01-01

    Individuals who aggress against others have been described both as having overall low self-concept and as having high, inflated self-concept. The conceptualization of self-concept as domain specific provides an alternate means to resolving this controversy. In this study, 223 middle school students completed self-report measures assessing…

  19. A Primary Self-Concept Scale for Spanish-Surnamed Children, Grades K-4.

    ERIC Educational Resources Information Center

    Leonetti, Robert

    The purpose of this study was to develop a group test of self-concept which is especially applicable to the Spanish-surnamed primary school student. The pilot version of this instrument, the Primary Self-Concept Scale (PSCS), was designed to measure 5 aspects of self-concept which were felt to be relevant to school success: behavior, intellectual,…

  20. Assessing the Multiple Dimensions of the Self-Concept of Young Children: A Focus on Latinos.

    ERIC Educational Resources Information Center

    DesRosiers, Fabiana; Vrsalovic, Wendy T.; Knauf, Diana E.; Vargas, Maribel; Busch-Rossnagel, Nancy A.

    1999-01-01

    Examined psychometric properties of Caregiver Inventory of Self-Concept (CISC) used with a largely Latino sample of 6- to 66-month-olds, and Tasks for Observation of Self-Concept (TOSC) used with 15- to 48-month-olds. Coefficient alpha and factor analysis provided evidence for test reliability and validity. Self-concept development followed…

  1. Self-Concept and Self-Esteem: A Cross-Cultural Perspective.

    ERIC Educational Resources Information Center

    Wood, Melinda

    1991-01-01

    Describes issues of self-concept and self-esteem that arise when people find themselves living in a cross-cultural environment. Discusses Western definition of self-concept and other self-concept models. Discusses self-esteem and integration and adjustment as it relates to bicultural persons. (ABL)

  2. Self-Concept of Students in Higher Education: Are There Differences by Faculty and Gender?

    ERIC Educational Resources Information Center

    Rubie-Davies, C. M.; Lee, K.

    2013-01-01

    Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The…

  3. Promoting a Functional Physical Self-Concept in Physical Education: Evaluation of a 10-Week Intervention

    ERIC Educational Resources Information Center

    Schmidt, Mirko; Valkanover, Stefan; Roebers, Claudia; Conzelmann, Achim

    2013-01-01

    Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to "increase" schoolchildren's self-concept without taking the "veridicality" of the self-concept into account. The present study investigated whether a 10-week intervention in physical education would…

  4. The Relationship among Self-Concept, Self-Efficacy, and Performance in Mathematics during Secondary School.

    ERIC Educational Resources Information Center

    Pietsch, James; Walker, Richard; Chapman, Elaine

    2003-01-01

    Examines the relationship among self-concept, self-efficacy, and performance in mathematics among 416 high school students. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single…

  5. The Relationship between Dramatic Play and Self-Concept in Middle Class Kindergarten Children.

    ERIC Educational Resources Information Center

    Gootman, Marilyn Eisenstadt

    This study attempted to determine the relationships between the dramatic play of children aged three to seven and their self-concept; between dramatic play and two components of self-concept--self-esteem and identification with friends; between dramatic play ability and self-concept; and between dramatic play and the teacher's attitude toward…

  6. Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

    PubMed Central

    Castejón, Juan L.; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

    2016-01-01

    The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications. PMID:27729879

  7. Developmental experiences during extracurricular activities and Australian adolescents' self-concept: particularly important for youth from disadvantaged schools.

    PubMed

    Blomfield, Corey J; Barber, Bonnie L

    2011-05-01

    Extracurricular activities provide adolescents with a number of positive personal and interpersonal developmental experiences. This study investigated whether developmental experiences that occurred during extracurricular activities were linked to a more positive self-concept for Australian adolescents, and whether this link was particularly salient for youth from disadvantaged schools. Adolescents (N = 1,504, 56% Female) from 26 diverse high schools across Western Australia were surveyed. The findings revealed that adolescents from low socio-economic status schools who participated in extracurricular activities had a more positive general self-worth and social self-concept than adolescents from similar socio-economic schools who did not participate in any extracurricular activities. Furthermore, the positive developmental experiences that occurred during extracurricular activities predicted a more positive general self-worth and social and academic self-concept, and this link was stronger for youth from low SES schools. These findings suggest that the developmental experiences afforded by extracurricular activities may foster positive adolescent development.

  8. Supporting the self-concept with memory: insight from amnesia.

    PubMed

    Grilli, Matthew D; Verfaellie, Mieke

    2015-12-01

    We investigated the extent to which personal semantic memory supports the self-concept in individuals with medial temporal lobe amnesia and healthy adults. Participants completed eight 'I Am' self-statements. For each of the four highest ranked self-statements, participants completed an open-ended narrative task, during which they provided supporting information indicating why the I Am statement was considered self-descriptive. Participants then completed an episodic probe task, during which they attempted to retrieve six episodic memories for each of these self-statements. Supporting information was scored as episodic, personal semantic or general semantic. In the narrative task, personal semantic memory predominated as self-supporting information in both groups. The amnesic participants generated fewer personal semantic memories than controls to support their self-statements, a deficit that was more pronounced for trait relative to role self-statements. In the episodic probe task, the controls primarily generated unique event memories, but the amnesic participants did not. These findings demonstrate that personal semantic memory, in particular autobiographical fact knowledge, plays a critical role in supporting the self-concept, regardless of the accessibility of episodic memories, and they highlight potential differences in the way traits and roles are supported by personal memory. PMID:25964501

  9. Supporting the self-concept with memory: insight from amnesia.

    PubMed

    Grilli, Matthew D; Verfaellie, Mieke

    2015-12-01

    We investigated the extent to which personal semantic memory supports the self-concept in individuals with medial temporal lobe amnesia and healthy adults. Participants completed eight 'I Am' self-statements. For each of the four highest ranked self-statements, participants completed an open-ended narrative task, during which they provided supporting information indicating why the I Am statement was considered self-descriptive. Participants then completed an episodic probe task, during which they attempted to retrieve six episodic memories for each of these self-statements. Supporting information was scored as episodic, personal semantic or general semantic. In the narrative task, personal semantic memory predominated as self-supporting information in both groups. The amnesic participants generated fewer personal semantic memories than controls to support their self-statements, a deficit that was more pronounced for trait relative to role self-statements. In the episodic probe task, the controls primarily generated unique event memories, but the amnesic participants did not. These findings demonstrate that personal semantic memory, in particular autobiographical fact knowledge, plays a critical role in supporting the self-concept, regardless of the accessibility of episodic memories, and they highlight potential differences in the way traits and roles are supported by personal memory.

  10. Body composition and physical self-concept in older women.

    PubMed

    Shaw, J M; Ebbeck, V; Snow, C M

    2000-01-01

    We sought to determine the performance and anthropometric correlates of physical self-concept and self-esteem and to observe whether long-term resistance training would alter these variables in postmenopausal women. Forty-four nonsmoking, community-dwelling, Caucasian women aged 50-75 years participated in the study. Half of the subjects participated in a 9-month regimen of weight-bearing exercises performed 3 times per week which emphasized lower body muscle strength and power development. At baseline, total body fat was negatively associated with physical self-concept and perception of physical appearance but not with self-esteem. Perception of physical appearance improved in both exercisers and controls after the 9-month trial but was most noticeable in exercisers who had low self-esteem at baseline. The only predictor of improvement in perception of physical appearance was a decrease in lower body fat mass. Minimal or nonsignificant change in psychological measures associated with the training may be due to high initial values. PMID:11151355

  11. Longitudinal relations between symptoms, neurocognition, and self-concept in schizophrenia

    PubMed Central

    Hesse, Klaus; Kriston, Levente; Wittorf, Andreas; Herrlich, Jutta; Wölwer, Wolfgang; Klingberg, Stefan

    2015-01-01

    Objective: Cognitive models suggest that the self-concept of persons with psychosis can be fundamentally affected. Self-concepts were found to be related to different symptom domains when measured concurrently. Longitudinal investigations to disentangle the possible causal associations are rare. Method: We examined a sample of 160 people with a diagnosis of schizophrenia who took part in a psychotherapy study. All participants had the DSM-IV diagnosis of a schizophrenia and pronounced negative symptoms. Neurocognition, symptoms, and self-concepts were assessed at two time points 12 months apart. Structural equation modeling was used to test whether symptoms influence self-concepts (scar-model) or self-concepts affect symptoms (vulnerability model). Results: Negative symptoms correlated concurrently with self-concepts. Neurocognitive deficits are associated with more negative self-concepts 12 months later. Interpersonal self-concepts were found to be relevant for paranoia. Conclusion: The findings implicate that if deficits in neurocognition are present, fostering a positive self-concept should be an issue in therapy. Negative interpersonal self-concept indicates an increased risk for paranoid delusions in the course of 1 year. New aspects for cognitive models in schizophrenia and clinical implications are discussed. PMID:26191025

  12. Effect of selected movement skills on positive self-concept.

    PubMed

    Bruya, L D

    1977-08-01

    36 boys and 36 girls in 4 fourth grades were exposed to basketball movement conditions which included the skills of dribble, chest pass, lay-up, pivot, guarding, and two-hand set shot. Eight 1/2-hr. treatment periods were spread evenly over 4 wk. and took place within the regularly assigned school physical education period. Two class groups, which included 9 boys and 9 girls each, were randomly assigned by class to an experimental group which received treatment while two class groups were assigned by class to the control group. No differences between changes in self-concept as estimated by the Piers-Harris scale for treatment and control conditions were significant.

  13. Classroom racial proportion: influence on self-concept and social competence in Zimbabwean adolescents.

    PubMed

    Mpofu, Elias; Thomas, Kenneth R

    2006-03-01

    The authors measured self-concept and social competence relationships in 372 Zimbabwean adolescents (41% Black, 59% White) who attended classrooms in which they were either a racial minority or a racial majority (M age = 12.95 years, SD = 1.47). The authors used self-, peer-, and teacher-rating scale sociometric measures of social competence and a multidimensional measure of self-concept. The regression analysis predicted self-concept from social competence measures. Teacher-rated social competence predicted physical appearance self-concept in the Black adolescents and reading self-concept in White adolescents in White-majority classrooms. Self-rated social competence and peer-rated social competence predicted school self-concept in Black adolescents attending Black-majority classrooms. The authors concluded that classroom racial proportions influence aspects of social perception of Black and White adolescents.

  14. Advanced Stirling Convertor (ASC-E2) Performance Testing at NASA Glenn Research Center

    NASA Technical Reports Server (NTRS)

    Oriti, Salvatore; Wilson, Scott

    2011-01-01

    The National Aeronautics and Space Administration (NASA) Glenn Research Center (GRC) has been supporting development of the Advanced Stirling Radioisotope Generator (ASRG) since 2006. A key element of the ASRG Project is providing life, reliability, and performance testing of the Advanced Stirling Convertor (ASC). For this purpose, four pairs of ASCs capable of operating to 850 C and designated with the model number ASC-E2, were delivered by Sunpower of Athens, Ohio, to GRC in 2010. The ASC-E2s underwent a series of tests that included workmanship vibration testing, performance mapping, and extended operation. Workmanship vibration testing was performed following fabrication of each convertor to verify proper hardware build. Performance mapping consisted of operating each convertor at various conditions representing the range expected during a mission. Included were conditions representing beginning-of-mission (BOM), end-of-mission (EOM), and fueling. This same series of tests was performed by Sunpower prior to ASC-E2 delivery. The data generated during the GRC test were compared to performance before delivery. Extended operation consisted of a 500-hr period of operation with conditions maintained at the BOM point. This was performed to demonstrate steady convertor performance following performance mapping. Following this initial 500-hr period, the ASC-E2s will continue extended operation, controller development and special durability testing, during which the goal is to accumulate tens of thousands of hours of operation. Data collected during extended operation will support reliability analysis. Performance data from these tests is summarized in this paper.

  15. Advanced Stirling Convertor (ASC-E2) Performance Testing at NASA Glenn Research Center

    NASA Technical Reports Server (NTRS)

    Oriti, Salvatore; Wilson, Scott

    2011-01-01

    The National Aeronautics and Space Administration (NASA) Glenn Research Center (GRC) has been supporting development of the Advanced Stirling Radioisotope Generator (ASRG) since 2006. A key element of the ASRG Project is providing life, reliability, and performance testing of the Advanced Stirling Convertor (ASC). For this purpose, four pairs of ASCs capable of operating to 850 C and designated with the model number ASC-E2, were delivered by Sunpower of Athens, OH, to GRC in 2010. The ASC-E2s underwent a series of tests that included workmanship vibration testing, performance mapping, and extended operation. Workmanship vibration testing was performed following fabrication of each convertor to verify proper hardware build. Performance mapping consisted of operating each convertor at various conditions representing the range expected during a mission. Included were conditions representing beginning-of-mission (BOM), end-of-mission (EOM), and fueling. This same series of tests was performed by Sunpower prior to ASC-E2 delivery. The data generated during the GRC test were compared to performance before delivery. Extended operation consisted of a 500-hour period of operation with conditions maintained at the BOM point. This was performed to demonstrate steady convertor performance following performance mapping. Following this initial 500-hour period, the ASC-E2s will continue extended operation, controller development and special durability testing, during which the goal is to accumulate tens of thousands of hours of operation. Data collected during extended operation will support reliability analysis. Performance data from these tests is summarized in this paper.

  16. Women, Physical Activity, and Quality of Life: Self-concept as a Mediator.

    PubMed

    Gonzalo Silvestre, Tamara; Ubillos Landa, Silvia

    2016-02-22

    The objectives of this research are: (a) analyze the incremental validity of physical activity's (PA) influence on perceived quality of life (PQL); (b) determine if PA's predictive power is mediated by self-concept; and (c) study if results vary according to a unidimensional or multidimensional approach to self-concept measurement. The sample comprised 160 women from Burgos, Spain aged 18 to 45 years old. Non-probability sampling was used. Two three-step hierarchical regression analyses were applied to forecast PQL. The hedonic quality-of-life indicators, self-concept, self-esteem, and PA were included as independent variables. The first regression analysis included global self-concept as predictor variable, while the second included its five dimensions. Two mediation analyses were conducted to see if PA's ability to predict PQL was mediated by global and physical self-concept. Results from the first regression shows that self-concept, satisfaction with life, and PA were significant predictors. PA slightly but significantly increased explained variance in PQL (2.1%). In the second regression, substituting global self-concept with its five constituent factors, only the physical dimension and satisfaction with life predicted PQL, while PA ceased to be a significant predictor. Mediation analysis revealed that only physical self-concept mediates the relationship between PA and PQL (z = 1.97, p < .050), and not global self-concept. Physical self-concept was the strongest predictor and approximately 32.45 % of PA's effect on PQL was mediated by it. This study's findings support a multidimensional view of self-concept, and represent a more accurate image of the relationship between PQL, PA, and self-concept.

  17. Women, Physical Activity, and Quality of Life: Self-concept as a Mediator.

    PubMed

    Gonzalo Silvestre, Tamara; Ubillos Landa, Silvia

    2016-01-01

    The objectives of this research are: (a) analyze the incremental validity of physical activity's (PA) influence on perceived quality of life (PQL); (b) determine if PA's predictive power is mediated by self-concept; and (c) study if results vary according to a unidimensional or multidimensional approach to self-concept measurement. The sample comprised 160 women from Burgos, Spain aged 18 to 45 years old. Non-probability sampling was used. Two three-step hierarchical regression analyses were applied to forecast PQL. The hedonic quality-of-life indicators, self-concept, self-esteem, and PA were included as independent variables. The first regression analysis included global self-concept as predictor variable, while the second included its five dimensions. Two mediation analyses were conducted to see if PA's ability to predict PQL was mediated by global and physical self-concept. Results from the first regression shows that self-concept, satisfaction with life, and PA were significant predictors. PA slightly but significantly increased explained variance in PQL (2.1%). In the second regression, substituting global self-concept with its five constituent factors, only the physical dimension and satisfaction with life predicted PQL, while PA ceased to be a significant predictor. Mediation analysis revealed that only physical self-concept mediates the relationship between PA and PQL (z = 1.97, p < .050), and not global self-concept. Physical self-concept was the strongest predictor and approximately 32.45 % of PA's effect on PQL was mediated by it. This study's findings support a multidimensional view of self-concept, and represent a more accurate image of the relationship between PQL, PA, and self-concept. PMID:26898406

  18. Self-concept clarity across adolescence: longitudinal associations with open communication with parents and internalizing symptoms.

    PubMed

    Van Dijk, Marloes P A; Branje, Susan; Keijsers, Loes; Hawk, Skyler T; Hale, William W; Meeus, Wim

    2014-11-01

    Higher self-concept clarity is related to several adjustment indices and may be promoted by open communication with parents, while problems with self-concept clarity development could enhance internalizing problems (i.e., depressive and anxiety symptoms) in adolescence. This longitudinal study examined linkages between self-concept clarity, adolescents' open communication with parents, and adolescent depressive and anxiety symptoms. Dutch youths (N = 323; 51.1 % girls; mean age Time 1 = 13.3 years) reported on these constructs over four consecutive annual measurements. Concurrent positive links between open communication and self-concept clarity were found at Time 1. Over time, higher levels of open communication with parents predicted higher self-concept clarity only in middle adolescence (mean age between 14 and 15 years). We also found concurrent associations between self-concept clarity and both depressive and anxiety symptoms. Longitudinally, lower self-concept clarity predicted relatively higher levels of depressive symptoms across all waves, and also higher anxiety levels from Time 1 to Time 2. Conversely, higher levels of anxiety also predicted lower levels of self-concept clarity during the first three waves. Self-concept clarity did not mediate the longitudinal associations between open communication and internalizing symptoms. This study is one of the first to investigate self-concept clarity across adolescence. It highlights the possible importance of both anxiety symptoms and communication with parents in understanding the development of a clear self-concept, and demonstrates an association between lower self-concept clarity and higher levels of later depressive and anxiety symptoms.

  19. Thine Own Self: True Self-Concept Accessibility and Meaning in Life

    PubMed Central

    Schlegel, Rebecca J.; Hicks, Joshua A.; Arndt, Jamie; King, Laura A.

    2016-01-01

    A number of philosophical and psychological theories suggest the true self is an important contributor to well-being. The present research examined whether the cognitive accessibility of the true self-concept would predict the experience of meaning in life. To ensure that any observed effects were due to the true self-concept rather than the self-concept more generally, we utilized actual self-concept accessibility as a control variable in all studies. True and actual self-concepts were defined as including those traits which are enacted around close others versus most others (Studies 1 through 3) or as traits that refer to “who you really are” vs. “who you are during most of your activities” (Studies 4 and 5), respectively. Studies 1 and 2 showed that individual differences in true self-concept accessibility, but not differences in actual self-concept accessibility, predicted meaning in life. Study 3 showed that priming traits related to the true self led to enhanced meaning in life. Studies 4 and 5 provided correlational and experimental support for the role of true self-concept accessibility in meaning in life, even when traits were defined without reference to social relationships and when state self-esteem and self-reported authenticity were controlled. Implications for the study of the true self-concept and authenticity are discussed. PMID:19159144

  20. Self-concept, self-esteem, gender, race, and information technology use.

    PubMed

    Jackson, Linda A; Zhao, Yong; Witt, Edward A; Fitzgerald, Hiram E; von Eye, Alexander; Harold, Rena

    2009-08-01

    This research addressed two fundamental questions regarding self-concept, self-esteem, gender, race, and information technology use. First, is technology use related to dimensions of self-concept and/or to self-esteem? Second, are there gender and/or race differences in self-concept, self-esteem, and technology use? Five hundred youth, average age 12 years old, one third African American and two thirds Caucasian American, completed multidimensional measures of self-concept, the Rosenberg Self-Esteem scale, and measures of frequency of Internet use, Internet use for communication (e-mail and instant messaging), video game playing, and cell phone use. Findings indicated that technology use predicted dimensions of self-concept and self-esteem, with video game playing having a negative influence and Internet use having a positive influence on self-concept dimensions. Gender differences were observed on several self-concept dimensions, but contrary to expectations, girls did not score higher than boys in social self-concept. Only one race difference was observed: African Americans had lower behavioral self-concept than did Caucasian Americans. Implications of the benefits and liabilities of youth's current and projected technology use are discussed.

  1. The role of aberrant salience and self-concept clarity in psychotic-like experiences.

    PubMed

    Cicero, David C; Becker, Theresa M; Martin, Elizabeth A; Docherty, Anna R; Kerns, John G

    2013-01-01

    Most theories of psychotic-like experiences posit the involvement of cognitive mechanisms. The current research examined the relations between psychotic-like experiences and two cognitive mechanisms, high aberrant salience and low self-concept clarity. In particular, we examined whether aberrant salience, or the incorrect assignment of importance to neutral stimuli, and low self-concept clarity interacted to predict psychotic-like experiences. The current research included three large samples (n = 667, 724, 744) of participants and oversampled for increased schizotypal personality traits. In all three studies, an interaction between aberrant salience and self-concept clarity was found such that participants with high aberrant salience and low self-concept clarity had the highest levels of psychotic-like experiences. In addition, aberrant salience and self-concept clarity interacted to predict a supplemental measure of delusions in Study 2. In Study 3, in contrast to low self-concept clarity, neuroticism did not interact with aberrant salience to predict psychotic-like experiences, suggesting that the relation between low self-concept clarity and psychosis may not be a result of neuroticism. Additionally, aberrant salience and self-concept clarity did not interact to predict two other SPD criteria, social anhedonia or trait paranoia, which suggests the interaction is specific to psychotic-like experiences. Overall, our results are consistent with several cognitive models of psychosis suggesting that aberrant salience and self-concept clarity might be important mechanisms in the occurrence of psychotic-like symptoms.

  2. “To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

    PubMed Central

    Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S.

    2016-01-01

    Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine

  3. Self-concept organisation and mental toughness in sport.

    PubMed

    Meggs, Jennifer; Ditzfeld, Christopher; Golby, Jim

    2014-01-01

    The present study examines the relationship between individual differences in evaluative self-organisation and mental toughness in sport, proposing that motivation and emotional resiliency (facets of mental toughness) stem from differences in core self. A cross-sectional assessment of 105 athletes competing at a range of performance levels took part in an online study including measures of self-reported mental toughness (Sport Mental Toughness Questionnaire; Sheard, M., Golby, J., & van Wersch, A. (2009). Progress towards construct validation of the Sports Mental Toughness Questionnaire (SMTQ). European Journal of Psychological Assessment, 25(3), 186-193. doi:10.1027/1015-5759.25.3.186) and self-organisation (self-descriptive attribute task; Showers, C. J. (2002). Integration and compartmentalisation: A model of self-structure and self-change. In D. Cervone & W. Mischel (Eds.), Advances in personality science (pp. 271-291). New York, NY: Guilford Press). As predicted, global mental toughness was associated with self-concept positivity, which was particularly high in individuals with positive-integrative self-organisation (individuals who distribute positive and negative self-attributes evenly across multiple selves). Specifically, positive integration was associated with constancy (commitment to goal achievement despite obstacles and the potential for failure), which extends presumably from positive integratives' emotional stability and drive to resolve negative self-beliefs.

  4. Self-Concept, Eating Attitudes, and Dietary Patterns in Young Adolescent Girls.

    ERIC Educational Resources Information Center

    Nassar, Carine Mokbel; And Others

    1992-01-01

    Examined self-concept, eating attitudes, and dieting behavior in female junior high school students (n=159). Findings revealed two factors as predisposing factors for development of eating problems: poor self-concept and active involvement or interest in dieting. Findings were similar to findings from patients who already had existing eating…

  5. Self-concept, Adjustment to Blindness, and Quality of Friendship among Adolescents with Visual Impairments

    ERIC Educational Resources Information Center

    Lifshitz, Hefziba; Hen, Irit; Weisse, Izhak

    2007-01-01

    The self-concept and quality of friendship of 40 adolescents with visual impairments (20 in public schools and 20 in a residential school) were compared to those of 41 sighted adolescents. The findings indicate a similar self-concept profile for sighted adolescents and adolescents with visual impairments, although the scores of the participants…

  6. Paranoia and self-concepts in psychosis: a systematic review of the literature.

    PubMed

    Tiernan, Bridget; Tracey, Rebecca; Shannon, Ciaran

    2014-05-30

    The purpose of the present study was to review systematically, research exploring the relationship between self-concepts and paranoia in psychosis. A literature search was performed by two independent raters in relevant databases (MedLine, PsychInfo and Web of Science) and articles meeting the inclusion criteria were cross-referenced. Following scrutiny according to inclusion criteria, 18 studies were selected for review. A narrative synthesis of findings, in which methodological variability is discussed, is presented relative to three key areas: the nature of the relationship between paranoia and self-concepts; the association between paranoia and discrepancies in self-concepts; the nature of the relationship between paranoia and self-concepts when other, dimensional aspects of these constructs are taken into account. The systematic literature review indicated relatively consistent findings, that paranoia is associated with more negative self-concepts when measured cross-sectionally. Results are somewhat more mixed in regards to research on paranoia and self-concept discrepancies. Studies investigating dimensional aspects of self-concepts and paranoia yield findings of particular interest, especially in regards to the association indicated between instability of self-concepts and paranoia. Limitations in research and of the present systematic review are discussed. Clinical and theoretical implications of findings are outlined and possible directions for future research are suggested.

  7. Adolescents and Music Media: Toward an Involvement-Mediational Model of Consumption and Self-Concept

    ERIC Educational Resources Information Center

    Kistler, Michelle; Rodgers, Kathleen Boyce; Power, Thomas; Austin, Erica Weintraub; Hill, Laura Griner

    2010-01-01

    Using social cognitive theory and structural regression modeling, we examined pathways between early adolescents' music media consumption, involvement with music media, and 3 domains of self-concept (physical appearance, romantic appeal, and global self-worth; N=124). A mediational model was supported for 2 domains of self-concept. Music media…

  8. Differences in Self-Concept and Locus of Control among Women Who Seek Abortions.

    ERIC Educational Resources Information Center

    Thompson, Linda V.; Robinson, Sharon E.

    1986-01-01

    Three groups of women who varied in abortion status were formed to investigate the self-concept and locus of control of a total of 90 women. No significant differences in self-concept were found among the three groups, nor was there a relationship between locus of control and repeated abortion. (Author/ABB)

  9. Global and Specific Self-Concepts of Gifted Adolescents in Hong Kong.

    ERIC Educational Resources Information Center

    Chan, David W.

    2001-01-01

    Global and domain-specific self-concepts of 205 Chinese gifted adolescents in Hong Kong were assessed using 7 scales of the Self-Perception Profile for Adolescents. They differentiated 6 self-concept domains: scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct, and class friendship. Homogeneous…

  10. Stress and Self-Concept in 10- to 15-Year-Old School Students.

    ERIC Educational Resources Information Center

    Garton, Alison F.; Pratt, Chris

    1995-01-01

    Results of a study of the relationship between stress and self-concept among adolescents (n=1,482) indicate that there is a small negative relationship between overall self-concept and the frequency and effect of stressful events. Females experience more stress and express it as having a greater impact, while age does not reliably predict…

  11. The Effect of Reciprocal Peer Counselling in the Enhancement of Self-Concept among Adolescents

    ERIC Educational Resources Information Center

    Egbochuku, E. O.; Obiunu, J. J.

    2006-01-01

    This study investigated the effect of reciprocal peer counselling in the enhancement of self-concept of Nigerian adolescent students. The effect of sex on self-concept was also investigated. Sixty-eight senior secondary school students from three schools (a boys' school, a girls' school, and a co-educational school) in Benin City, Edo State…

  12. The Relationship between Parenting Styles and Young Adults' Self-Concepts and Evaluations of Parents.

    ERIC Educational Resources Information Center

    Parish, Thomas S.; McCluskey, James J.

    1992-01-01

    Surveyed 123 college students to assess their self-concepts, evaluations of parents, and perceptions of parents' parenting styles. Student self-concept varied directly with perceived level of parental warmth, but did not vary as function of parents' level of restrictiveness. Fathers and mothers were rated more highly if they were perceived as warm…

  13. An Analysis of Self-Concept among Ethiopian Immigrant and Israeli-Born Children and Adolescents

    ERIC Educational Resources Information Center

    Tannenbaum, Michal

    2008-01-01

    This article reports a study comparing self-concept among 114 immigrant children and adolescents of Ethiopian origin in Israel and among 164 native-born Israelis, including an exploration of how age, gender, and first-language proficiency affect various dimensions of this construct. For the younger children (aged 8-9 years), self-concept was found…

  14. Self Concept in a School Setting: Construct Validation by Factor Analysis.

    ERIC Educational Resources Information Center

    Johnson, Sylvia T.

    A model of self concept in children was examined by conducting a construct validation of a self concept instrument, the Self-Appraisal Inventory (SAI). The SAI was an 80-item instrument with four subscales: General, Family, Peer and Scholastic, all of which were based on behavioral objectives. The model was made more useful for a school setting…

  15. Perceived Social Support and the Self-Concepts of Gifted Adolescents

    ERIC Educational Resources Information Center

    Rinn, Anne N.; Reynolds, Marilyn J.; McQueen, Kand S.

    2011-01-01

    This study investigated the relationship between perceived social support and the multidimensional self-concepts of gifted adolescents. Participants included 217 gifted students who had completed grades 5 through 10 and were attending a summer program for the gifted. Self-concept was measured using the Self-Description Questionnaire II (SDQ-II; H.…

  16. Administering Self-Concept Interventions in Schools: No Training Necessary? A Meta-Analysis

    ERIC Educational Resources Information Center

    O'Mara, Alison J.; Green, Jasmine; Marsh, Herbert W.

    2006-01-01

    A meta-analysis of 105 studies reporting 152 self-concept interventions in school settings was conducted. The aims of the study were twofold: to explore the construct validity approach to self-concept interventions, and to examine aspects of the administration of the interventions, namely treatment setting, administrator type, administrator…

  17. Exploring Critical Factors of Self Concept among High Income Community College Graduates

    ERIC Educational Resources Information Center

    Rasul, Mohamad Sattar; Nor, Ahmad Rosli Mohd; Amat, Salleh; Rauf, Rose Amnah Abdul

    2015-01-01

    This study was undertaken to explore the critical factors influencing the self-concept of community college graduates in the development of their careers. Individuals with a positive self-concept are often associated with a good career choices and a well-panned career development path. Hence community college students should be girded with a…

  18. The Development and Validation of the Physical Self-Concept Scale for Older Adults

    ERIC Educational Resources Information Center

    Hsu, Ya-Wen; Lu, Frank Jing-Horng

    2013-01-01

    Physical self-concept plays a central role in older adults' physical health, mental health and psychological well-being; however, little attention has been paid to the underlying dimensions of physical self-concept in the elderly. The purpose of this study was to develop and validate a new measurement for older adults. First, a qualitative…

  19. Self-Concept in American Indian and White Children: A Cross-Cultural Comparison.

    ERIC Educational Resources Information Center

    Rotenberg, Ken J.; Cranwell, Ford R.

    1989-01-01

    Examination of 71 American Indian and 149 White children from grades three through six on an open self-description measure and a transformational measure of self-concept reveals differences between the groups on specific external, behavioral, and internal attributes of self-concept. (Author/BJV)

  20. Fostering Self-Concept and Interest for Statistics through Specific Learning Environments

    ERIC Educational Resources Information Center

    Sproesser, Ute; Engel, Joachim; Kuntze, Sebastian

    2016-01-01

    Supporting motivational variables such as self-concept or interest is an important goal of schooling as they relate to learning and achievement. In this study, we investigated whether specific interest and self-concept related to the domains of statistics and mathematics can be fostered through a four-lesson intervention focusing on statistics.…

  1. An Investigation of Age and Gender Differences in Physical Self-Concept among Turkish Late Adolescents.

    ERIC Educational Resources Information Center

    Asci, F. Hulya

    2002-01-01

    Evaluates age and gender differences in physical self-concept of Turkish university students. The Physical Self-Perception Profile was administered to participants for assessing physical self-concept. Multivariate analysis of variance revealed a significant main effect for gender, but no significant main effect for year in school. Univariate…

  2. The Self-Concept of Spanish Young Adults with Retinitis Pigmentosa

    ERIC Educational Resources Information Center

    Lopez-Justicia, Maria Dolores; Cordoba, Inmaculada Nieto

    2006-01-01

    Retinitis pigmentosa (RP) is a degenerative disease of the retina that causes the severe impairment of visual functioning similar to low vision, leading, in many cases, to blindness. Because the construct of self-concept plays a key role in personality, this study was designed to measure self-concept in a group of young adults with RP. The…

  3. The Self-Concept and Conjugal Loss: Evidence for Structural Change

    ERIC Educational Resources Information Center

    Montpetit, Mignon A.; Bergeman, C. S.; Bisconti, Toni L.

    2010-01-01

    The self-concept is often considered to be a personal resource that individuals may use to cope with life stressors, but little is known about how this entity might itself change in response to profound stress. The present study examines structural change in self-concept following conjugal loss in later life. Analyses were conducted on data…

  4. The Self-Concept as a Factor in Counseling and Personality Organization.

    ERIC Educational Resources Information Center

    Raimy, Victor Charles

    In the foreword, Arthur Combs cites 3 impressive considerations about Victor Raimy's just-now published doctoral dissertation on the theory of the self concept. One is that the importance of the self concept for the understanding of human behavior must be regarded as one of the most outstanding developments of the past 25 years in American…

  5. Self-Concept and Body Image of Turkish High School Male Athletes and Nonathletes.

    ERIC Educational Resources Information Center

    Asci, F. Hulya; Gokment, Hulya; Tiryaki, Gul; Asci, Alper

    1997-01-01

    Examines differences in self-concept and body image satisfaction and the relation between self-concept and body image among high school athletes (n=174) and nonathletes (n=174). Results suggest that those exhibiting a positive body image were more confident in school, athletic events, and general life than those with a negative body image. (RJM)

  6. Clinical Correlates and Mediators of Self-Concept in Youth with Chronic Tic Disorders.

    PubMed

    Hanks, Camille E; McGuire, Joseph F; Lewin, Adam B; Storch, Eric A; Murphy, Tanya K

    2016-02-01

    This study investigated the clinical correlates and mediators of self-concept in youth with Chronic Tic Disorders (CTD). Ninety-seven youth aged 6-17 (M = 11.1 ± 2.89; 79.4 % male) with CTD were administered the Yale Global Tic Severity Scale, the Piers-Harris Children's Self-Concept Scale-Second Edition, and self-report and clinician-administered measures assessing behavioral and psychological difficulties and comorbid conditions. Youth with CTD had a slightly below average level of self-concept, with 20 % (n = 19) exhibiting low self-concept. Youth with CTD-only had greater self-concept relative to youth with CTD and obsessive-compulsive disorder (OCD) (p = 0.04) or CTD, OCD, and attention deficit hyperactivity disorder (ADHD) combined (p = 0.009). Medium-to-large-sized associations were observed between youth's self-concept and clinical characteristics (e.g., severity of ADHD, OCD and depressive symptoms). Youth's self-concept partially mediated the relationship between tic severity and depressive symptom severity, and the interaction between tic impairment and youth's reliance on avoidant coping strategies moderated youth's self-concept. Implications, limitations, and recommendations for future interventions are discussed.

  7. Effects of Running or Weight Lifting on Self-Concept in Clinically Depressed Women.

    ERIC Educational Resources Information Center

    Ossip-Klein, Deborah J.; And Others

    1989-01-01

    Randomized 40 clinically depressed women to running, weight lifting, or delayed treatment conditions. Assessed self-concept at baseline, pre-, mid-, and post-treatment for all subjects and at 1, 7, and 12 months for exercise groups. Found significant improvements in self-concept for exercise groups relative to controls; no significant differences…

  8. The Self-Concept of the Learning Disabled Adolescent: Mainstreamed versus Self-Contained Program.

    ERIC Educational Resources Information Center

    Svec, Henry

    To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…

  9. A Factor Analysis of the Laurelton Self-Concept Scale. Volume 1, Number 14.

    ERIC Educational Resources Information Center

    Harrison, Robert H.; Budoff, Milton

    Items from the Laurelton Self Concept Scale (LSCS) and the Locus of Control Scale for Children were administered to 172 male and female educable mental retardates to examine the LSCS by R factor analysis. It was found that the Self Concept Scale is factor analyzable when appropriately administered to educables. The small factors grouped into…

  10. Friendship Group Identification, Multidimensional Self-Concept, and Experience of Developmental Tasks in Adolescence

    ERIC Educational Resources Information Center

    Tarrant, Mark; MacKenzie, Liam; Hewitt, Lisa A.

    2006-01-01

    This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14-15 years (N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and…

  11. Rational-Emotive Education, Self-Concept, and Locus of Control among Learning-Disabled Students.

    ERIC Educational Resources Information Center

    Omizo, Michael M.; And Others

    1986-01-01

    Investigated effects of a rational-emotive education (REE) program on learning-disabled adolescents' (N=60) self-concept and locus of control. Results suggest that the REE intervention strategy is an effective approach to helping learning-disabled adolescents enhance some aspects of self-concept and develop a more internal locus of control…

  12. Study on Correlation of English Pronunciation Self-Concept to English Learning

    ERIC Educational Resources Information Center

    Tang, Xin; Zhang, Shengqi; Li, Yucong; Zhao, Miqiang

    2013-01-01

    English pronunciation self-concept is formed in the process of pronunciation learning, which refers to the learners' self-conception and assessment of one's English pronunciation proficiency and pronunciation (Gimson, A. C. 1980). This paper reports an investigation on 237 non-English major college students into the relationship between English…

  13. Self Concepts and Racial Attitudes of Northern and Southern Black Preschool Children.

    ERIC Educational Resources Information Center

    McAdoo, Harriette Pipes

    This study attempts to view some of the historical and social factors that may affect the development of self concepts and racial attitudes of black children in a Northern and Southern environment, and to examine the differential effect of growing up in a female-headed household on the relationship between the self concept and racial attitudes of…

  14. The Effects of a Museum Art Program on the Self-Concept of Children

    ERIC Educational Resources Information Center

    Kaufman, Ryan; Rinehardt, Eric; Hine, Hank; Wilkinson, Berney; Tush, Peter; Mead, Bethany; Fernandez, Francisco

    2014-01-01

    Research suggests that art programs have positive therapeutic effects on children, including improved self-concept. This pretest/posttest intervention study examined changes in self-concept in children (N = 176) who participated in an art program at the Dalí Museum in St. Petersburg, Florida. Results indicated significant, positive increases in…

  15. Effects of Summer Programs on the Self-Concepts of Gifted Children.

    ERIC Educational Resources Information Center

    Kolloff, Penny Britton; Moore, Alan D.

    1989-01-01

    The self-concepts of 508 gifted students in grades 5-10 who participated in 3 summer residential programs were examined. Self-concept scores across all grade levels and programs were significantly higher at the end of the programs, compared to the beginning. In one program the scores of sixth-grade boys declined somewhat. (Author/JDD)

  16. Longitudinal Study of Preadolescent Sport Self-Concept and Performance: Reciprocal Effects and Causal Ordering

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Gerlach, Erin; Trautwein, Ulrich; Ludtke, Oliver; Brettschneider, Wolf-Dietrich

    2007-01-01

    Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N = 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport…

  17. Effects of a Tall Ship Sail Training Experience on Adolescents' Self-Concept

    ERIC Educational Resources Information Center

    Capurso, Michele; Borsci, Simone

    2013-01-01

    This study investigates the impact of a sail training education programme on the self-concept of a group of 147 adolescents. The Competence and Social domains of Bracken's self-concept scale were assessed by a quasi-experimental design in three phases: before commencement of the activities, on the last day of the voyage, and three months after…

  18. Comparison of Self-Concept and Classroom Environment in Elementary School Children.

    ERIC Educational Resources Information Center

    Bailey, Glenda K.; And Others

    While research findings suggest that self-concept and perceptions of classroom environment may be interrelated, there is little empirical evidence to validate the existence of such a relationship. This study was conducted to examine the relationship between fourth- and fifth-grade students' self-concept and their perceptions of classroom…

  19. Locus of Control and Classroom Environment in Discriminating High and Low Self-Concept.

    ERIC Educational Resources Information Center

    Bailey, Glenda K.; And Others

    Improvement in self-concept may facilitate improvement in other areas such as learning and achievement. If the self-concept is formed through experiences with the environment, interactions with significant others, and attributions of one's own behavior, then the classroom atmosphere may be influential in the development of a positive or negative…

  20. Relationship between Self-Concept and Locus of Control in Grade School Children.

    ERIC Educational Resources Information Center

    Madonna, Stephen, Jr.; And Others

    Several investigators have proposed that locus of control has a significant effect on several aspects of classroom behavior. Horak (1979) found that children with a high self-concept tended to be internally controlled, whereas children with a low self-concept tended to be externally controlled. The present investigation sought to further examine…

  1. A Longitudinal Study of Depressive Symptomology and Self-Concept in Adolescents

    ERIC Educational Resources Information Center

    Montague, Marjorie; Enders, Craig; Dietz, Samantha; Dixon, Jennifer; Cavendish, Wendy Morrison

    2008-01-01

    The purpose of the study was to investigate the trajectories of depressive symptomology and self-concept in adolescents between the ages of 13 and 17 and to determine whether primary school teacher ratings of adaptive and maladaptive behavior predict self-reported depressive symptoms and self-concept in adolescence. This study is part of an…

  2. A Study of the Relationship between Self-Concept and Adjustment of Secondary School Students

    ERIC Educational Resources Information Center

    Sarsani, Mahender Reddy

    2007-01-01

    Self-concept and adjustment are two important psychological aspects influencing the personalities of individuals. The term self-concept refers to the individual's perception or view of himself. It refers to those perceptions, beliefs, feelings, attitudes, and values which the individual's perception of his abilities and his status and roles in the…

  3. The Relation between Self-Concept and Social Functioning in Adolescence

    ERIC Educational Resources Information Center

    Ybrandt, H.

    2008-01-01

    A model of the relation between self-concept and internalizing and externalizing problem behaviours in adolescence, with the self-concept influencing problem behaviours (S[right arrow]IE), was assessed using a sample of 277 Swedish adolescents. The model was tested in a path analysis with data from Youth Self Report (YSR) and Structural Analysis…

  4. Foundations of Children's Self-Concepts about Everyday Activities: Identities and Comparative Contexts

    ERIC Educational Resources Information Center

    Fisher, Laurel

    2014-01-01

    Children's motivations to engage in everyday activities draw on their experiences in thinking of oneself and the activities. In theory, these personal and social realities provide the complex foundations of self-concepts. The aim of this project was to define the foundations of children's self-concepts about everyday activities; to focus…

  5. Relations of Student Perceptions of Teacher Oral Feedback with Teacher Expectancies and Student Self-Concept

    ERIC Educational Resources Information Center

    Chen, Yi-Hsin; Thompson, Marilyn S.; Kromrey, Jeffrey D.; Chang, George H.

    2011-01-01

    In this article, the authors investigated the relations of students' perceptions of teachers' oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for…

  6. Learning Deficit in the Ability to Self-Reinforce as Related to Negative Self-Concept.

    ERIC Educational Resources Information Center

    Felker, Donald W.; Bahlke, Susan

    The study tests four hypotheses derived from the proposition that positive self-concept is partly due to an ability to utilize self-initiated verbal reinforcement. Subjects were 131 (66 boys and 65 girls) white fourth grade students from a suburban middle class school. The Piers-Harris self-concept measure was administered to all students. The…

  7. Social Support and Self-Concept in Relation to Peer Victimization and Peer Aggression

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2012-01-01

    Peer victimization is an enduring problem in schools (Wang, Iannotti, & Nansel, 2009). The current study focused on relations among two ecological variables that may be related to involvement in peer victimization: self-concept and social support. The main goal of this study was to investigate relations among social support, self-concept, and…

  8. Parenting Stress, Perceived Parenting Behaviors, and Adolescent Self-Concept in European American Families

    PubMed Central

    Putnick, Diane L.; Bornstein, Marc H.; Hendricks, Charlene; Painter, Kathleen M.; Suwalsky, Joan T. D.; Collins, W. Andrew

    2008-01-01

    This study assesses whether the stresses associated with parenting a child are indirectly related to adolescent self-concept through parenting behaviors. We examined longitudinal associations among mothers’ and fathers’ parenting stress at age 10, children’s perceptions of parenting at age 10, and adolescents’ self-concept at age 14 in 120 European American families. Mothers’ and fathers’ parenting stress was related to children’s perceptions of acceptance and psychologically controlling behavior, and psychologically controlling behavior (and lax control for fathers) was related to adolescent self-concept. We further examined which domains of parenting stress and perceived parenting behaviors were associated with adolescents’ scholastic competence, social acceptance, physical appearance, and behavioral conduct. Parenting stress was related to specific parenting behaviors, which were, in turn, related to specific domains of self-concept in adolescence. Parenting stress appears to exert its effects on early adolescent self-concept indirectly through perceived parenting behavior. PMID:18855511

  9. Parenting stress, perceived parenting behaviors, and adolescent self-concept in European American families.

    PubMed

    Putnick, Diane L; Bornstein, Marc H; Hendricks, Charlene; Painter, Kathleen M; Suwalsky, Joan T D; Collins, W Andrew

    2008-10-01

    This study assesses whether the stresses associated with parenting a child are indirectly related to adolescent self-concept through parenting behaviors. We examined longitudinal associations among mothers' and fathers' parenting stress at age 10, children's perceptions of parenting at age 10, and adolescents' self-concept at age 14 in 120 European American families. Mothers' and fathers' parenting stress was related to children's perceptions of acceptance and psychologically controlling behavior, and psychologically controlling behavior (and lax control for fathers) was related to adolescent self-concept. We further examined which domains of parenting stress and perceived parenting behaviors were associated with adolescents' scholastic competence, social acceptance, physical appearance, and behavioral conduct. Parenting stress was related to specific parenting behaviors, which were, in turn, related to specific domains of self-concept in adolescence. Parenting stress appears to exert its effects on early adolescent self-concept indirectly through perceived parenting behavior. PMID:18855511

  10. The self-schema model: a theoretical approach to the self-concept in eating disorders.

    PubMed

    Stein, K F

    1996-04-01

    Over the last several decades, the self-concept has been implicated as a important determinant of eating disorders (ED). Although considerable progress has been made, questions remain unanswered about the properties of self-concept that distinguish women with an ED from other populations, and mechanisms that link the self-concept to the disordered behaviors. Markus's self-schema model is presented as a theoretical approach to explore the role of the self-concept in ED. To show how the schema model can be integrated with existing work on the self-concept in ED, a framework is proposed that addresses the number, content, and accessibility of the self-schemas. More specifically, it is posited that a limited collection of positive self-schemas available in memory, in combination with a chronically and inflexibly accessible body-weight self-schema, lead to the disordered behaviors associated with anorexia nervosa and bulimia nervosa.

  11. Facing a breakup: Electromyographic responses moderate self-concept recovery following a romantic separation

    PubMed Central

    MASON, ASHLEY E.; LAW, RITA W.; BRYAN, AMANDA E. B.; PORTLEY, ROBERT M.; SBARRA, DAVID A.

    2015-01-01

    Romantic breakups arouse fundamental questions about the self: Who am I without my partner? This study examined self-concept reorganization and psychological well-being over an 8-week period in the months following a breakup. Multilevel analyses revealed that poorer self-concept recovery preceded poorer well-being and was associated with love for an ex-partner, suggesting that failure to redefine the self contributes to post-breakup distress. Psychophysiological data revealed that greater activity in the corrugator supercilia facial muscle while thinking about an ex-partner predicted poorer self-concept recovery and strengthened the negative association between love for an ex-partner and self-concept recovery. Thus, the interaction between self-report and psychophysiological data provided information about the importance of self-concept recovery to post-breakup adjustment not tapped by either method alone. PMID:26167126

  12. Ecocultural effects on self-concept. A study with young indigenous people from different sociodemographic contexts.

    PubMed

    Esteban-Guitart, Moisès; Borke, Jörn; Monreal-Bosch, Pilar

    2015-08-01

    This study explores self-concept among indigenous young people from different ecocultural niches in Chiapas (Mexico) through a particular self-concept task. Previous theory and research has described 3 cultural models linked with specific sociodemographic settings that foster particular psychologies. Our aim was to compare the results of the self-concept test among indigenous groups from different sociodemographic settings in order to observed possible differences. We predicted that individuals from rural communities with little formal education (hypothesised to be Interdependent) would have self-concepts with more social and less personal components than would those with an urban, highly educated (hypothesised to be Independent), and we expected a third group of highly educated young people living in an urban context but with a rural background (hypothesised to be autonomous-related group) to value social and personal components equally. The results supported this hypothesis. Based on ecocultural theory, it is suggested that sociodemographic contexts affect the self-concept.

  13. Self-concept in intensive care nurses and control group women.

    PubMed

    Mlinar, Suzana; Tusak, Matej; Karpljuk, Damir

    2009-05-01

    Our self-concept is how we see ourselves in our minds. The goal of this research was to discover any significant differences in the dimensions of self-concept between clinical nurses employed in an intensive care unit in Slovenia and Slovenian women from the general population, who represented the control group. The research included 603 women aged 20-40 years (mean 29.94; standard deviation +/-6.0) who had a high-school education. To determine the differences between the groups statistically we used one-way analysis of variance. The results revealed that clinical nurses had a more positive self-concept than members of the control group. Self-concept is very important in nursing because it is closely connected to the existing value system of individuals and their behaviour. Self-concept gives nurses a sense of how they use their abilities and how they perform in relation to patients.

  14. Parenting stress, perceived parenting behaviors, and adolescent self-concept in European American families.

    PubMed

    Putnick, Diane L; Bornstein, Marc H; Hendricks, Charlene; Painter, Kathleen M; Suwalsky, Joan T D; Collins, W Andrew

    2008-10-01

    This study assesses whether the stresses associated with parenting a child are indirectly related to adolescent self-concept through parenting behaviors. We examined longitudinal associations among mothers' and fathers' parenting stress at age 10, children's perceptions of parenting at age 10, and adolescents' self-concept at age 14 in 120 European American families. Mothers' and fathers' parenting stress was related to children's perceptions of acceptance and psychologically controlling behavior, and psychologically controlling behavior (and lax control for fathers) was related to adolescent self-concept. We further examined which domains of parenting stress and perceived parenting behaviors were associated with adolescents' scholastic competence, social acceptance, physical appearance, and behavioral conduct. Parenting stress was related to specific parenting behaviors, which were, in turn, related to specific domains of self-concept in adolescence. Parenting stress appears to exert its effects on early adolescent self-concept indirectly through perceived parenting behavior.

  15. "Where There Is a Will, There Is an A": Examining the Roles of Self-Efficacy and Self-Concept in College Students' Current Educational Attainment and Career Planning

    ERIC Educational Resources Information Center

    Fenning, Breanne E.; May, Laura Negel

    2013-01-01

    As previous research indicates self-efficacy and self-concept have similar effects on achievement outcomes, the current study investigated the differential effects of both constructs on academic performance and career path certainty in college freshmen. Results indicated high school GPA was best predicted by general self-efficacy, whereas current…

  16. Advanced Stirling Convertor (ASC) Development for NASA RPS

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Wilson, Scott; Collins, Josh

    2014-01-01

    Sunpower's Advanced Stirling Convertor (ASC) initiated development under contract to the NASA Glenn Research Center (GRC) and after a series of successful demonstrations, the ASC began transitioning from a technology development project to flight development project. The ASC has very high power conversion efficiency making it attractive for future Radioisotope Power Systems (RPS) in order to make best use of the low plutonium-238 fuel inventory in the U.S. In recent years, the ASC became part of the NASA-Department of Energy Advanced Stirling Radioisotope Generator (ASRG) Integrated Project. Sunpower held two parallel contracts to produce ASC convertors, one with the Department of Energy/Lockheed Martin to produce the ASC-F flight convertors, and one with NASA GRC for the production of ASC-E3 engineering units, the initial units of which served as production pathfinders. The integrated ASC technical team successfully overcame various technical challenges that led to the completion and delivery of the first two pairs of flight-like ASC-E3 by 2013. However, in late Fall 2013, the DOE initiated termination of the Lockheed Martin ASRG flight development contract driven primarily by budget constraints. NASA continues to recognize the importance of high efficiency ASC power conversion for RPS and continues investment in the technology including the continuation of ASC-E3 production at Sunpower and the assembly of the ASRG Engineering Unit #2. This paper provides a summary of ASC technical accomplishments, overview of tests at GRC, plans for continued ASC production at Sunpower, and status of Stirling technology development.

  17. Self-Concept: A Tool for Retention of College Students.

    ERIC Educational Resources Information Center

    Van Shelhamer, C.; Waters, Robert

    A trial program at Montana State University (MSU) was designed to enhance students' chances for academic success by running an experimental seminar for students suspended for the first time. A unique problem exists for MSU students suspended at the end of the spring quarter. Since summer school is not a quarter, those suspended for the first time…

  18. Impact of Self-concept on Preschoolers’ Dental Anxiety and Behavior

    PubMed Central

    Erfanparast, Leila; Vafaei, Ali; Sohrabi, Azin; Ranjkesh, Bahram; Bahadori, Zahra; Pourkazemi, Maryam; Dadashi, Shabnam; Shirazi, Sajjad

    2015-01-01

    Background and aims. Different factors affect children’s behavior during dental treatment, including psychological and behavioral characteristics. The aim of this study was to evaluate the correlation of self-concept on child’s anxiety and behavior during dental treatment in 4 to 6-year-old children. Materials and methods. A total of 235 preschoolers aged 4 to 6 years were included in this descriptive analytic study. Total self-concept score for each child was assessed according to Primary Self-concept Scale before dental treatment. Child’s anxiety and child’s behavior were assessed, during the restoration of mandibular primary molar, using clinical anxiety rating scale and Frankl Scale, respectively. Spearman’s correlation coefficient was used to evaluate the correlation between the total self-concept score with the results of clinical anxiety rating scale and Frankl Scale. Results. There was a moderate inverse correlation between the self-concept and clinical anxiety rating scale scores (r = -0.545, P < 0.001), and a moderate correlation between the self-concept and child’s behavior scores (r = 0.491, P < 0.001). A strong inverse relation was also found between the anxiety and behavior scores (r = -0.91, P < 0.001). Conclusion. Children with higher self-concept had lower anxiety level and better behavioral feedback during dental treatment. PMID:26697152

  19. Impact of Self-concept on Preschoolers' Dental Anxiety and Behavior.

    PubMed

    Erfanparast, Leila; Vafaei, Ali; Sohrabi, Azin; Ranjkesh, Bahram; Bahadori, Zahra; Pourkazemi, Maryam; Dadashi, Shabnam; Shirazi, Sajjad

    2015-01-01

    Background and aims . Different factors affect children's behavior during dental treatment, including psychological and behavioral characteristics. The aim of this study was to evaluate the correlation of self-concept on child's anxiety and behavior during dental treatment in 4 to 6-year-old children. Materials and methods. A total of 235 preschoolers aged 4 to 6 years were included in this descriptive analytic study. Total self-concept score for each child was assessed according to Primary Self-concept Scale before dental treatment. Child's anxiety and child's behavior were assessed, during the restoration of mandibular primary molar, using clinical anxiety rating scale and Frankl Scale, respectively. Spearman's correlation coefficient was used to evaluate the correlation between the total self-concept score with the results of clinical anxiety rating scale and Frankl Scale. Results. There was a moderate inverse correlation between the self-concept and clinical anxiety rating scale scores (r = -0.545, P < 0.001), and a moderate correlation between the self-concept and child's behavior scores (r = 0.491, P < 0.001). A strong inverse relation was also found between the anxiety and behavior scores (r = -0.91, P < 0.001). Conclusion. Children with higher self-concept had lower anxiety level and better behavioral feedback during dental treatment.

  20. [Relationship between body weight status and self-concept in schoolchildren].

    PubMed

    Gálvez Casas, Arancha; Rodríguez García, Pedro L; Rosa Guillamón, Andrés; García-Cantó, Eliseo; Pérez-Soto, Juan J; Tarraga Marcos, Loreto; Tarraga López, Pedro

    2014-11-30

    Body weight status has been linked to other health parameters. The aim of this study was to evaluate the relationship between body weight status and self-concept in a sample of 216 students (9.26 ± 1.26 years) from schools of the Southeast of Spain. BMI (Body-mass index) was used to evaluate the body weight status. Subjects were classified into normal weight, overweight and obesity according to international standards. The six dimensions of self-concept (intellectual, behavioral, physical, lack of anxiety, social and life satisfaction) were assessed using the Piers-Harris Self-Concept Scale. The results showed significant associations between BMI and intellectual self-concept, life satisfaction, global self-concept and physical self. Subjects categorized as overweight or obese were those who showed lower scores on the self-concept scale. Interventions focused on improving the body weight status are needed in order to achieve better self-concept levels and health among young people.

  1. Construct Validity of Self-Concept in TIMSS's Student Background Questionnaire: A Test of Separation and Conflation of Cognitive and Affective Dimensions of Self-Concept among Saudi Eighth Graders

    ERIC Educational Resources Information Center

    Abu-Hilal, Maher M.; Abdelfattah, Faisal A.; Alshumrani, Saleh A.; Abduljabbar, Adel S.; Marsh, Herbert W.

    2013-01-01

    The aims of this study are to: (a) assess if cognitive self-concept (competence) and affective self-concept in mathematics and science are different constructs, (b) evaluate the construct validity of self-concept in the context of conflation and separation, and (c) test if the relationships among cognitive and affective variables are invariant…

  2. A Comparison of Delinquent Prostitutes and Delinquent Non-Prostitutes on Self-Concept.

    ERIC Educational Resources Information Center

    Bour, Daria S.; And Others

    1984-01-01

    Compared social and demographic statistics and self-concept in 50 delinquent females (25 prostitutes and 25 nonprostitutes). Results indicated early sexual intercourse and a positive physical self-image were related to prostitution. (JAC)

  3. Processes Linking Weight Status and Self-Concept Among Girls From Ages 5 to 7 Years

    PubMed Central

    Davison, Kirsten Krahnstoever; Birch, Leann Lipps

    2008-01-01

    This study assessed the relationship between girls’ weight status and self-concept and examined peer teasing and parent criticism as potential mediators of this relationship. Data were collected for 182 girls and their parents when the girls were 5 and 7 years old. At each age, girls’ body mass index, self-concept, peer weight-related teasing (child report), and parents’ criticism of girls’ weight status (spouse report) were assessed. At ages 5 and 7, girls who were more overweight reported lower self-concept. Peer teasing and parent criticism mediated the relationship between weight status and self-concept at age 7, but not at age 5. In addition, the duration and timing of parent criticism across ages 5 and 7 mediated the association between girls’ weight status at age 5 and perceived peer acceptance at age 7. PMID:12220051

  4. Adaptive change in self-concept and well-being during conjugal loss in later life.

    PubMed

    Montpetit, Mignon A; Bergeman, C S; Bisconti, Toni L; Rausch, Joseph R

    2006-01-01

    The present study examines the association between the self-concept and adaptation to conjugal loss; the primary aim was to explore whether those individuals high in self-esteem, environmental mastery, and optimism have more adaptive resources with which to ameliorate the detrimental sequelae of bereavement. Analyses were conducted on data collected from 58 widows every four months over a two-year period. One goal of the research was to explore the adequacy of the theoretically chosen operational definition of the self-concept; another goal was to analyze how changes in the level of self-concept components correlated with changes in levels of depression, health, and grief resolution as individuals adjusted to their losses. Analyses revealed that trajectories of depression and grief resolution were more highly related than health to changes in self-concept.

  5. Psychometric properties of the Physical Self-Concept Questionnaire with Mexican university students.

    PubMed

    Blanco, José R; Blanco, Humberto; Viciana, Jesús; Zueck, Carmen

    2015-04-01

    This study analyzes, in a sample of Mexican students, the factor structure of the Physical Self-Concept Questionnaire of Goñi, Ruiz de Azúa, and Rodríguez (2006), which assesses physical ability, physical fitness, attractiveness, strength, general physical self-concept, and global self-concept. A representative sample of 1,466 Mexican university physical education students was selected (754 men, 712 women; M age=20.6 yr., SD=2.0). Confirmatory factor analysis showed a two-factor structure (motor competency and physical attractiveness). The two-factor structure, regarding statistical and substantive criteria, had good fit indices. Results of the factor analyses carried out with the sub-samples indicated a strong stability and evidence for the factor structure obtained. The findings support the use of this questionnaire to measure physical self-concept in Mexican university students. Future studies should replicate these findings in other populations. PMID:25730750

  6. The effects of a school development program on self-concept.

    PubMed Central

    Haynes, N. M.; Comer, J. P.

    1990-01-01

    School improvement programs are often assessed in terms of their effect on school climate and education outcomes. The School Development Program (SDP) of the Yale Child Study Center has been shown to have a positive influence on those two factors. We also recognize the importance of positively influencing students' affective, intra-personal, and motivational states, such as their self-evaluations. The present study examined the effects of the SDP on multiple dimensions of students' self-concepts. The Piers Harris Self-Concept Scale was administered to 174 fourth and sixth graders, half of whom attended SDP schools and half control schools. Significant positive changes in self-concept were observed among the SDP students but not among the control students. Program students also showed significantly higher self-concepts on post-test measures when compared to normative samples. PMID:2275218

  7. Children’s social self-concept and internalizing problems: the influence of peers and teachers.

    PubMed

    Spilt, Jantine L; van Lier, Pol A C; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde

    2014-01-01

    This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children’s social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children’s social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children’s self-concept, thereby mitigating its indirect effects on internalizing problems.

  8. Trauma and psychosis: The mediating role of self-concept clarity and dissociation.

    PubMed

    Evans, Gavin John; Reid, Graeme; Preston, Phil; Palmier-Claus, Jasper; Sellwood, William

    2015-08-30

    Childhood trauma (CT) and psychosis may be associated. Drawing on the dissociation and social psychological literature, the current study examined the mediating role of structural aspects of self in explaining the relationship between childhood trauma and psychosis. Twenty-nine individuals with psychosis were compared with 31 healthy volunteers regarding childhood trauma, dissociation and self-concept clarity (SCC). High rates of maltreatment were found in the psychosis sample. Additionally, clinical participants reported more dissociation and less self-concept clarity. Mediational analyses were carried out on pooled data from across both clinical and non-clinical samples. These suggested that the influence of physical neglect in increasing the likelihood of experiencing psychosis was explicable through the effects of increased dissociation. Self-concept clarity mediated the relationship between psychosis and total childhood trauma, emotional abuse, physical abuse, emotional and physical neglect. Furthermore, dissociation and self-concept clarity were strongly correlated providing evidence that they may form a unitary underlying concept of 'self-concept integration'. The study provides further evidence of the link between childhood trauma and psychosis. Self-concept integration may be adversely affected by negative childhood experiences, which increases psychosis risk. Methodological limitations, clinical implications and suggestions for future research are considered. PMID:26099655

  9. Physical self-concept of adolescents in Western Balkan countries: a pilot study.

    PubMed

    Janić, Snežana Radisavljević; Jurak, Gregor; Milanović, Ivana; Lazarević, Dušanka; Kovač, Marjeta; Novak, Dario

    2014-10-01

    The aim of this study was to explore physical self-concept of adolescents of the Western Balkans (Serbia, Slovenia, Croatia, and Bosnia and Herzegovina) according to sex and country. The participants were 2,606 students, ages 13 and 14 years (M = 13.5, SD = 0.9). The Physical Self-Description Questionnaire (PSDQ) was used to assess multidimensional physical self-concept. The results show the interaction of sex and country for three dimensions of physical self-concept (Appearance, Global Physical Self-Concept, and Self-Esteem). It was shown that female and male adolescents' perception of physical appearance, self-esteem, and global physical self-concept is more susceptible to influences of socio-cultural factors in the monitored countries. In all other dimensions of Physical self-concept, sex differences were consistently manifested in favour of male adolescents, except in Flexibility. Regardless of adolescents' sex, under the increasing influence of Western culture in the Western Balkan countries, adolescents more critically evaluate their body and motor abilities. PMID:25310227

  10. Self-concept of left-behind children in China: a systematic review of the literature.

    PubMed

    Wang, X; Ling, L; Su, H; Cheng, J; Jin, L; Sun, Y-H

    2015-05-01

    The aim of our study was to systematically review studies which had compared self-concept in left-behind children with the general population of children in China. Relevant studies about self-concept of left-behind children in China published from 2004 to 2014 were sought by searching online databases including Chinese Biological Medicine Database (CBM), Chinese National Knowledge Infrastructure (CNKI), Wanfang Database, Vip Database, PubMed Database, Google Scholar and Web of Science. The methodological quality of the articles was assessed by using Newcastle-Ottawa Scale (NOS). Poled effect size and associated 95% confidence interval (CI) were calculated using the random effects model. Cochrane's Q was used to test for heterogeneity and I(2) index was used to determine the degree of heterogeneity. Nineteen studies involving 7758 left-behind children met the inclusion criteria and 15 studies were included in a meta-analysis. The results indicated that left-behind group had a lower score of self-concept and more psychological problems than the control group. The factors associated with self-concept in left-behind children were gender, age, grade and the relationships with parents, guardians and teachers. Left-behind children had lower self-concept and more mental health problems compared with the general population of children. The development of self-concept may be an important channel for promoting mental health of left-behind children.

  11. Trauma and psychosis: The mediating role of self-concept clarity and dissociation.

    PubMed

    Evans, Gavin John; Reid, Graeme; Preston, Phil; Palmier-Claus, Jasper; Sellwood, William

    2015-08-30

    Childhood trauma (CT) and psychosis may be associated. Drawing on the dissociation and social psychological literature, the current study examined the mediating role of structural aspects of self in explaining the relationship between childhood trauma and psychosis. Twenty-nine individuals with psychosis were compared with 31 healthy volunteers regarding childhood trauma, dissociation and self-concept clarity (SCC). High rates of maltreatment were found in the psychosis sample. Additionally, clinical participants reported more dissociation and less self-concept clarity. Mediational analyses were carried out on pooled data from across both clinical and non-clinical samples. These suggested that the influence of physical neglect in increasing the likelihood of experiencing psychosis was explicable through the effects of increased dissociation. Self-concept clarity mediated the relationship between psychosis and total childhood trauma, emotional abuse, physical abuse, emotional and physical neglect. Furthermore, dissociation and self-concept clarity were strongly correlated providing evidence that they may form a unitary underlying concept of 'self-concept integration'. The study provides further evidence of the link between childhood trauma and psychosis. Self-concept integration may be adversely affected by negative childhood experiences, which increases psychosis risk. Methodological limitations, clinical implications and suggestions for future research are considered.

  12. The relation between self-concept and social functioning in adolescence.

    PubMed

    Ybrandt, H

    2008-02-01

    A model of the relation between self-concept and internalizing and externalizing problem behaviours in adolescence, with the self-concept influencing problem behaviours (S-->IE), was assessed using a sample of 277 Swedish adolescents. The model was tested in a path analysis with data from Youth Self Report (YSR) and Structural Analysis of Social Behaviour (SASB) questionnaires. Consistent with the model, a positive self-concept was found to be the most important factor for adjustment and for protection against common problem behaviour. A negative self-concept combined with female gender were risk factors for internalized problems. Self-control had only a direct effect on externalizing behaviour for boys. Adolescents of 15, 16 years of age had a stronger relationship between a negative self-concept and externalizing problem behaviour than younger and older adolescents. Internalizing problem behaviours such as anxiety and depression predicted aggressive and delinquent behaviour. These findings highlight the importance of promoting of a positive self-concept in every adolescent in various psychosocial contexts.

  13. Enhancement of Self-Concept and Academic Achievement through Ethnic Dance.

    ERIC Educational Resources Information Center

    Trujillo, Lorenzo A.

    Sixty students in San Francisco's Mission High School were divided into treatment (30 students) and control (30 students) groups to examine the relationship of participation in a Hispanic Ethnic Dance Curriculum to various aspects of behavior and to gain in knowledge of specific aspects of Hispanic culture. Students were administered the Tennessee…

  14. Self-Efficacy and Self-Concept as Predictors of College Students' Academic Performance

    ERIC Educational Resources Information Center

    Choi, Namok

    2005-01-01

    Social cognitive theory suggests that self-constructs are better predictors when the specificity levels of self-constructs (as predictors) and the criterion variable closely correspond. In this study it was examined whether self-constructs measured at an intermediate level of specificity better correspond with the criterion variable (course…

  15. "Talking the Talk": Practical and Academic Self-Concepts of Early Years Practitioners in England

    ERIC Educational Resources Information Center

    Sims-Schouten, Wendy; Stittrich-Lyons, Helga

    2014-01-01

    Traditionally, the status of workers in early childhood services in England has been low. Foundation degrees and the Early Years Professional Status (EYPS, from September 2013 Early Years Teacher Status) were established with a view to improving the skills and standing of early years practitioners. There appears however to be an ongoing…

  16. 75 FR 80813 - Appraisal Subcommittee (ASC); ASC Rules of Operation; Amended

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-23

    ... Rules of Operation supersede the ASC Rules of Operation as published in 56 FR 28561 (June 21, 1991), and as previously amended by 56 FR 33451 (July 22, 1991); therefore, 56 FR 28561 and 56 FR 33451 will be... business. Meetings may be held in open session or closed session as authorized by law. (See sections...

  17. Lateral Load Testing of the Advanced Stirling Convertor (ASC-E2) Heater Head

    NASA Technical Reports Server (NTRS)

    Cornell, Peggy A.; Krause, David L.; Davis, Glen; Robbie, Malcolm G.; Gubics, David A.

    2011-01-01

    Free-piston Stirling convertors are fundamental to the development of NASA s next generation of radioisotope power system, the Advanced Stirling Radioisotope Generator (ASRG). The ASRG will use General Purpose Heat Source (GPHS) modules as the energy source and Advanced Stirling Convertors (ASCs) to convert heat into electrical energy, and is being developed by Lockheed Martin under contract to the Department of Energy. Achieving flight status mandates that the ASCs satisfy design as well as flight requirements to ensure reliable operation during launch. To meet these launch requirements, GRC performed a series of quasi-static mechanical tests simulating the pressure, thermal, and external loading conditions that will be experienced by an ASC-E2 heater head assembly. These mechanical tests were collectively referred to as "lateral load tests" since a primary external load lateral to the heater head longitudinal axis was applied in combination with the other loading conditions. The heater head was subjected to the operational pressure, axial mounting force, thermal conditions, and axial and lateral launch vehicle acceleration loadings. To permit reliable prediction of the heater head s structural performance, GRC completed Finite Element Analysis (FEA) computer modeling for the stress, strain, and deformation that will result during launch. The heater head lateral load test directly supported evaluation of the analysis and validation of the design to meet launch requirements. This paper provides an overview of each element within the test and presents assessment of the modeling as well as experimental results of this task.

  18. Academic Developer Identity: How We Know Who We Are

    ERIC Educational Resources Information Center

    Kinash, Shelley; Wood, Kayleen

    2013-01-01

    This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to…

  19. Advanced Stirling Convertor (ASC) Technology Maturation in Preparation for Flight

    NASA Technical Reports Server (NTRS)

    Wong, Wayne A.; Cornell, Peggy A.

    2012-01-01

    The Advanced Stirling Convertor (ASC) is being developed by an integrated team of Sunpower and National Aeronautics and Space Administration s (NASA s) Glenn Research Center (GRC). The ASC development, funded by NASA s Science Mission Directorate, started as a technology development effort in 2003 and has since evolved through progressive convertor builds and successful testing to demonstrate high conversion efficiency, low mass, and capability to meet long-life Radioisotope Power System (RPS) requirements. The technology has been adopted by the Department of Energy and Lockheed Martin Space Systems Company s Advanced Stirling Radioisotope Generator (ASRG), which has been selected for potential flight demonstration on Discovery 12. This paper provides an overview of the status of ASC development including the most recent ASC-E2 convertors that have been delivered to GRC and an introduction to the ASC-E3 and ASC flight convertors that Sunpower will build next. The paper also describes the technology maturation and support tasks being conducted at GRC to support ASC and ASRG development in the areas of convertor and generator extended operation, high-temperature materials, heater head life assessment, organics, nondestructive inspection, spring fatigue testing, and other reliability verification tasks.

  20. Modeling the 10-gigabit ethernet ASC WAN.

    SciTech Connect

    Tolendino, Lawrence F.; Wertz, Jason Scott

    2006-07-01

    In recent years, modeling and simulation has played an increasingly important role in the maintenance of the nuclear stockpile. The Advanced Simulation and Computing (ASC) program continues to support and encourage the development of a modeling and simulation infrastructure to make these goals a reality. The Distance Computing Network has been making make the ASC resources available to users throughout the tri-lab environment for over five years. This network relies on the Transmission Control Protocol/Internet Protocol (TCP/IP) protocol suite to provide high performance and reliable communications. Understanding TCP/IP operation in this unique environment is critical. Software modeling has been used to analyze current network performance and predict the effect of proposed changes. Recently the network architecture was radically changed and the software model had to be changed as well. Whereas the original network was based on 2.5 gigabit per second ATM links, the redesigned network is comprised of 10-gigabit Ethernet links arranged as a 3-node ring. Therefore, a new software model was needed to continue to predict the performance of proposed changes and allow engineers to experiment with new network applications without the risk of interfering with critical operations.

  1. ASC Trilab L2 Codesign Milestone 2015

    SciTech Connect

    Trott, Christian Robert; Hammond, Simon David; Dinge, Dennis; Lin, Paul T.; Vaughan, Courtenay T.; Cook, Jeanine; Edwards, Harold C.; Rajan, Mahesh; Hoekstra, Robert J.

    2015-09-01

    For the FY15 ASC L2 Trilab Codesign milestone Sandia National Laboratories performed two main studies. The first study investigated three topics (performance, cross-platform portability and programmer productivity) when using OpenMP directives and the RAJA and Kokkos programming models available from LLNL and SNL respectively. The focus of this first study was the LULESH mini-application developed and maintained by LLNL. In the coming sections of the report the reader will find performance comparisons (and a demonstration of portability) for a variety of mini-application implementations produced during this study with varying levels of optimization. Of note is that the implementations utilized including optimizations across a number of programming models to help ensure claims that Kokkos can provide native-class application performance are valid. The second study performed during FY15 is a performance assessment of the MiniAero mini-application developed by Sandia. This mini-application was developed by the SIERRA Thermal-Fluid team at Sandia for the purposes of learning the Kokkos programming model and so is available in only a single implementation. For this report we studied its performance and scaling on a number of machines with the intent of providing insight into potential performance issues that may be experienced when similar algorithms are deployed on the forthcoming Trinity ASC ATS platform.

  2. A single domain antibody fragment that recognizes the adaptor ASC defines the role of ASC domains in inflammasome assembly.

    PubMed

    Schmidt, Florian I; Lu, Alvin; Chen, Jeff W; Ruan, Jianbin; Tang, Catherine; Wu, Hao; Ploegh, Hidde L

    2016-05-01

    Myeloid cells assemble inflammasomes in response to infection or cell damage; cytosolic sensors activate pro-caspase-1, indirectly for the most part, via the adaptors ASC and NLRC4. This leads to secretion of proinflammatory cytokines and pyroptosis. To explore complex formation under physiological conditions, we generated an alpaca single domain antibody, VHHASC, which specifically recognizes the CARD of human ASC via its type II interface. VHHASC not only impairs ASC(CARD) interactions in vitro, but also inhibits inflammasome activation in response to NLRP3, AIM2, and NAIP triggers when expressed in living cells, highlighting a role of ASC in all three types of inflammasomes. VHHASC leaves the Pyrin domain of ASC functional and stabilizes a filamentous intermediate of inflammasome activation. Incorporation of VHHASC-EGFP into these structures allowed the visualization of endogenous ASC(PYD) filaments for the first time. These data revealed that cross-linking of ASC(PYD) filaments via ASC(CARD) mediates the assembly of ASC foci. PMID:27069117

  3. The Dialectical Self-Concept: Contradiction, Change, and Holism in East Asian Cultures

    PubMed Central

    Spencer-Rodgers, Julie; Boucher, Helen C.; Mori, Sumi C.; Wang, Lei; Peng, Kaiping

    2009-01-01

    Naïve dialecticism refers to a set of East Asian lay beliefs characterized by tolerance for contradiction, the expectation of change, and cognitive holism. In five studies, the authors examined the cognitive mechanisms that give rise to global self-concept inconsistency among dialectical cultures. Contradictory self-knowledge was more readily available (Study 1) and simultaneously accessible (Study 2) among East Asians (Japanese and Chinese) than among Euro-Americans. East Asians also exhibited greater change and holism in the spontaneous self-concept (Study 1) and inconsistency in their implicit self-beliefs (Study 3). Cultural differences in self-concept inconsistency were obtained when controlling for alternative explanatory variables, including self-criticism (Study 4) and self-concept certainty (Studies 2 and 3) and were fully mediated by a direct measure of dialecticism (Study 5). Naïve dialecticism provides a comprehensive theoretical framework for understanding these cultural differences and the contradictory, changeable, and holistic nature of the East Asian self-concept. PMID:19106076

  4. Ecocultural effects on self-concept. A study with young indigenous people from different sociodemographic contexts.

    PubMed

    Esteban-Guitart, Moisès; Borke, Jörn; Monreal-Bosch, Pilar

    2015-08-01

    This study explores self-concept among indigenous young people from different ecocultural niches in Chiapas (Mexico) through a particular self-concept task. Previous theory and research has described 3 cultural models linked with specific sociodemographic settings that foster particular psychologies. Our aim was to compare the results of the self-concept test among indigenous groups from different sociodemographic settings in order to observed possible differences. We predicted that individuals from rural communities with little formal education (hypothesised to be Interdependent) would have self-concepts with more social and less personal components than would those with an urban, highly educated (hypothesised to be Independent), and we expected a third group of highly educated young people living in an urban context but with a rural background (hypothesised to be autonomous-related group) to value social and personal components equally. The results supported this hypothesis. Based on ecocultural theory, it is suggested that sociodemographic contexts affect the self-concept. PMID:25354051

  5. Impact of a family-focused intervention on self-concept after acquired brain injury.

    PubMed

    Kelly, Amber; Ponsford, Jennie; Couchman, Grace

    2013-01-01

    The present study examined the impact of a family inclusive intervention on the multidimensional self-concept of individuals with traumatic brain injury (TBI). Forty one individuals with TBI and a matched control group completed the Tennessee Self-Concept Scale: Second Edition (TSCS: 2), the Rosenberg Self-Esteem Scale (RSE), the Family Assessment Device (FAD), and the Hospital Anxiety and Depression Scale (HADS) on two occasions: at immediate contact (pre-group, T1) and post-group (3 months after initial contact, T2). Controls did not attend the intervention. Total scores for the measures, as well as scores on subdomains of self-concept, taken pre- and post-intervention for the TBI sample and at the same time for matched controls were compared between groups using Multivariate Analysis of Variance (MANOVA); followed by a series of repeated measures analyses of variance (ANOVA) to determine whether significant changes occurred. Contrary to the main aim, the use of a family-focused intervention did not result in self-concept improvement, either globally or across self-concept domains. Nor did mood or family functioning improve for the TBI sample. Measures remained stable across time for the controls. PMID:23656483

  6. The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students.

    PubMed

    Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

    2016-10-01

    The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children's self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special school showed a higher self-concept in regard to their physical appearance than the hearing and DHH students in the special class. There were no statistically significant differences between the groups in the self-concept dimensions of peer relations, mathematics, and physical abilities. PMID:27338275

  7. Aberrant salience, self-concept clarity, and interview-rated psychotic-like experiences.

    PubMed

    Cicero, David C; Docherty, Anna R; Becker, Theresa M; Martin, Elizabeth A; Kerns, John G

    2015-02-01

    Many social-cognitive models of psychotic-like symptoms posit a role for self-concept and aberrant salience. Previous work has shown that the interaction between aberrant salience and self-concept clarity is associated with self-reported psychotic-like experiences. In the current research with two structured interviews, the interaction between aberrant salience and self-concept clarity was found to be associated with interview-rated psychotic-like experiences. The interaction was associated with psychotic-like experiences composite scores, delusional ideation, grandiosity, and perceptual anomalies. In all cases, self-concept clarity was negatively associated with psychotic-like experiences at high levels of aberrant salience, but unassociated with psychotic-like experiences at low levels of aberrant salience. The interaction was specific to positive psychotic-like experiences and not present for negative or disorganized ratings. The interaction was not mediated by self-esteem levels. These results provide further evidence that aberrant salience and self-concept clarity play an important role in the generation of psychotic-like experiences. PMID:25102085

  8. The dialectical self-concept: contradiction, change, and holism in East asian cultures.

    PubMed

    Spencer-Rodgers, Julie; Boucher, Helen C; Mori, Sumi C; Lei Wang; Kaiping Peng

    2009-01-01

    Naïve dialecticism refers to a set of East Asian lay beliefs characterized by tolerance for contradiction, the expectation of change, and cognitive holism. In five studies, the authors examined the cognitive mechanisms that give rise to global self-concept inconsistency among dialectical cultures. Contradictory self-knowledge was more readily available (Study 1) and simultaneously accessible (Study 2) among East Asians (Japanese and Chinese) than among Euro-Americans. East Asians also exhibited greater change and holism in the spontaneous self-concept (Study 1) and inconsistency in their implicit self-beliefs (Study 3). Cultural differences in self-concept inconsistency were obtained when controlling for alternative explanatory variables, including self-criticism (Study 4) and self-concept certainty (Studies 2 and 3) and were fully mediated by a direct measure of dialecticism (Study 5). Naïve dialecticism provides a comprehensive theoretical framework for understanding these cultural differences and the contradictory, changeable, and holistic nature of the East Asian self-concept.

  9. Co-occurring internalizing and externalizing behavioral problems: the mediating effect of negative self-concept.

    PubMed

    Lee, Eunju J; Stone, Susan I

    2012-06-01

    While a large body of research consistently finds that internalizing and externalizing problems are closely related and commonly co-occur, the literature is mixed regarding the unique and shared risk processes in the development of both domains of problems. The present study examined the nature and timing of relationships between internalizing and externalizing problems as well as the mediating effects of negative self-concept on both. Using a developmental cascade model as a guiding framework, we conducted a cross-lagged panel modeling on a sample of 2,844 Korean fourth graders (54% boys and 46% girls) followed over 4 years. Findings suggest that internalizing and externalizing problems were reciprocally reinforcing, each leading to increases in the other indirectly through the mediating influence of negative self-concept. Negative self-concept exacerbates the development of both internalizing and externalizing problems, which in turn further undermines one's self-concept. Although there were significant gender differences in the stability of internalizing and externalizing problems, the developmental pathways between negative self-concept and both internalizing and externalizing problems held for both boys and girls. Implications for future research and intervention are discussed.

  10. Aberrant salience, self-concept clarity, and interview-rated psychotic-like experiences.

    PubMed

    Cicero, David C; Docherty, Anna R; Becker, Theresa M; Martin, Elizabeth A; Kerns, John G

    2015-02-01

    Many social-cognitive models of psychotic-like symptoms posit a role for self-concept and aberrant salience. Previous work has shown that the interaction between aberrant salience and self-concept clarity is associated with self-reported psychotic-like experiences. In the current research with two structured interviews, the interaction between aberrant salience and self-concept clarity was found to be associated with interview-rated psychotic-like experiences. The interaction was associated with psychotic-like experiences composite scores, delusional ideation, grandiosity, and perceptual anomalies. In all cases, self-concept clarity was negatively associated with psychotic-like experiences at high levels of aberrant salience, but unassociated with psychotic-like experiences at low levels of aberrant salience. The interaction was specific to positive psychotic-like experiences and not present for negative or disorganized ratings. The interaction was not mediated by self-esteem levels. These results provide further evidence that aberrant salience and self-concept clarity play an important role in the generation of psychotic-like experiences.

  11. Silencing of ASC in Cutaneous Squamous Cell Carcinoma

    PubMed Central

    Meier, Katharina; Drexler, Stefan K.; Eberle, Franziska C.; Lefort, Karine; Yazdi, Amir S.

    2016-01-01

    Apoptosis-associated speck-like protein containing a caspase recruitment domain (ASC) is an important adaptor protein for inflammasome activation, mediating the secretion of protumorigenic innate cytokines. However, ASC is also known to trigger apoptosis in tumor cells, acting as a tumor-suppressor gene, which is lost in several human cancers. The aim of this study was to evaluate the clinical significance of ASC in human cutaneous squamous cell carcinoma (SCC). Initially, ASC expression was immunohistochemically evaluated in non-metastic and metastatic SCC. While ASC expression does not correlate with metastatic potential, it correlates with the degree of dedifferentiation. Using methylation specific PCR we were able to demonstrate ASC silencing by promotor specific methylation and impaired inflammasome function in methylated cell lines, linking epigenetic modifications to innate immune activation in keratinocytes. Interestingly, upon ASC restoration by treatment with demethylating agents, we were able to restore AIM2 and NLRP3 activation. In summary, loss of ASC driven tumor development is counterbalanced in the identical cell by the inhibition of pro-tumorigenic inflammation in the tumor cell itself. PMID:27768771

  12. A trend study of self-concept and mathematics achievement in a cross-cultural context

    NASA Astrophysics Data System (ADS)

    Wang, Jianjun

    2007-12-01

    The TIMSS 1995, 1999, and 2003 data have been gathered from Hong Kong before and after its sovereignty switch from the United Kingdom to China in 1997. Built on a reciprocal relation theory from the research literature, this investigation is designed to examine models of student self-concept and mathematics achievement during the political transition. Along with a perceived `brain drain' from the population migration, there was a non-monotonic change in the reciprocal relationship between self-concept and mathematics achievement. In addition, indicators of mathematics achievement and self-concept have demonstrated different linkages to the permanent emigration of Hong Kong residents with valued or desirable skills and qualifications. Interpretation of these empirical findings entails a need of enhancing cross-cultural understanding in mathematics education.

  13. Self-conception and life satisfaction: integrating aged subculture and activity theory.

    PubMed

    McClelland, K A

    1982-11-01

    This study seeks to expand the traditional activity theory explanation of adjustment to aging by integrating it with the aged subculture theory advanced by Rose. A path model is developed that adds self-conception to social activity, social adequacy, and other predictors of life satisfaction. This model is applied, using an analysis of covariance structures approach, to data from two subsamples of older adults from a national Harris survey. As a result of this analysis, self-conception is shown to be an important intervening variable between social activity and life satisfaction, especially for the subsample of older people who prefer to spend time with others their own age. Finally, a symbolic interactionist perspective is suggested for understanding the importance of self-conception in the process of successful aging.

  14. The beneficial effect of Tai Chi on self-concept in adolescents.

    PubMed

    Bao, Xueming; Jin, Kaimin

    2015-03-01

    Previous research has documented the beneficial effect of Tai Chi, but most of the studies focused on elders and patients with specific health conditions. The aim of the study was to test whether Tai Chi can help to improve self-concept in adolescents with a longitudinal study. The sample comprised 160 students from a Chinese middle school; half of students formed the experimental group and the rest formed the control group. A 1-year Tai Chi intervention was delivered in 60-minute sessions, five times a week. Both groups were instructed to complete the measure of self-concept at the beginning and end of the intervention. Statistical analysis shows the significant reduction of good behaviour, intellectual and school status, popularity and anxiety in the experimental group compared with the control group. The results suggest that the Tai Chi intervention could improve self-concept in adolescents. PMID:25721879

  15. Suicide ideation and depression: the moderation effects of family cohesion and social self-concept.

    PubMed

    Au, Apple C Y; Lau, Sing; Lee, Margaret T Y

    2009-01-01

    This study examined the moderation effects of family cohesion and social self-concept on the well-established relation between depression and suicide ideation. Participants were 3,634 primary and 2,706 secondary school students. Based on hierarchical regression analyses, results confirmed the hypothesis that family cohesion and social self-concept were significant moderators for children and adolescents. Specifically, better family support and peer relationships weakened the relation between depression and suicide ideation. Further analysis showed that the moderation effect of social self-concept was less obvious among adolescents. The study introduced another approach for future research that includes other potential variables as moderators in the relation between depression and suicide ideation.

  16. Peer relations in adolescents: effects of parenting and adolescents' self-concept.

    PubMed

    Deković, M; Meeus, W

    1997-04-01

    In this study we examined the link between the parent-adolescent relationship and the adolescent's relationship with peers. The proposed model assumes that the quality of the parent-child relationship affects the adolescent's self-concept, which in turn affects the adolescent's integration into the world of peers. The sample consisted of 508 families with adolescents (12- to 18-years-old). The data were obtained at the subjects' homes, where a battery of questionnaires was administered individually to mothers, fathers and adolescents. Several constructs relating to the quality of parent-child relationship were assessed: parental acceptance, attachment, involvement, responsiveness, love withdrawal and monitoring of the child. The measures of the adolescent's self-concept included Harter's Perceived Competence Scale for Adolescents and Rosenberg's Self-Esteem Scale. The indicators of the quality of peer relations were: degree of peer activity, having a best friend, perceived acceptance by peers and attachment to peers. Assessment of the hypothesized model showed that the adolescent's self-concept serves a mediating role in the relationship between maternal child-rearing style and involvement with peers. The mediating role of self-concept was greatest for maternal acceptance. Paternal child-rearing style, however, appeared to have an independent effect on the adolescent's involvement with peers that is not accounted for by the adolescent's self-concept. The prediction of the quality of adolescents' peer relations yielded similar results for both mothers and fathers. The results suggest that a positive self-concept and warm supportive parenting each contribute unique variance to satisfactory peer relations.

  17. The relationship of self-concept and autonomy to oral contraceptive compliance among adolescent females.

    PubMed

    Neel, E U; Jay, S; Litt, I F

    1985-11-01

    Self-concept and autonomy are typically negotiated during adolescence, a time when many females also become sexually active. Nonuse and discontinuation of contraceptives by teenagers place them at high risk for pregnancy. The present study explores the relationship between these psychological factors and contraceptive noncompliance during adolescence. Fifty-five adolescent females beginning a contraceptive regimen were entered into the study. Compliance at four months after the initiation of an oral contraceptive was associated with scoring high on the Behavior Subscale of the Piers-Harris Self-Concept Scale and the Autonomy Scale modified from Eysenk.

  18. Nurses' self-concept and perceived quality of care: a narrative analysis.

    PubMed

    Andrews, Diane Randall; Burr, Joyce; Bushy, Angeline

    2011-01-01

    The perceptions of staff nurses on factors affecting patient care quality and safety have received little attention in the literature. Narrative analysis of comments provided by 106 staff nurses working in a medical-surgical setting revealed that nurses experienced contradictions and unmet expectations related to their professional role. The consequence was feelings of powerlessness, isolation, and low self-esteem, which affected nurses' perceived ability to provide quality patient care and ensure patient safety. This perceived inability to act in a professionally autonomous manner on behalf of patients, in turn, influenced nurses' professional self-concept. Recommendations are offered to enhance nurses' professional self-concept through staff development and policy changes.

  19. Self-esteem, general and sexual self-concepts in blind people

    PubMed Central

    Salehi, Mehrdad; Azarbayejani, Abas; Shafiei, Katayoun; Ziaei, Tayebe; Shayegh, Bahar

    2015-01-01

    Background: People with visual disability have lower self-esteem and social skills than sighted people. This study was designed to describe self-esteem and general and sexual self-concepts in blind people. Materials and Methods: This was a cross-sectional study, conducted in the Isfahan University of Medical Sciences in 2013-2014. In this study, 138 visually impaired people participated from Isfahan Province Welfare Organization and were interviewed for measuring of self-esteem and self-concept using Eysenck self-esteem and Rogers’ self-concept questionnaires. The correlation between above two variables was measured using Statistical Package for the Social Sciences (SPSS) software by Pearson correlation test. Results: Mean [± standard deviation (SD)] age of patients was 30.9 ± 8 years. The mean (±SD) of general self-concept score was 11 ± 5.83. The mean (±SD) of self-esteem score was 16.62 ± 2.85. Pearson correlation results showed a significant positive correlation between self-esteem and general self-concept (r = 0.19, P = 0.025). The mean of sexual self-concept scores in five subscales (sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear, and sexual depression) were correspondingly 11 ± 4.41, 19.53 ± 4.53, 12.96 ± 4.19, 13.48 ± 1.76, and 5.38 ± 2.36. Self-esteem and self-concept had significant positive correlation with sexual anxiety (r = 0.49; P < 0.001) (r = –.23; P < 0.001) and sexual fear (r = 0.25; P = 0.003) (r = 0.18; P = 0.02) and negative correlation with sexual self-efficacy (r = –0.26; P = 0.002) (r = –0.28; P = 0.001) and sexual-esteem (r = –0.34; P < 0.001) (r = –0.34; P < 0.001). Conclusion: Self-esteem and self-concept had significant correlation with sexual anxiety and sexual fear; and negative correlation with sexual self-efficacy and sexual-esteem. PMID:26929756

  20. The relationship between parenting styles and young adults' self-concepts and evaluations of parents.

    PubMed

    Parish, T S; McCluskey, J J

    1992-01-01

    In the present study, 123 college students were surveyed in order to assess their self-concepts, evaluations of parents, and perceptions of their parents' parenting styles. Notably, the students' self-concepts were found to vary directly with perceived level of parental warmth, but did not vary as a function of their parents' level of restrictiveness. Fathers and mothers were found to be rated more highly if they were perceived as being warm and permissive rather than hostile and restrictive. Finally, opposite-sex parents' level of warmth also correlated with how each parent was evaluated. Some explanations for these findings are offered.

  1. The relationship of self-concept and autonomy to oral contraceptive compliance among adolescent females.

    PubMed

    Neel, E U; Jay, S; Litt, I F

    1985-11-01

    Self-concept and autonomy are typically negotiated during adolescence, a time when many females also become sexually active. Nonuse and discontinuation of contraceptives by teenagers place them at high risk for pregnancy. The present study explores the relationship between these psychological factors and contraceptive noncompliance during adolescence. Fifty-five adolescent females beginning a contraceptive regimen were entered into the study. Compliance at four months after the initiation of an oral contraceptive was associated with scoring high on the Behavior Subscale of the Piers-Harris Self-Concept Scale and the Autonomy Scale modified from Eysenk. PMID:4055464

  2. Perceptions of self-concept and self-presentation by procrastinators: further evidence.

    PubMed

    Ferrari, Joseph R; Díaz-Morales, Juan Francisco

    2007-05-01

    Two samples of university students completed self-report measures of chronic procrastination and either self-concept variables (Sample 1, n = 233) or self-presentational styles (Sample 2, n = 210). Results indicated that procrastination was significantly related to a self-concept of oneself as dominated by issues related to task performance, and to self-presentation strategies that reflected a person as continually justifying and excusing task delays and being "needy" of others' approval. It seems that men and women procrastinate in order to improve their social standing by making their accomplishments seem greater than they really are.

  3. A dance between the general and the specific: implications for the self concept.

    PubMed

    Joerchel, Amrei C

    2007-12-01

    After discussing the cultural and the psychological basis of the phenomenon of homophobia, Madureira comes to the conclusion that a dance between the general and the specific is necessary for overcoming homophobia. What is the relation of such a dance and the self-concept? How the self concept may be explicated from a more dynamically constituted perspective is discussed. The relation of homophobia as a boundary phenomenon and Boesch's conception of the familiar and unfamiliar then leads to the conclusion of the person situated in a sphere, as co-inhabitants of other persons as well as the media they employ.

  4. Lateral Load Testing of the Advanced Stirling Convertor (ASC-E2) Heater Head

    NASA Technical Reports Server (NTRS)

    Cornell, Peggy A.; Krause, David L.; Davis, Glen; Robbie, Malcolm G.; Gubics, David A.

    2010-01-01

    Free-piston Stirling convertors are fundamental to the development of NASA s next generation of radioisotope power system, the Advanced Stirling Radioisotope Generator (ASRG). The ASRG will use General Purpose Heat Source (GPHS) modules as the energy source and Advanced Stirling Convertors (ASCs) to convert heat into electrical energy, and is being developed by Lockheed Martin under contract to the Department of Energy. Achieving flight status mandates that the ASCs satisfy design as well as flight requirements to ensure reliable operation during launch. To meet these launch requirements, GRC performed a series of quasi-static mechanical tests simulating the pressure, thermal, and external loading conditions that will be experienced by an ASC E2 heater head assembly. These mechanical tests were collectively referred to as lateral load tests since a primary external load lateral to the heater head longitudinal axis was applied in combination with the other loading conditions. The heater head was subjected to the operational pressure, axial mounting force, thermal conditions, and axial and lateral launch vehicle acceleration loadings. To permit reliable prediction of the heater head s structural performance, GRC completed Finite Element Analysis (FEA) computer modeling for the stress, strain, and deformation that will result during launch. The heater head lateral load test directly supported evaluation of the analysis and validation of the design to meet launch requirements. This paper provides an overview of each element within the test and presents assessment of the modeling as well as experimental results of this task.

  5. Test Hardware Design for Flightlike Operation of Advanced Stirling Convertors (ASC-E3)

    NASA Technical Reports Server (NTRS)

    Oriti, Salvatore M.

    2012-01-01

    NASA Glenn Research Center (GRC) has been supporting development of the Advanced Stirling Radioisotope Generator (ASRG) since 2006. A key element of the ASRG project is providing life, reliability, and performance testing of the Advanced Stirling Convertor (ASC). For this purpose, the Thermal Energy Conversion branch at GRC has been conducting extended operation of a multitude of free-piston Stirling convertors. The goal of this effort is to generate long-term performance data (tens of thousands of hours) simultaneously on multiple units to build a life and reliability database. The test hardware for operation of these convertors was designed to permit in-air investigative testing, such as performance mapping over a range of environmental conditions. With this, there was no requirement to accurately emulate the flight hardware. For the upcoming ASC-E3 units, the decision has been made to assemble the convertors into a flight-like configuration. This means the convertors will be arranged in the dual-opposed configuration in a housing that represents the fit, form, and thermal function of the ASRG. The goal of this effort is to enable system level tests that could not be performed with the traditional test hardware at GRC. This offers the opportunity to perform these system-level tests much earlier in the ASRG flight development, as they would normally not be performed until fabrication of the qualification unit. This paper discusses the requirements, process, and results of this flight-like hardware design activity.

  6. Vocational Self-Concepts--A Stratified U.S. Sample, Grades 7-13.

    ERIC Educational Resources Information Center

    Harrington, Thomas F.; O'Shea, Arthur

    This study, conducted in the Fall of 1981, furnishes statistical data on the vocational self concepts of 12,575 students in grades 7-13. The sample was drawn from all United States regions, controlled for school district size and socioeconomic status, matching the census and Department of Education and National Center for Education Statistics…

  7. Self-concept in fairness and rule establishment during a competitive game: a computational approach.

    PubMed

    Lee, Sang Ho; Kim, Sung-Phil; Cho, Yang Seok

    2015-01-01

    People consider fairness as well as their own interest when making decisions in economic games. The present study proposes a model that encompasses the self-concept determined by one's own kindness as a factor of fairness. To observe behavioral patterns that reflect self-concept and fairness, a chicken game experiment was conducted. Behavioral data demonstrates four distinct patterns; "switching," "mutual rush," "mutual avoidance," and "unfair" patterns. Model estimation of chicken game data shows that a model with self-concept predicts those behaviors better than previous models of fairness, suggesting that self-concept indeed affects human behavior in competitive economic games. Moreover, a non-stationary parameter analysis revealed the process of reaching consensus between the players in a game. When the models were fitted to a continuous time window, the parameters of the players in a pair with "switching" and "mutual avoidance" patterns became similar as the game proceeded, suggesting that the players gradually formed a shared rule during the game. In contrast, the difference of parameters between the players in the "unfair" and "mutual rush" patterns did not become stable. The outcomes of the present study showed that people are likely to change their strategy until they reach a mutually beneficial status.

  8. An Empirical Study of Gender Difference in the Relationship between Self-Concept and Mathematics Achievement

    ERIC Educational Resources Information Center

    Wang, Jianjun

    2005-01-01

    In the western literature, mathematics achievement and its related student self-concept are important education outcomes reciprocally linked and mutually reinforcing. The reciprocal relation model is examined in this study to assess its generalization in a cross-cultural setting. Hong Kong is the site of choice because of its exposure to…

  9. Art Counseling in an Educational Setting: Self Concept Change Among Pre-Adolescent Boys.

    ERIC Educational Resources Information Center

    White, Kinnard; Allen, Richard

    This study was designed to test the hypotheses that (1) pre-adolescent boys show greater growth in positive self-concept when subjected to an art counseling program than when they receive a traditional non-directive counseling program having the same goal; and (2) this difference will continue to exist on into adolescence. Thirty boys who had just…

  10. 100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.

    ERIC Educational Resources Information Center

    Canfield, Jack; Wells, Harold C.

    This handbook for teachers and parents presents 100 practical and easily applicable ways to enhance the self-concept of children in the classroom or at home. The techniques are drawn from many of the newer approaches to self-development such as gestalt therapy, psychosynthesis, guided fantasy, sensory awareness, transactional analysis, expressive…

  11. Conceptual and Methodological Considerations in Self-Concept and Participation in School Activities Reanalyzed.

    ERIC Educational Resources Information Center

    Gauthier, William J., Jr.; Yaworth, Joseph S.

    1980-01-01

    Winne and Walsh's Reanalysis (EJ 229 157) of Gauthier and Yarworth's study of self-concept and participation in high school activities (EJ 189 606) is addressed, particularly with respect to the statistical techniques used. The intentions of the original article are also clarified. (GDC)

  12. The Effects of Black Studies on the Self-Concept of Afro-American Children.

    ERIC Educational Resources Information Center

    Andrews, Pearl

    The study reported in this document was undertaken to determine the effects of Black Studies on Afro-American five-year-old preschool children, especially the changes which might occur in Afro-American pupils' self-concepts after exposure to Black Studies. In addition, this study sought to measure readiness gain in relation to improved…

  13. The Impact of Enrichment Activities upon the Self-Concept of Secondary Cooperative Office Education Students.

    ERIC Educational Resources Information Center

    Davis-Newton, Hazel C.

    A study examined the effect of a series of enrichment activities on the self-concept of 34 cooperative office education students in the East Baton Rouge School Parish (Louisiana). The students participated in an enrichment program consisting of 10 55-minute class periods of instruction in human relations and communication skills, ways of coping…

  14. Psychological Separation, Attachment Security, Vocational Self-Concept Crystallization, and Career Indecision: A Structural Equation Analysis.

    ERIC Educational Resources Information Center

    Tokar, David M.; Withrow, Jason R.; Hall, Rosalie J.; Moradi, Bonnie

    2003-01-01

    Structural equation modeling was used to test theoretically based models in which psychological separation and attachment security variables were related to career indecision and those relations were mediated through vocational self-concept crystallization. Results indicated that some components of separation and attachment security did relate to…

  15. Self-Concept of Children with Intellectual Disability in Mainstream Settings

    ERIC Educational Resources Information Center

    Huck, Sally; Kemp, Coral; Carter, Mark

    2010-01-01

    Background: Positive self-concept is an important educational outcome for individuals with disability. Method: Perceived competence and acceptance of 17 children with intellectual disability, included in mainstream classes, were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and…

  16. Self-Concept and Ego Development in Deaf Adolescents: A Comparative Study

    ERIC Educational Resources Information Center

    van Gent, Tiejo; Goedhart, Arnold W.; Knoors, Harry E. T.; Westenberg, P. Michiel; Treffers, Philip D. A.

    2012-01-01

    Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, "Manual for the self-perception profile for adolescents".…

  17. Contributions of Attachment and Self-Concept on Internalizing and Externalizing Problems among Japanese Adolescents

    ERIC Educational Resources Information Center

    Nishikawa, Saori; Hagglof, Bruno; Sundbom, Elisabet

    2010-01-01

    We examined the associations and likely pathways underlying the relationships between peer attachment style, self-concept, and Internalizing/Externalizing Problems among high school students in Japan. A total of 228 senior high school students (186 boys and 82 girls; mean age = 16.4) completed the Attachment Questionnaire for Children,…

  18. Self Concept in People with Williams Syndrome and Prader-Willi Syndrome

    ERIC Educational Resources Information Center

    Plesa-Skwerer, Daniela; Sullivan, Kate; Joffre, Kristen; Tager-Flusberg, Helen

    2004-01-01

    This study explored self concepts in matched groups of adolescents and adults with Williams syndrome (WS) and Prader-Willi syndrome (PWS), using Damon and Hart's [Self-understanding in Childhood and Adolescence, Cambridge University Press, New York, 1988] semi-structured interview. The main findings were that the WS participants were more…

  19. Effect of "Man: A Course of Study" on Urban Students' Self Concept as Learners.

    ERIC Educational Resources Information Center

    Fraser, Lowrie A.

    The purpose of this study was to measure the self-concept of students enrolled in "Man: A Course of Study" and compare those results with students enrolled in other social studies classrooms. Seven-hundred and twenty-one MACOS students and 736 non-MACOS students in Atlanta public elementary schools participated in the survey. The students were…

  20. Finding the "A-Ha" Moment: An Exploration into HE in FE Teacher Self-Concept

    ERIC Educational Resources Information Center

    Kadi-Hanifi, Karima; Keenan, John

    2016-01-01

    Five teachers of higher education (HE)-level courses working in the further education (FE) sector recalled critical moments which helped to form their self-concepts. The researchers used life history method to encourage the teachers to be open about their lives and how they formed their personal and professional selves. Three common themes were…

  1. Effects of Grade Retention on Achievement and Self-Concept in Science and Mathematics

    ERIC Educational Resources Information Center

    Ehmke, Timo; Drechsel, Barbara; Carstensen, Claus H.

    2010-01-01

    The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire…

  2. Exploring the Self-concept of Adults with Mild Learning Disabilities

    ERIC Educational Resources Information Center

    Pestana, Claudio

    2015-01-01

    This qualitative study aimed to add to the research on the self-concept of adults with mild learning disabilities and to generate a deeper understanding of their self-perceptions rather than draw generalised quantitative conclusions. Eight adults diagnosed with mild learning disabilities receiving support from a supported living project were…

  3. Science Students' Role-Specific Self-Concept: Course, Success, and Gender.

    ERIC Educational Resources Information Center

    Peterson, Ken; And Others

    1980-01-01

    Explores relationships between role-specific self-concept, as the dependent variable, and demographic data, constituting the independent variables, which included type and level of course, science letter grade from the previous semester, and gender of secondary school students (N=293) of grades 7-12. (CS)

  4. Adolescent Thinking: Self-Concept, Relationships and Punk. Unit for Child Studies. Selected Papers Number 28.

    ERIC Educational Resources Information Center

    Phillips, Shelley

    Beginning with the principle that self-concept and self-esteem are learned, this paper describes the adolescent self and its social concomitants. The depiction of adolescence emphasizes adolescents' ability to think abstractly and their knowledge of the mind's ability to process, direct, and manipulate experience. In contrast with the "radical…

  5. Field Dependency in Relation to Sex-Role Self-Concept: A New Look.

    ERIC Educational Resources Information Center

    Elderkin-Thompson, Virginia D.; And Others

    This study examined whether the personality characteristics associated with sex-role self-concept and field dependency might be related to the coping behavior used with everyday hassles by university women. Female college students (N=40) completed the Rod and Frame test, a questionnaire to define subjects' dominant coping behavior, and the short…

  6. Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability

    ERIC Educational Resources Information Center

    Rajagukguk, Waminton

    2016-01-01

    This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X[subscript 1]) and self-concept (X[subscript 2]) can contribute to the mathematical communicative ability (Y). The test instruments showed the following results: (1) simple regressive equation Y on X[subscript 1] was Y = 32.891 +…

  7. The Effects of Family Structure on Institutionalized Children's Self-Concepts.

    ERIC Educational Resources Information Center

    Hutchinson, Roger L.; And Others

    1989-01-01

    Examined effects of family structure (intact, stepparent, and single parent) on institutionalized children's (N=166) self-concepts in grades 5 through 12. Found trend for students from single-parent families to check fewer positive adjectives, although not significant difference from children from intact or stepfamilies. (Author/ABL)

  8. The Effects of Family Structure on Institutionalized Children's Self-Concepts.

    ERIC Educational Resources Information Center

    Hutchinson, Roger L.; And Others

    The number of nontraditional families, including single-parent families and stepfamilies, in America has been steadily increasing. This study was conducted to examine the effects of family structure (intact, stepparent, and single-parent) on institutionalized children's self-concepts using Parish and Taylor's Personal Attribute Inventory for…

  9. Salient Domains in the Self-Conception of Adults with Mental Retardation.

    ERIC Educational Resources Information Center

    Zetlin, Andrea G.; Turner, Jim L.

    1988-01-01

    Forty-eight mentally retarded adults completed a semi-projective sentence completion task designed to identify major categories of self-representation. Identified domains (including work, social conformity and dependency, eventfulness/boredom, and interpersonal relations) are poorly represented on widely used global self-concept measures, and the…

  10. Parenting Styles, Young Adults' Self-Concepts, and Evaluations of Parents.

    ERIC Educational Resources Information Center

    Parish, Thomas S.; McCluskey, James J.

    1993-01-01

    Research shows that parenting style may strongly influence children's and adolescents' development. The present study reexamined this association, using a sample of 123 midwestern college students enrolled in a human development class. Participants' self-concepts varied directly with the perceived level of warmth displayed by both their fathers…

  11. School Counselors Connecting the Dots between Disruptive Classroom Behavior and Youth Self-Concept

    ERIC Educational Resources Information Center

    Bidell, Markus P.; Deacon, Robert E.

    2010-01-01

    Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92)…

  12. The Developmental Association of Sexual Self-Concept with Sexual Behavior among Adolescent Women

    ERIC Educational Resources Information Center

    Hensel, Devon J.; Fortenberry, J. Dennis; O'Sullivan, Lucia F.; Orr, Donald P.

    2011-01-01

    Developing a sexual self-concept is an important developmental task of adolescence; however, little empirical evidence describes this development, nor how these changes are related to development in sexual behavior. Using longitudinal cohort data from adolescent women, we invoked latent growth curve analysis to: (1) examine reciprocal development…

  13. Sex Differences in Self-Concept and Self-Esteem for Mathematically Precocious Adolescents.

    ERIC Educational Resources Information Center

    Mills, Carol J.

    Mathematically precocious adolescents were studied in order to identify sex differences in self-concept/self-esteem which exist at a stage when intellectual differences are emerging. Subjects were 166 males and 68 females, ages 12-15 years, enrolled in a summer residential program for talented youth. Mean SATM scores for the experimental…

  14. Self-Concept and Psychological Adjustment Differences Between Self-Identified Male Transexuals and Male Homosexuals

    ERIC Educational Resources Information Center

    Roback, Howard B.; And Others

    1977-01-01

    Self-concept and adjustment data from anatomical males seeking sexual reassignment surgery were compared with that from a male homosexual group. Findings indicated that the homosexual group had a better self-image and was better adjusted than the sex change group. (Author)

  15. The Self Concept - - - Instructional Objectives, Curriculum Sequence, and Criterion Referenced Assessment.

    ERIC Educational Resources Information Center

    Bentley, Ernest L.; And Others

    A child's self-concept may be the most important determinant in his learning experience. Children have not been exposed to enough situations in which they become aware of their own feelings and to environments which encourage positive interactions with others. The purpose of this study was to develop some tools for creating environments conducive…

  16. The Effect of the Male Elementary Teacher on Children's Self-Concepts.

    ERIC Educational Resources Information Center

    Sweely, H. D.

    In order to test the often postulated theory that male elementary school students have lower self-concepts than female students because of the lack of male elementary school teachers, a group of 12-year-old students of varying socio-economic, intelligence, and achievement backgrounds was divided in half, with one half spending one school year with…

  17. Sex-Role, Self-Concept and Power in Intimate Relationships.

    ERIC Educational Resources Information Center

    Falbo, Toni; Peplau, Letitia Anne

    Research with a two-dimensional model of power strategies used in intimate relationships has found that men are more likely to report using direct bilateral strategies, while women are more likely to report using indirect, unilateral strategies. The relationships among sex-role, self-concept, and the power strategies used in intimate relationships…

  18. Physical Self-Concept and Strength Changes in College Weight Training Classes.

    ERIC Educational Resources Information Center

    Van Vorst, John G.; Buckworth, Janet; Mattern, Craig

    2002-01-01

    Examined the physical self-concept of participants in a college strength training class based on self-classification into exercise stage of change at the beginning of class. Data from the Physical Self-Description Questionnaire indicated that upper body strength and self-report of physical activity were significantly lower for participants in the…

  19. Self-Concept in Young Adults with a Learning Disability from the Jewish Community

    ERIC Educational Resources Information Center

    Bunning, Karen; Steel, Gabriela

    2007-01-01

    A small pilot study was conducted to explore the self-concept of young people with a learning disability from a Jewish community in an inner city area. Four young people participated in the project. All attended a college dedicated to the further education of people with special needs from the Jewish community. Semi-structured interviews were…

  20. Achievement Differences and Self-Concept Differences: Stronger Associations for above or below Average Students?

    ERIC Educational Resources Information Center

    Moller, Jens; Pohlmann, Britta

    2010-01-01

    Background: On the one hand, achievement indicators like grades or standardized test results are strongly associated with students' domain-specific self-concepts. On the other hand, self-evaluation processes seem to be triggered by a self-enhancing means of information processing. As a consequence, above average students have more positive…

  1. A Trend Study of Self-Concept and Mathematics Achievement in a Cross-Cultural Context

    ERIC Educational Resources Information Center

    Wang, Jianjun

    2007-01-01

    The TIMSS 1995, 1999, and 2003 data have been gathered from Hong Kong before and after its sovereignty switch from the United Kingdom to China in 1997. Built on a reciprocal relation theory from the research literature, this investigation is designed to examine models of student self-concept and mathematics achievement during the political…

  2. The Effect of Weight on Self-Concept, and Psychosocial Correlates of Physical Activity in Youths

    ERIC Educational Resources Information Center

    Welk, Gregory J.; Joens-Matre, Roxane

    2007-01-01

    Much more attention has been given to the health implications of overweight and obesity than to the psychosocial implications. In order to combat obesity effectively, it is important to understand the implications of overweight on self-concept, self-esteem, and physical activity levels. Youth obesity has been associated with negative psychosocial…

  3. Utilizing a Self-Anchoring Technique for Assessing Self-Concept.

    ERIC Educational Resources Information Center

    Kane, Terry J.

    This study of 360 multiply handicapped clients of the North Carolina State Commission for the Blind was taken from a three year project (1969-1972), and is an exploratory attempt to assess the self-concepts and adjustments in and to a self-anchoring technique. From the theoretical and methodological perspectives, the study showed the possibility…

  4. Debunking Anti-Intellectualism: An Examination of African American College Students' Intellectual Self-Concepts

    ERIC Educational Resources Information Center

    Cole, Darnell

    2011-01-01

    Framed within the debate on African American "anti-intellectualism," this study examined a longitudinal sample of 460 African American students' intellectual self-concept and college grades (GPA) through regression analyses resulting from their college experiences. The findings showed that the college environment had a modest influence on African…

  5. Teacher Resource Guide for the Development of Positive Self-Concept in Migrant Children.

    ERIC Educational Resources Information Center

    MACRO Educational Associates, Inc., Buffalo, NY.

    Without a positive self-concept and feeling of worth, little will be accomplished in the migrant child's intellectual and psychological development. Educators must recognize this fact and realize that in order for the schools to succeed for migrants, the first priority must be given to instilling in migrant children a valuation of self. This…

  6. The Internationalisation of Higher Education: Perspectives on Self-Conceptions in Teaching

    ERIC Educational Resources Information Center

    Korhonen, Vesa; Weil, Markus

    2015-01-01

    In this article, we aim to identify university teachers' experiences of their roles and practices in different internationalising higher education environments. Reflections on the university teachers' self-conceptions are examined using a specific story-writing assignment and content analysis of the stories teachers produce. The method was adapted…

  7. Parental Attitudes and the Pre-School Child's Self-Concept.

    ERIC Educational Resources Information Center

    Flynn, T. M.

    This study investigates the relationship between parents' attitudes toward their child, themselves, childrearing and their marriage, and their child's self concept. The subjects were 62 middle class preschool children (3-1/2 to 5 years old) and their parents. The instruments used in the interviews with the children and their parents were (1) the…

  8. Children's Moral Self-Concept: The Role of Aggression and Parent-Child Relationships

    ERIC Educational Resources Information Center

    Sengsavang, Sonia; Krettenauer, Tobias

    2015-01-01

    This study examined the role of aggressiveness and parenting in the development of children's moral self-concept. Participants were 198 elementary school children and their parents (M = 8.65 years, SD = 2.44). Participants completed a structured moral self puppet interview and a questionnaire about their relationship to parents. Parents completed…

  9. EBCE and Self-Concepts--Some Thoughts on Self-Regard and Career Development.

    ERIC Educational Resources Information Center

    Henderson, Harold L.; Shively, Joe E.

    A study examined the degree to which experienced-based career education (EBCE) participation enhances students' self-concept. The following three instruments were administered to 265 high school juniors and seniors at five sites (Ames, Iowa; Bremen and Brunswick Georgia; and Syracuse and Ithaca, New York): (1) a student questionnaire designed to…

  10. A Study of Self-Concept of Cambodian Children in Two Richmond Public Schools.

    ERIC Educational Resources Information Center

    Chiu, Catania; And Others

    This study investigates the self-concept of 37 Cambodian children who have recently resettled in Richmond (Virginia) after experiencing war, turmoil, and refugee camp life in Southeast Asia. The study group consisted of 19 Cambodian males and 17 Cambodian females, whose ages ranged from 5 to 14 years. About 17 percent of the respondents were in…

  11. Preschool Self-Concept in Head Start and Non-Head Start Children.

    ERIC Educational Resources Information Center

    Davis, Pamela E.

    As part of an empirical search for a practical self-concept scale that can be used with preschool children, the Self-Description Questionnaire (SDQ-I) was administered to a pilot group of kindergarten students in a rural Tennessee town. The study replicated the use of the SDQ-I with kindergarten children in Australia, which had demonstrated…

  12. Physical Self-Concept in Adolescence: Generalizability of a Multidimensional, Hierarchical Model Across Gender and Grade

    ERIC Educational Resources Information Center

    Hagger, Martin S.; Biddle, Stuart J. H.; John Wang, C. K.

    2005-01-01

    This study tests the generalizability of the factor pattern, structural parameters, and latent mean structure of a multidimensional, hierarchical model of physical self-concept in adolescents across gender and grade. A children's version of the Physical Self-Perception Profile (C-PSPP) was administered to seventh-, eighth- and ninth-grade high…

  13. Self-Concept, Social Position and Social Participation of Pupils with SEN in Mainstream Primary Schools

    ERIC Educational Resources Information Center

    Avramidis, Elias

    2013-01-01

    Drawing on a recent research project, this paper questions the literature's dominant representation of children with special educational needs (SEN) as holding negative perceptions of themselves and being socially isolated. The study examined dimensions of pupils' self-concept and their social position in their class network. Contrary to…

  14. The doormat effect: when forgiving erodes self-respect and self-concept clarity.

    PubMed

    Luchies, Laura B; Finkel, Eli J; McNulty, James K; Kumashiro, Madoka

    2010-05-01

    We build on principles from interdependence theory and evolutionary psychology to propose that forgiving bolsters one's self-respect and self-concept clarity if the perpetrator has acted in a manner that signals that the victim will be safe and valued in a continued relationship with the perpetrator but that forgiving diminishes one's self-respect and self-concept clarity if the perpetrator has not. Study 1 employed a longitudinal design to demonstrate that the association of marital forgiveness with trajectories of self-respect over the first 5 years of marriage depends on the spouse's dispositional tendency to indicate that the partner will be safe and valued (i.e., agreeableness). Studies 2 and 3 employed experimental procedures to demonstrate that the effects of forgiveness on self-respect and self-concept clarity depend on the perpetrator's event-specific indication that the victim will be safe and valued (i.e., amends). Study 4 employed a longitudinal design to demonstrate that the association of forgiveness with subsequent self-respect and self-concept clarity similarly depends on the extent to which the perpetrator has made amends. These studies reveal that, under some circumstances, forgiveness negatively impacts the self.

  15. Self-Conception and Life Satisfaction: Integrating Aged Subculture and Activity Theory.

    ERIC Educational Resources Information Center

    McClelland, Kent A.

    1982-01-01

    Integrates the traditional activity theory explanation of adjustment to aging with the aged subculture theory advanced by Rose. A path model to data from two subsamples of older adults. Self-conception is shown to be an important intervening variable between social activity and life satisfaction. (Author)

  16. Self-Concept and Response Variability as Predictors of Leadership Effectiveness in Cooperative Extension.

    ERIC Educational Resources Information Center

    Dvorak, Charles F.

    The research aimed at determining the extent to which two variables, self-concept and response variability, are related to one of the principal components of Fiedler's Contingency Model of leadership, the Esteem for the Least Preferred Coworker (LPC) instrument. Sixty extension workers in the Expanded Food and Nutrition Education Program in New…

  17. The Effects of Within Class Reading Grouping on the Self-Concept of Third Grade Children.

    ERIC Educational Resources Information Center

    Wonsiewicz, Ann Elizabeth

    The relationship between within-class reading grouping and self-concept was investigated in a sample of 257 third-grade children in 12 classes that employed within-class grouping. Pupils were tested at the beginning and end of the school year, using the Piers-Harris Test, a semantic differential, and an inventory containing four items about…

  18. Visual Impairment and Its Effect on the Development of the Self-Concept.

    ERIC Educational Resources Information Center

    Gish, R. Brian

    This doctoral dissertation compares the self-concept of people with visual impairments with that of normally sighted individuals in 14 studies from various geographical regions in the United States. Discussion of methodological issues examines first, definitions regarding the self (self-image, self-perception, self-evaluation, self-esteem,…

  19. The self-concept and conjugal loss: evidence for structural change.

    PubMed

    Montpetit, Mignon A; Bergeman, C S; Bisconti, Toni L

    2010-08-01

    The self-concept is often considered to be a personal resource that individuals may use to cope with life stressors, but little is known about how this entity might itself change in response to profound stress. The present study examines structural change in self-concept following conjugal loss in later life. Analyses were conducted on data collected from 57 widows every 4 months over the first 2 years post-loss. The first objective was to explore the adequacy of an operational definition of the self-concept as a latent construct lying at the confluence of self-esteem, perceived environmental mastery, and optimism. Because confirmatory factor analysis (CFA) supported this theoretically based conceptualization, the second objective of the study was to model stability and change in the structure of the self-concept over the 2-year study period. Results suggested that there is both stability and change in the self-system during the adjustment to major life stress.

  20. Adaptive Change in Self-Concept and Well-Being during Conjugal Loss in Later Life

    ERIC Educational Resources Information Center

    Montpetit, Mignon A.; Bergeman, C. S.; Bisconti, Toni L.; Rausch, Joseph R.

    2006-01-01

    The present study examines the association between the self-concept and adaptation to conjugal loss; the primary aim was to explore whether those individuals high in self-esteem, environmental mastery, and optimism have more adaptive resources with which to ameliorate the detrimental sequelae of bereavement. Analyses were conducted on data…

  1. Playing Violent Video and Computer Games and Adolescent Self-Concept.

    ERIC Educational Resources Information Center

    Funk, Jeanne B.; Buchman, Debra D.

    1996-01-01

    Documents current adolescent electronic game-playing habits, exploring associations among preference for violent games, frequency and location of play, and self-concept. Identifies marked gender differences in game-playing habits and in scores on a self-perception profile. Finds that for girls, more time playing video or computer games is…

  2. Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept

    ERIC Educational Resources Information Center

    Cole, Darnell

    2007-01-01

    The purpose of this longitudinal, multi-institution study was to examine through multilevel analyses the influence of: (1) interracial interactions on student-faculty interactions; and (2) interracial interactions and student-faculty interactions on intellectual self-concept. Social participation and involvement theory, as they are constructed…

  3. The Role of RAN and Reading Rate in Predicting Reading Self-Concept

    ERIC Educational Resources Information Center

    Kasperski, Ronen; Shany, Michal; Katzir, Tami

    2016-01-01

    Social identity theory states that a person's self-concept is created from comparison with others (Walsh & Gordon, 2008). In the case of reading, oral reading is a salient feature young children have to compare themselves on to their classroom peer group. The current study was set to explore the ability of oral reading tasks such as rapid…

  4. The CAF Physical Self-Concept Questionnaire in a Sample of Chilean Students

    ERIC Educational Resources Information Center

    Martinez, Leandro Navas; Llorca, Jose Antonio Soriano; Tello, Francisco Pablo Holgado

    2013-01-01

    Introduction: The aim of this study was to verify whether the six-dimension structure of the Physical Self-Concept Questionnaire is maintained with Chilean students, and to assess its psychometric qualities in this population. Method: One thousand seven hundred sixty-seven students took part in this research, from Central and South Chile; 45.8%…

  5. Forms of Self-Concept in Gifted High School Students Enrolled in Heterogeneous Classes

    ERIC Educational Resources Information Center

    Villatte, Aude; Hugon, Mandarine; de Leonardis, Myriam

    2011-01-01

    Prior research has been devoted to understanding how to facilitate the integration of gifted young people (Intelligence Quotient, greater than or equal to 130) into classroom settings. This study investigated a typology of self-concept in gifted French high school students. Eighty-four participants, between the ages of 13 and 18 (mean age, 15.5;…

  6. Effects of Sexist Language on the Status and Self-Concept of Women.

    ERIC Educational Resources Information Center

    Tarnove, Elizabeth J.

    The effects of sexist language on the status and self-concept of women is investigated in this paper, with particular emphasis on media sexism. The paper first examines the origin and effects of some of the most common ways in which language is used to reinforce existing sex stereotypes. The paper then discusses: (1) ways to weed out of daily…

  7. Self-Concept of Children with Cerebral Palsy Compared with that of Children without Impairment

    ERIC Educational Resources Information Center

    Shields, Nora; Loy, Yijun; Murdoch, Alison; Taylor, Nicholas F.; Dodd, Karen J

    2007-01-01

    This study examined whether the self-concept of children with cerebral palsy (CP) differed from that of children without impairment. Forty-seven children (24 males, 23 females; mean age 11y 8mo [SD 2y 6mo]) with spastic diplegia or hemiplegia were matched with children without impairment. The level of disability of the children with CP was…

  8. Effects of Test Format, Self Concept and Anxiety on Item Response Changing Behaviour

    ERIC Educational Resources Information Center

    Afolabi, E. R. I.

    2007-01-01

    The study examined the effects of item format, self-concept and anxiety on response changing behaviour. Four hundred undergraduate students who offered a counseling psychology course in a Nigerian university participated in the study. Students' answers in multiple--choice and true--false formats of an achievement test were observed for response…

  9. Age and Gender Differences in the Relation between Self-Concept Facets and Self-Esteem

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Hasselhorn, Marcus

    2014-01-01

    This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in…

  10. Developing Effective Classroom Management Strategies for Enhancing Self-Concept of Intermediate Alternative Education Students.

    ERIC Educational Resources Information Center

    Benony, Myrtle L.

    A practicum was designed to improve the self-concepts of intermediate grade students and reduce behavior problems in their class. The practicum was implemented for 10 weeks in an alternative education class of 14 low socioeconomic status students with moderate learning and behavior problems. The three strategies employed were: (1) daily peer group…

  11. ESSO--Self-Concept and Basic Reading in a Secondary School Program.

    ERIC Educational Resources Information Center

    Theofield, Mary B.

    The English/Social Studies Opportunity (ESSO) Program is a program designed for students with learning problems at Paint Branch High School in Burtonsville, Maryland. The program blends remedial reading and special education into a secondary school program which attempts to build reading and study skills, to effect positive self-concept, and to…

  12. Self-Concept, Disposition, and Resilience of Poststroke Filipino Elderly with Residual Paralysis

    ERIC Educational Resources Information Center

    de Guzman, Allan B.; Tan, Eleanor Lourdes C.; Tan, Ernestine Faye S.; Tan, Justin Ryan L.; Tan, Mervyn C.; Tanciano, Daris Mae M.; Lee Say, Matthew L. Tang

    2012-01-01

    The interplay among self-concept, disposition, and resilience mirrors how the condition affects the emotional status of poststroke Filipino elderly with residual paralysis. Despite healthcare professionals' understanding of these clients' physical conditions, little is known regarding these clients' emotional health status related to stroke.…

  13. Selected Self-Concept Variables as Indicators of Career Maturity Attitudes.

    ERIC Educational Resources Information Center

    Housley, Warren F.; Hickson, Joyce F.

    1978-01-01

    The present study examines the relationships among self-concept variables and career maturity attitudes. Variability, self-criticism, and commitment were important predictors of career maturity. In addition, self-criticism and age X commitment were significant, as well as level of self-esteem, as important personality correlates of career…

  14. Why Multicollinearity Matters: A Reexamination of Relations Between Self-Efficacy, Self-Concept, and Achievement

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Dowson, Martin; Pietsch, James; Walker, Richard

    2004-01-01

    Multicollinearity is a well-known general problem, but it also seriously threatens valid interpretations in structural equation models. Illustrating this problem, J. Pietsch, R. Walker, and E. Chapman (2003) found paths leading to achievement were apparently much larger for self-efficacy (.55) than self-concept (-.05), suggesting--erroneously, as…

  15. Deafness, Teacher-of-the-Deaf Support and Self-Concept in Australian Deaf Students

    ERIC Educational Resources Information Center

    Remine, Maria D.; Care, Esther; Grbic, Melissa

    2009-01-01

    This study examines whether self-concept scores of deaf students vary according to age at diagnosis of deafness, the degree of deafness and the number of visits students receive from a teacher of the deaf. Thirty-seven deaf students between the ages of 12 and 18 attending inclusive educational settings in Western Australia participated in the…

  16. Warning: This Television Advertisement May Be Hazardous to Your Self-Concept.

    ERIC Educational Resources Information Center

    Bedore, Joan M.

    A study which reviewed the research literature analyzed the relationship between television advertisements and the lowering of the self concept. Although television advertising has a relatively short history, today a person can hardly escape from it. Advertisements are specifically targeted to age-related and demographic groups. By focusing on…

  17. Deception in Testing: An Investigation of the Tennessee Self Concept Scale.

    ERIC Educational Resources Information Center

    Garrison, Wayne M.; Stanwyck, Douglas J.

    The susceptibility to faking on the Tennessee Self Concept Scale was examined among college students. Additionally, groups of respondents, instructed to respond in a "random" fashion to pre-determined numbers of items in the TSCS, were subjected to a plausibility analysis of their test response vectors using the Rasch measurement model.…

  18. Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment

    ERIC Educational Resources Information Center

    Jackson-Kersey, Rachel; Spray, Christopher

    2013-01-01

    The aim of this study was to assess the reliability and validity of the Amotivation Inventory in Physical Education (AI-PE). In addition, the study sought to identify the relationships between students' amotivation, physical self-concept, and teacher ratings of National Curriculum attainment levels in PE. Students ("N" = 510) from a…

  19. The Relationship of Self-Concept, Objective Appearance and Profile Self-Perception.

    ERIC Educational Resources Information Center

    Korabik, Karen; Pitt, Edward J.

    Two hundred seven parents of patients at the St. Louis University Orthodontic Clinic chose ideal male and female profiles from groups of five profile drawings ranging from severely retregnathic to severely prognathic. In addition, they completed a self concept questionnaire (Bills Index of Adjustment) and picked from the profile drawings of the…

  20. Cool Girls, Inc. and Self-Concept: The Role of Social Capital

    ERIC Educational Resources Information Center

    Thomason, Jessica D.; Kuperminc, Gabriel

    2014-01-01

    Social capital was examined as a mediator of the association between youth development program participation and gains in self-concept in a sample of 86 primarily African American female adolescents in the Cool Girls, program, and 89 comparisons. Two dimensions of social capital (the diversity of girls' social networks and the number of life…