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

Academic self-handicapping: the role of self-concept clarity and students' learning strategies.

PubMed

Thomas, Cathy R; Gadbois, Shannon A

2007-03-01

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. This study examined students' self-esteem and self-concept clarity as well as their tendencies to employ deep- or surface-learning approaches and self-regulate while learning in relation to their self-handicapping tendencies and exam performance. Participants were 161 male and female Canadian, first-year university students. Participants completed a series of questionnaires that measured their self-esteem, self-concept clarity, approaches to learning, self-regulation and reflections on performance prior to and following their exam. Self-handicapping was negatively correlated with self-concept clarity, deep learning, self-regulated learning and exam grades, and positively correlated with surface learning and test anxiety. Regression analyses showed that self-concept clarity, self-regulation, surface-learning and test anxiety scores predicted self-handicapping scores. Self-concept clarity, test anxiety scores, academic self-efficacy and self-regulation were predictors of mid-term exam grades. This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored.

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for "Causes" of Self-Concept.

ERIC Educational Resources Information Center

West, Charles K.; And Others

1980-01-01

Research on relationships between self-concept and school achievement and between self-concept of academic ability and school achievement is reviewed. Demographic research is also examined regarding differences relating to sex, socio-economic status, ethnicity, race, birth order, and age. (Author/MLW)

Increasing Self Concept: An Educational Perspective.

ERIC Educational Resources Information Center

Fuller, Mary Lou

1984-01-01

This monograph is designed to help educators develop a better understanding of children's self-concept, the effects of children's self-concept on their school experience, and ways educators can have a positive effect on self-concept. The first section defines self-concept and presents two case studies; the second discusses factors influencing the…

Increasing Educational Achievement via Self Concept Change.

ERIC Educational Resources Information Center

Scheirer, Mary Ann; Kraut, Robert E.

1979-01-01

Literature linking self-concept and achievement, and evaluation research on educational programs to improve self-concept are analyzed in terms of several self-concept theories. Evidence for a causal connection between self-concept and achievement is negative. Researchers have failed to explore other theoretical approaches to educational change.…

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.…

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.

You Can't See the Real Me: Attachment Avoidance, Self-Verification, and Self-Concept Clarity.

PubMed

Emery, Lydia F; Gardner, Wendi L; Carswell, Kathleen L; Finkel, Eli J

2018-03-01

Attachment shapes people's experiences in their close relationships and their self-views. Although attachment avoidance and anxiety both undermine relationships, past research has primarily emphasized detrimental effects of anxiety on the self-concept. However, as partners can help people maintain stable self-views, avoidant individuals' negative views of others might place them at risk for self-concept confusion. We hypothesized that avoidance would predict lower self-concept clarity and that less self-verification from partners would mediate this association. Attachment avoidance was associated with lower self-concept clarity (Studies 1-5), an effect that was mediated by low self-verification (Studies 2-3). The association between avoidance and self-verification was mediated by less self-disclosure and less trust in partner feedback (Study 4). Longitudinally, avoidance predicted changes in self-verification, which in turn predicted changes in self-concept clarity (Study 5). Thus, avoidant individuals' reluctance to trust or become too close to others may result in hidden costs to the self-concept.

Self-concepts of exercise in frail older adults with heart failure: a literature review.

PubMed

Xie, Boqin; Arslanian-Engoren, Cynthia

2015-01-01

The co-occurrence of frailty and heart failure (HF) in older adults (65 years or older) can adversely affect the ability to engage in self-care management behaviors, which may alter self-concepts and decrease quality of life. Little is known about how frailty and HF influence older adults' self-concepts or how these self-concepts affect exercise behaviors. Therefore, the aims of this literature review were to identify the self-concepts of older frail adults with HF and to identify how these self-concepts affect their exercise behaviors. Guided by the schema model of self-concept, publications before April 2013 that examined the impact of the self-concepts of older adults with HF and/or frailty on exercise behavior were reviewed. As a result, 6 articles were included. Three of the 6 articles focused on frailty, and 3 of the 6 articles focused on HF. However, no study was found that specifically examined the self-concepts of frail older adults with HF. The self-concepts of older adults with HF and/or frailty are multifaceted and include both cognitive resources (facilitating exercise) and cognitive liabilities (hindering exercise). Studies are needed to determine how the co-occurrence of frailty and HF impact self-concepts and exercise behaviors in older adults.

Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and SDQ-1 self-concept tests.

PubMed

Hay, I; Ashman, A; van Kraayenoord, C E

1997-09-01

The formation and measurement of self-concept were the foci of this research. The study aimed to investigate the influence of achievement on academic self-concept and to compare the Perception of Ability Scale for Students (PASS, Boersma & Chapman, 1992) with the Self-Description Questionnaire-1 (SDQ-1, Marsh, 1988). The participants were 479 grade 5 (mean age 126.6 months) coeducational Australian students, located in 18 schools. An intra-class research design was used to investigate the influence of frame-of-reference on self-concept development. As students' academic scores rose above their class mean their self-concepts increased and as students' academic scores fell below their class mean their self-concepts decreased. Students' difference from class mean predicted their self-concept scores. This finding was consistently shown across the reading, spelling, and mathematics domains using test and teaching rating data. A comparison between the PASS and the SDQ-1 demonstrated concurrent validity across self-concept domains. The findings support the notions that the social environment is a significant agent that influences self-concept, and that teacher ratings and standardised tests of achievement and the PASS and the SDQ-1 are valid measures for self-concept research.

Perceived somatotype as related to self-concept in Nigerian adolescent high school students.

PubMed

Olu, S S

1991-12-01

Some 288 Nigerian high school male adolescents in two different age brackets were administered the perceived somatotype scale and the Tennessee self-concept scale to determine the trend of self-concept ratings among subjects differentiated according to perceived somatotype-self, ideal and self-ideal discrepancy. Series of one-way ANOVA revealed significant differences in global self-concept among the perceived somatotype-self (PSS), the perceived somatotype-ideal (PSI) and perceived somatotype discrepancy (PSD) groups. Univariate analyses showed that the PSS groups differ significantly in all dimensions of self-concept except moral-ethical dimension. The PSI groups differed significantly on all self-concept dimensions except the behavioural and the moral-ethical self subscales. This study, which also revealed that perceived-ideal somatotype and self-ideal somatotype discrepancy differentiated markedly among measures of self-concept, is consistent with those obtained from other parts of the world.

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…

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

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…

Self-concept, self-esteem and psychopathological symptoms.

PubMed

Garaigordobil, Maite; Pérez, José Ignacio; Mozaz, María

2008-02-01

This study has two objectives: 1) to analyse the characteristics of self-concept, self-esteem and psychopathological symptoms in accordance with age and gender in a representative sample from the Basque Country; and 2) to explore the relationships of self-concept and self-esteem with psychopathological symptoms. The sample is made up of 1,579 participants, aged 12 to 65, of whom 732 are males (46.4%) and 847 are females (53.6%). The study uses a descriptive and correlational methodology. For the measurement of psychopathological symptoms, self-concept and self-esteem, three assessment instruments are applied. The ANOVAs indicated significant differences associated with age in self-concept, self-esteem, and quantity of psychopathological symptoms. As regards gender, no significant differences were found for self-concept and self-esteem, but there were differences in psychopathological symptoms, with females scoring higher in various disorders (somatization, interpersonal sensitivity, depression, anxiety, phobic anxiety, and total quantity of symptoms). The results of the correlational analyses confirmed significant inverse relationships between self-concept/self-esteem and psychopathological symptoms. The discussion considers the potential role of intervention programmes that promote self-concept and self-esteem in the prevention of psychopathological problems.

Adolescent self-concept and health into adulthood.

PubMed

Park, Jungwee

2003-01-01

This article examines factors associated with adolescent self-concept and the impact of adolescent self-concept on psychological and physical health and health behaviour in young adulthood. The data are from the household cross-sectional (1994/95) and longitudinal (1994/95 to 2000/01) components of Statistics Canada's National Population Health Survey. Scores on self-concept indicators in 1994/95 were compared between the sexes and age groups (12 to 15 versus 16 to 19). Multivariate analyses were used to examine cross-sectional and longitudinal associations between adolescent self-concept and depression, self-perceived health, physical activity and obesity, controlling for other possible confounders. Self-concept tends to be low among girls compared with boys. Cross-sectionally, adolescent self-concept was associated with household income and emotional support. For girls and for young adolescents, a weak self-concept in 1994/95 was related to the incidence of depression over the next six years; it was also predictive of physical inactivity among boys, and obesity among both sexes. A strong self-concept had a positive long-term effect on girls' self-perceived health.

The association between global self-esteem, physical self-concept and actual vs ideal body size rating in Chinese primary school children.

PubMed

Lau, P W C; Lee, A; Ransdell, L; Yu, C W; Sung, R Y T

2004-02-01

To investigate whether the discrepancy between actual and ideal body size rating is related to Chinese children's global self-esteem and global physical self-concept. A cross-sectional study of school children who completed questionnaires related to global self-esteem, global physical self-concept, and actual vs ideal body size. A total of 386 Chinese children (44% girls and 56% boys) aged 7-13 y from a primary school in Hong Kong, China. Global self-esteem and physical self-concept were measured using the physical self-descriptive questionnaire. Actual vs ideal body size discrepancy was established using the silhouette matching task. No significant relationship was found between global self-esteem and actual-ideal body size discrepancy of children. Global physical self-concept had a moderate negative correlation (r=-0.12) with the body size discrepancy score and the discrepancy score explained very limited variance (R(2)=0.015; F(1, 296)=4.51; P<0.05) in global physical self-concept. Three body size discrepancy groups (none, positive, and negative) were examined to see if there were any significant differences in global self-esteem, global physical self-concept, and specific dimensions of physical self-concept. A significant overall difference was found between groups for global physical self-concept (F=3.73, P<0.05) and the physical self-concept subscales of physical activity (F=3.25, P<0.05), body fat (F=61.26, P<0.001), and strength (F=5.26, P<0.01). Boys scored significantly higher than girls on global physical self-concept-especially in the sport competence, strength, and endurance subscales. This study revealed that the actual-ideal body size discrepancy rating of Chinese children was not predictive of global physical self-concept and global self-esteem. These findings are contrary to those reported in Western children, which may mean that culture plays a role in the formation of body attitude.

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…

Measurement of Academic Self-Concept in College Students.

ERIC Educational Resources Information Center

Reynolds, William M.; And Others

Academic self-concept has been viewed by numerous investigators as an important facet of general self-concept. The Academic Self-Concept Scale (ASCS) was developed as a measure of academic self-concept in college students. The initial item pool consisted of 59 items worded to conform to a four-pont Likert-type response format. On the basis of…

Reconceptualization of African American Self-Concept.

ERIC Educational Resources Information Center

Braithwaite, Harold, Jr.; And Others

1994-01-01

Focuses on how African American students define self-concept, and whether there is a specific black self-concept. Questionnaires completed by 60 undergraduates at a historically black college provide insight into student self-esteem and support the existence of a specific black self-concept. (SLD)

Self-concept mediate the relationship between childhood maltreatment and abstinence motivation as well as self-efficacy among drug addicts.

PubMed

Lu, Feng-Ying; Wen, Si; Deng, Gang; Tang, Yung-Lung

2017-05-01

Childhood maltreatment is widely accepted as a risk factor for drug addiction from adolescence to adulthood. However, the influence of childhood maltreatment on drug treatment related variables, such as drug abstinence motivation and self-concept, as well as self-efficacy, remains unclear. This study aims at exploring whether self-concept mediates the relationship between childhood maltreatment and abstinence motivation, as well as self-efficacy, among drug addicts. This study involves 816 (550 males, 226 females, mean age=34.59, range=16-58 years) drug addicts from compulsory detoxification units. Participants completed questionnaires, including the childhood trauma questionnaire 28 - item short form (CTQ - SF), Tennessee self-concept scale (TSCS), general self-efficacy scale (GSES), and drug abstinence motivation questionnaire (DAMQ). The structural equation model (SEM) analysis, including total and specific forms of maltreatment scores, showed that childhood maltreatment was negatively associated with self-concept, self-efficacy, and abstinence motivation. Self-concept was positively associated with self-efficacy and abstinence motivation. Conversely, significant association between self-efficacy and abstinence motivation did not exist. An indirect analysis showed that self-concept mediated the relationship between childhood maltreatment and self-efficacy. Critically, self-concept arbitrated the relationship between childhood maltreatment and abstinence motivation. The indirect effect of self-concept between childhood maltreatment and abstinence motivation still existed when the total scores of maltreatment were replaced by the scores of specific forms of maltreatment. These results demonstrated that self-concept is a critical factor in understanding the relationship between childhood maltreatment and abstinence motivation, as well as self-efficacy, among drug addicts. Improving the sense of self-worth may be an effective intervention therapy among drug addicts with childhood maltreatment history. Copyright © 2017 Elsevier Ltd. All rights reserved.

A biopsychosocial investigation of changes in self-concept on the Head Injury Semantic Differential Scale.

PubMed

Reddy, Avneel; Ownsworth, Tamara; King, Joshua; Shields, Cassandra

2017-12-01

This study aimed to investigate the influence of the "good-old-days" bias, neuropsychological functioning and cued recall of life events on self-concept change. Forty seven adults with TBI (70% male, 1-5 years post-injury) and 47 matched controls rated their past and present self-concept on the Head Injury Semantic Differential Scale (HISD) III. TBI participants also completed a battery of neuropsychological tests. The matched control group of 47 were from a sample of 78 uninjured participants who were randomised to complete either the Social Readjustment Rating Scale-Revised (cued recall) or HISD (non-cued recall) first. Consistent with the good-old-days bias, participants with TBI rated their pre-injury self-concept as more positive than their present self-concept and the present self-concept of controls (p < .05). More positive pre-injury self-concept ratings were related to lower estimated premorbid IQ and poorer verbal fluency and delayed memory (p < .05). For uninjured participants, cued recall, life events and event appraisals each accounted for unique variance in self-concept change (p < .01) after controlling for negative affect. The cued recall group rated their past self-concept as significantly more negative than the non-cued group (p < .01). Overall, the good-old-days bias, neuropsychological functioning and cued recall influenced reports of self-concept change by affecting retrospective ratings of past self-concept. Further research is needed to investigate the impact of contextual cues on self-concept change after TBI.

"I Think of Myself as a Talented Writer:" Understanding Fifth and Sixth Grade Students' Self-Concepts in Writing

ERIC Educational Resources Information Center

Hamilton, Bonita

2011-01-01

Students' academic self-concepts have a reciprocal relationship with their academic performance, so high academic self-concepts are desirable. Yet, academic self-concepts typically decline during the late elementary and early middle school years. Little is known about how students' academic self-concepts are influenced to change. Fifth and sixth…

An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years

ERIC Educational Resources Information Center

Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi; Dicke, Theresa

2018-01-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of…

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…

Sociometric types and academic self-concept in adolescents.

PubMed

Inglés, Cándido J; Aparisi, David; Delgado, Beatriz; Torregrosa, María S; García-Fernández, José M

2017-11-01

The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and academic self-concept in a sample of 1,349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. the students’ sociometric nomination was performed using the Programa Socio (Partner Program), and academic self-concept was measured with the Self Description Questionnaire (SDQ-II; Marsh, 1992). results show that academic self-concept was a significant predictor of sociometric types and behavioral categories, as students with high scores on academic self-concept were more likely to be positively rated by their peers (popular, leaders, collaborators and good students) than students with low scores on student academic self-concept. these results reinforce the emphasis on academic self-concept research and its relevance to educational practice.

Self-Concept: An Operational Model for Educators.

ERIC Educational Resources Information Center

Obiakor, Festus

This document begins by discussing the important role self-concept plays in a student's academic achievement, social adjustment, and physical capability. A perceptual notion of self-concept is defined as awareness through senses. An operational notion of self-concept is defined as self-descriptive behaviors. Literature is reviewed which defines…

A Study of the Relationship between Self Concept and Adjustment of Secondary School Teachers of Aurangabad City

ERIC Educational Resources Information Center

Khan, Suhail Ahmed

2010-01-01

The self-concept is the sum of all your thoughts, feelings and belief about yourself. The self-concept may be positive or negative. This paper focuses on self-concepts of Secondary School Teachers and its relationship with their adjustment. The research was carried out in Aurangabad, Maharashtra on a sample of 50 teachers. Self-concept of teachers…

Brief Report: Investigating Relations between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

ERIC Educational Resources Information Center

McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie

2018-01-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…

Exploring the self-concepts of persons with intellectual disabilities.

PubMed

Li, Eria Ping-Ying; Tam, Alan Sing-Fai; Man, David Wai-Kwong

2006-03-01

This study explores the self-concepts of Hong Kong Chinese with intellectual disabilities. Face-to-face and individual interviews were conducted in Cantonese, using the Chinese version of the Adult Source of Self-Esteem Inventory (ASSEI) together with three open-ended questions to explore the participants' self-conceptions in different life domains. An opportunity sample of 135 young adults with intellectual disabilities was interviewed. The findings showed that the family self, the social self and achievement in school and work were the self-concept attributes most important to the participants. The participants of this study had a higher total self-concept than that of a comparison group of people without disabilities when the participants used the in-group social comparison to maintain positive self-perception. The importance of partnership with family, self-concept enhancement strategies and quality employment service are discussed in order to facilitate people with intellectual disabilities to develop more positive self-concepts and thus achieve better community integration.

Self-concept of children with cerebral palsy measured using the population-specific myTREEHOUSE Self-Concept Assessment.

PubMed

Cheong, Sau Kuan; Lang, Cathryne P; Johnston, Leanne M

2018-02-01

Self-concept is an individual's perception of him/herself. Research into the self-concept of children with cerebral palsy (CP) has been sparse due to the lack of a population-specific self-concept instrument. Using the new myTREEHOUSE Self-Concept Assessment, this study investigated the self-concept of children with CP in relation to age, gender, motor, communication and cognitive function. Children with CP aged 8-12 years (n = 50; 29 males; mean 10 years 2 months; GMFCS-E&R I = 36, II = 8, III = 5, IV = 1) completed myTREEHOUSE and a standardised intelligence measure. Most children reported positive self-concept from all three myTREEHOUSE Performance Perspectives and over half (60%) fell within the Low range for the Personal Concern Score. Self-concept was not associated with age, gender, motor function, or communication function. However, for cognitive function, associations were observed for Social Skills (Below Average > Average cognitive function; Cohen's d = 1.07) and Learning Skills (Above Average > Average cognitive function; Cohen's d = 0.95) domains when rated from a Personal Performance Perspective. As the first study of the self-concept of children with CP using a CP-specific assessment, this study offers important insights into what children with CP think about themselves. Generally, the self-concept of children with CP was sound. Future research on environmental facilitators and barriers to robust self-concept development is recommended. Copyright © 2017 Elsevier Ltd. All rights reserved.

Self-Concept and Self-Esteem in Elementary School Children.

ERIC Educational Resources Information Center

Burnett, Paul C.

1994-01-01

Examined relationships among self-concept, self-esteem, self-description, self-evaluation, and global beliefs and feelings about oneself. Findings from 957 students in grades 3 through 7 suggest that self-concept is comprised of both descriptive and evaluative beliefs that children hold about certain characteristics, whereas self-esteem can be…

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.

How do nurses in palliative care perceive the concept of self-image?

PubMed

Jeppsson, Margareth; Thomé, Bibbi

2015-09-01

Nursing research indicates that serious illness and impending death influence the individual's self-image. Few studies define what self-image means. Thus it seems to be urgent to explore how nurses in palliative care perceive the concept of self-image, to get a deeper insight into the concept's applicability in palliative care. To explore how nurses in palliative care perceive the concept of self-image. Qualitative descriptive design. In-depth interviews with 17 nurses in palliative care were analysed using phenomenography. The study gained ethical approval. The concept of self-image was perceived as both a familiar and an unfamiliar concept. Four categories of description with a gradually increasing complexity were distinguished: Identity, Self-assessment, Social function and Self-knowledge. They represent the collective understanding of the concept and are illustrated in a 'self-image map'. The identity-category emerged as the most comprehensive one and includes the understanding of 'Who I am' in a multidimensional way. The collective understanding of the concept of self-image include multi-dimensional aspects which not always were evident for the individual nurse. Thus, the concept of self-image needs to be more verbalised and reflected on if nurses are to be comfortable with it and adopt it in their caring context. The 'self-image map' can be used in this reflection to expand the understanding of the concept. If the multi-dimensional aspects of the concept self-image could be explored there are improved possibilities to make identity-promoting strategies visible and support person-centred care. © 2014 Nordic College of Caring Science.

Behavioral self-concept as predictor of teen drinking behaviors.

PubMed

Dudovitz, Rebecca N; Li, Ning; Chung, Paul J

2013-01-01

Adolescence is a critical developmental period for self-concept (role identity). Cross-sectional studies link self-concept's behavioral conduct domain (whether teens perceive themselves as delinquent) with adolescent substance use. If self-concept actually drives substance use, then it may be an important target for intervention. In this study, we used longitudinal data from 1 school year to examine whether behavioral self-concept predicts teen drinking behaviors or vice versa. A total of 291 students from a large, predominantly Latino public high school completed a confidential computerized survey in the fall and spring of their 9th grade year. Survey measures included the frequency of alcohol use, binge drinking and at-school alcohol use in the previous 30 days; and the Harter Self-Perception Profile for Adolescents behavioral conduct subscale. Multiple regressions were performed to test whether fall self-concept predicted the frequency and type of spring drinking behavior, and whether the frequency and type of fall drinking predicted spring self-concept. Fall behavioral self-concept predicted both the frequency and type of spring drinking. Students with low versus high fall self-concept had a predicted probability of 31% versus 20% for any drinking, 20% versus 8% for binge drinking and 14% versus 4% for at-school drinking in the spring. However, neither the frequency nor the type of fall drinking significantly predicted spring self-concept. Low behavioral self-concept may precede or perhaps even drive adolescent drinking. If these results are confirmed, then prevention efforts might be enhanced by targeting high-risk teens for interventions that help develop a healthy behavioral self-concept. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

The Impact of Traumatic Brain Injury on Self-Identity: A Systematic Review of the Evidence for Self-Concept Changes.

PubMed

Beadle, Elizabeth Jane; Ownsworth, Tamara; Fleming, Jennifer; Shum, David

2016-01-01

This review systematically appraised the evidence for changes to self-identity after traumatic brain injury (TBI) in adults and investigated associations between self-concept changes and neurocognitive and psychosocial functioning. Systematic searches of 4 databases (PsycINFO, PubMed, CINAHL, and Cochrane Systematic Review Database) were undertaken from January 1983 to July 2014. Empirical studies were included if they used a quantitative measure of pre-/postinjury changes in self-concept after TBI or compared levels of self-concept between TBI and control participants. Fifteen studies met the review criteria and, despite methodological differences, provided mostly evidence of negative changes to self-concept. However, stability in self-concept and positive changes to sense of self were also reported in some studies. Furthermore, levels of self-esteem and personality characteristics did not significantly differ between participants with TBI and orthopedic/trauma controls. Negative self-concept changes were associated with emotional distress in 3 studies. People with TBI most commonly experience negative changes in self-identity; however, such changes are also reported after other traumatic events or injuries. Greater consistency in measurement of self-identity change and use of longitudinal designs is recommended to improve understanding of factors contributing to self-concept changes after TBI and to guide clinical interventions.

Role Breadth Self-Efficacy and Foci of Proactive Behavior: Moderating Role of Collective, Relational, and Individual Self-Concept.

PubMed

Hwang, Pin-Chyuan; Han, Ming-Chuan; Chiu, Su-Fen

2015-01-01

This study aims to identify the interactive effect of role breadth self-efficacy (RBSE) and the three levels of self-concept (collective, relational, and individual) in predicting of different foci of proactive behaviors. Results from 259 matched responses from an airline company in Taiwan showed that RBSE had a positive effect on (1) pro-organizational proactive behavior among those with higher collective self-concept, (2) pro-supervisor proactive behavior among those with higher relational self-concept, and (3) pro-self proactive behavior among those with higher individual self-concept. Our findings provide insights into the moderating role of different levels of self-concept on RBSE-proactive behavior process in terms of specific targets or beneficiaries. Further implications for organizational research and practice are discussed.

Comparison of the effects of auditory subliminal stimulation and rational-emotive therapy, separately and combined, on self-concept.

PubMed

Möller, A T; Kotzé, H F; Sieberhagen, K J

1993-02-01

The present study investigated the effects on self-concept of Rational-Emotive Therapy and auditory subliminal stimulation (separately and in combination) on 141 undergraduate students with self-concept problems. They were randomly assigned to one of four groups receiving either Rational-Emotive Therapy, subliminal stimulation, both, or a placebo treatment. Rational-Emotive Therapy significantly improved scores on all the dependent measures (cognition, self-concept, self-esteem, anxiety), except for behavior. Results for the subliminal stimulation group were similar to those of the placebo treatment except for a significant self-concept improvement and a decline in self-concept related irrational cognitions. The combined treatment yielded results similar to those of Rational-Emotive Therapy, with tentative indications of continued improvement in irrational cognitions and self-concept from posttest to follow-up.

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.

[Aerobic capacity, weight status and self-concept in schoolchildren].

PubMed

Gálvez Casas, Arancha; Rodríguez García, Pedro Luis; Rosa Guillamón, Andrés; García-Cantó, Eliseo; Pérez Soto, Juan José; Tárraga López, Pedro; Tárraga Marcos, Loreto

2016-01-01

To analyze the relationship between self-concept, aerobic capacity and weight status in schoolchildren. Relational descriptive design in which was assessed the weight status and aerobic capacity of 256 schoolchildren among 8-11 years. Aerobic capacity (low vs high) and the body mass index (normal-weight vs overweight-obesity) were categorized using standard criteria. The self-concept was assessed through the Piers Harris self-concept scale for children. Schoolchildren with normal-weight and high fitness level showed better levels of conductual self-concept (P=.030), physical (P<.001), lack of anxiety (P=.048), and global self-concept (P=.002). The schoolchildren with normal-weight show higher levels of conductual self-concpt (P=.016), intellectual (P=.050), physical (P<.001), life satisfaction (P=.036), and global self-concept (P=.001). The schoolchildren with a higher fitness level showed better conductual self-concept (P=.024), physical (P=.004), lack of anxiety (P=.011), social (P=.024), and global (P=.003). The results of the study strengthen the importance to transmit to the educative community the knowledge of the relationship between the variables analyzed aiming to improve the schoolchildren self-concept. Copyright © 2015 Sociedad Española de Arteriosclerosis. Published by Elsevier España. All rights reserved.

[Interparental conflict and mental health in children and adolescents: the mediating effect of self-concept].

PubMed

Gao, Meng; Li, Yu-Chen; Zhang, Wei

2017-04-01

To examine the mediating effect of self-concept between interparental conflict and mental health in children and adolescents. A total of 689 students (10-18 years) were surveyed using the convenient sampling method, and their mental health, self-concept, and interparental conflict were examined by the general status questionnaire, Strengths and Difficulties Questionnaire, Self-Description Questionnaire, and Children's Perception of Interparental Conflict Scale. Structural equation modeling (SEM) and simultaneous analysis of several groups were used to construct the mediator model and analyze the data, respectively. The Bootstrap method was used to assess the significance of the mediating effects. Interparental conflict was positively correlated with mental health of children and adolescents (P<0.05), but was negatively correlated with self-concept (P<0.01). Self-concept was negatively correlated with mental health (P<0.01). Self-concept had a partial (60%) mediating effect between interparental conflict and mental health. Academic stage, but not gender, had a regulatory role on interparental conflict, mental health, and self-concept. Self-concept plays an important role between interparental conflict and mental health. It is necessary to improve self-concept level in children and adolescents exposed to interparental conflict.

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

PubMed Central

Hanks, Camille E.; McGuire, Joseph F.; Lewin, Adam B.; Storch, Eric A.

2015-01-01

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. PMID:25791488

Developmental Trajectories of Personal and Collective Self-Concept among American Indian Adolescents

ERIC Educational Resources Information Center

Whitesell, Nancy Rumbaugh; Mitchell, Christina M.; Kaufman, Carol E.; Spicer, Paul

2006-01-01

Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural…

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…

Illness self-concept in Type 1 diabetes: a cross-sectional view on clinical, demographic, and psychosocial correlates.

PubMed

Luyckx, Koen; Rassart, Jessica; Weets, Ilse

2015-01-01

The present study assessed the centrality of one's illness self-concept, or the degree to which chronic illness intrudes upon one's self, in a sample of 478 18-35-year-old patients with Type 1 diabetes. Confirmatory factor analysis indicated that illness self-concept centrality was a one-dimensional construct, despite the fact that three constituting components (i.e. pervasiveness, directionality, and illness self-consciousness) have been forwarded. Further, important demographic and clinical correlates of illness self-concept were identified: women, unemployed individuals, individuals with a lower educational level, and patients with an insulin pump had a more central illness self-concept. Finally, a series of correlation and regression analyses indicated that, despite the fact that illness self-concept centrality was negatively related to emotional stability, self-esteem, and diabetes integration, and positively to perceived consequences of diabetes, illness self-concept had unique predictive value over and above these variables for problem areas in diabetes and depressive symptoms. Implications and suggestions for future research are outlined.

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.

Symptoms and beyond: Self-concept among sexually assaulted women.

PubMed

Keshet, Hadar; Gilboa-Schechtman, Eva

2017-09-01

The unique characteristics of sexual assault (SA)-a toxic mix of an interpersonal harm, a violent exploitation of one's body, and a transformation of an act of connectedness into an act of submission-are postulated to negatively affect the self-concept. We sought to deepen the understanding of self-concept impairments among sexually assaulted women with varying levels of posttraumatic distress. To this end, we compared women with a main trauma of SA to women with a main trauma of motor-vehicle accident (MVA) and to nontraumatized (NT) women on several self-concept aspects. Our main hypotheses were (a) sexually assaulted women without PTSD exhibit impaired self-concept as compared with NT women and (b) SA is related to greater self-concept impairments as compared with MVA, even when posttraumatic distress is statistically controlled. Women (N = 235: NT = 69, MVA = 87, SA = 79) completed a web-based survey including measures designed to assess the global and domain-specific contents and structure of the self-concept as well as background and clinical questionnaires. Sexually assaulted women without PTSD reported impaired self-concept as compared with NT women. Furthermore, SA was related to greater self-concept impairments as compared with MVA, even when considering participants' levels of posttraumatic distress. SA is related to unique self-concept impairments that extend beyond symptoms, emphasizing the need to assess and address self-concept impairments in sexually assaulted women. The importance of adopting a multifaceted conceptualization of the self to gain a deeper understanding of the aftermath of trauma is highlighted. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Self-Concept Clarity and Online Self-Presentation in Adolescents.

PubMed

Fullwood, Chris; James, Billie May; Chen-Wilson, Chao-Hwa Josephine

2016-12-01

The Internet may be conceptualized as a social laboratory, providing freedom to experiment with different presentations of self. Adolescence is an important time in the development of self-concept; however, little is known about how clarity of self-concept relates to online behavior. The principal aim of this study was to test the hypothesis that self-concept clarity would be associated with adolescents' inclination to experiment with online self-presentation. One hundred forty-eight participants aged 13-18 completed the Self-Concept Clarity Scale, the Facebook Intensity Scale, and the Presentation of Online Self Scale (POSS). Adolescents possessing a less stable sense of self reported experimenting with online self-presentation more regularly, presenting an idealized version of self and a preference for presenting themselves online. Adolescents with a more stable self-concept reported presenting an online self which was more consistent with their offline self-presentation. Younger adolescents were more likely to present an inconsistent self, whereas older adolescents presented themselves more consistently across different communication contexts. Finally, adolescents who spent more time on Facebook and had fewer Facebook friends were more likely to present multiple versions of self while online. The implications of these findings will be discussed in terms of the development of self-concept during adolescence and the potential for the online world to facilitate flexible identity construction and self-presentation.

Beyond Self-Esteem: Some Neglected Aspects of the Self-Concept.

ERIC Educational Resources Information Center

Rosenberg, Morris

The purpose of this paper is to call attention to certain important aspects of self-concept which have been largely neglected in behavioral science research literature. Self-concept is defined as the totality of the individual's thoughts and feelings with reference to himself as an object. Three broad areas of self-concept are discussed. The first…

Validity and Reliability of the DeMoulin Self-Concept Developmental Scale for Turkish Preschoolers

ERIC Educational Resources Information Center

Turasli, Nalan Kuru

2014-01-01

Problem Statement: "Self-concept" is a primary issue of emotional and social development. Though the most important stage in the formation of self-concept is childhood, measuring the development of the self in the preschool period is quite difficult, for the tools used to measure children's self-concept either require the child's knowing…

Brief Report: Performing on the Stage, the Field, or Both? Australian Adolescent Extracurricular Activity Participation and Self-Concept

ERIC Educational Resources Information Center

Blomfield, Corey J.; Barber, Bonnie L.

2009-01-01

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.…

General self-concept and life satisfaction for boys with differing levels of physical coordination: the role of goal orientations and leisure participation.

PubMed

Poulsen, Anne A; Ziviani, Jenny M; Cuskelly, Monica

2006-12-01

Participation in leisure-time activities, self-concept perceptions and individual dispositional goal orientations were examined as mediators of relationships between physical coordination and self-evaluations of life satisfaction and general self-concept for 173 boys aged 10-13 years. Participants completed seven-day activity diaries and 12-month retrospective recall questionnaires recording participation in leisure-time activities. Self-report measures of self-concept, global life satisfaction and dispositional goal orientations were also completed. Results showed that boys with moderate to severe physical coordination difficulties had significantly lower self-concept perceptions of physical ability and appearance, peer and parent relations and general self-concept, as well as lower life satisfaction than boys with medium to high levels of physical coordination. The relationships between boys' physical coordination and their self-perceptions of life satisfaction and general self-concept were significantly influenced by individual self-concept appraisals of physical ability and appearance, peer and parent relations. Adopting task-oriented goals was found to positively change the relationship between physical coordination and both general self-concept and life satisfaction. Team sport participation positively mediated the relationship between physical coordination and life satisfaction. The potential for team sport participation and adoption of task-oriented goals to influence life satisfaction for boys with differing levels of physical coordination was discussed.

A study of the relationship between parental bonding, self-concept and eating disturbances in Norwegian and American college populations.

PubMed

Perry, Judith A; Silvera, David H; Neilands, Torsten B; Rosenvinge, Jan H; Hanssen, Tina

2008-01-01

This study investigated the relationship between bonding patterns and self-concept, and the influence of these constructs on a measure of sub-clinical eating disturbances. Undergraduate students from the United States (N=166) and Norway (N=233) were given self-report questionnaires that included measures of parental bonding, locus of control, self-concept clarity, self-esteem, and disturbed cognitions associated with eating. A structural equation model showed the expected pattern, with bonding predicting self-concept and self-concept predicting eating disturbances. The model fit equally well for samples from both countries and for both genders. This model links the pattern of low care and overprotective parental bonding indicators mediated through a self-concept defined by a lack of self-understanding, low self-esteem, and external locus of control to increased risk of eating disturbances for college aged men and women.

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.

PubMed

McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie

2018-05-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

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

Factors relating to professional self-concept among nurse managers.

PubMed

Kantek, Filiz; Şimşek, Belkıs

2017-12-01

To investigate the self-concept in nurse managers in Turkey and the effects of certain variables on professional self-concept. Professional self-concept plays a significant role in improving certain professional behaviours. Nursing managers have the potential to influence other members of the profession with their attitudes and behaviours. The study was designed as a cross-sectional descriptive study. This study was conducted with 159 nurse managers in nine different hospitals. The study data were collected with a Personal Information Form and Professional Self-concept Nursing Inventory, and the data analysis was accomplished with descriptive statistics, Cronbach's alpha coefficients and Chi-squared Automatic Interaction Detector analyses. The professional self-concept score of nurse managers was 3·33 (SD = 0·308). Professional competence subdimension had the highest scores, while professional satisfaction subdimension had the lowest. The types of hospital were found to be influential on professional self-concept. The types of hospital were reported to influence the professional self-concept of nurses. Nursing managers are visionaries who can potentially influence nursing practices and decisions. Nursing leaders must monitor and administer strategies to improve their professional self-concept. © 2017 John Wiley & Sons Ltd.

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

Self-esteem, general and sexual self-concepts in blind people.

PubMed

Salehi, Mehrdad; Azarbayejani, Abas; Shafiei, Katayoun; Ziaei, Tayebe; Shayegh, Bahar

2015-10-01

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. 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. 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). Self-esteem and self-concept had significant correlation with sexual anxiety and sexual fear; and negative correlation with sexual self-efficacy and sexual-esteem.

Effects of a Prenatal Care Intervention on the Self-Concept and Self-Efficacy of Adolescent Mothers

PubMed Central

Ford, Kathleen; Hoyer, Paulette; Weglicki, Linda; Kershaw, Trace; Schram, Cheryl; Jacobson, Mary

2001-01-01

The objective of this study was to examine changes in self-concept and self-efficacy during the childbearing year among adolescent mothers (defined as young mothers up to age 20) who were involved in a behavioral intervention. Subjects included a sample of 282 urban, pregnant adolescents (94% African American, 4% white, 2% other). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. A scale to measure the self-efficacy of the adolescent mother during the childbearing year was developed and evaluated. Questionnaires were administered during intake for prenatal care and in the postpartum period. In the larger study, the intervention was a peer-centered, mastery modeling intervention designed to increase self-efficacy, improve self-concept, and improve long- and short-term perinatal outcomes. The results in this portion of the data showed that self-concept increased significantly for young women in the experimental group but did not change significantly for young women in the control group. Changes were noted in the TSCS for overall self-concept as well as for several subscores, including identity, self-satisfaction, behavior, the personal self, the family self, and the social self. However, differences between groups did not reach significance once age, parity, site, and time were accounted for, except on TSCS subscales of identity and personal self. Between intake for prenatal care and postpartum, self-efficacy changed significantly for both the experimental and the control groups. Both groups increased in self-efficacy for labor and delivery and decreased in self-efficacy for infant care. In this group of mostly African American teens, peer support and small group care demonstrated positive effects on self-concept. Professional and peer interactions were equally associated in intervention and nonintervention groups with regard to self-efficacy. PMID:17273249

Effects of Aging Stereotype Threat on Working Self-Concepts: An Event-Related Potentials Approach

PubMed Central

Zhang, Baoshan; Lin, Yao; Gao, Qianyun; Zawisza, Magdalena; Kang, Qian; Chen, Xuhai

2017-01-01

Although the influence of stereotype threat (ST) on working self-concepts has been highlighted in recent years, its neural underpinnings are unclear. Notably, the aging ST, which largely influences older adults’ cognitive ability, mental and physical health, did not receive much attention. In order to investigate these issues, electroencephalogram (EEG) data were obtained from older adults during a modified Stroop task using neutral words, positive and negative self-concept words in aging ST vs. neutral control conditions. Results showed longer reaction times (RTs) for identifying colors of words under the aging ST compared to the neutral condition. More importantly, the negative self-concept elicited more positive late P300 amplitudes and enhanced theta band activities compared to the positive self-concept or neutral words under the aging ST condition, whereas no difference was found between these self-concepts and neutral words in the control condition. Furthermore, the aging ST induced smaller theta band synchronization and enhanced alpha band synchronization compared to the control condition. Moreover, we also observed valence differences in self-concepts where the negative self-concept words reduced early P150/N170 complex relative to neutral words. These findings suggest that priming ST could activate negative self-concepts as current working self-concept, and that this influence occurred during a late neural time course. PMID:28747885

Social-class differences in self-concept clarity and their implications for well-being.

PubMed

Na, Jinkyung; Chan, Micaela Y; Lodi-Smith, Jennifer; Park, Denise C

2018-06-01

A consistent/stable sense of the self is more valued in middle-class contexts than working-class contexts; hence, we predicted that middle-class individuals would have higher self-concept clarity than working-class individuals. It is further expected that self-concept clarity would be more important to one's well-being among middle-class individuals than among working-class individuals. Supporting these predictions, self-concept clarity was positively associated with higher social class. Moreover, although self-concept clarity was associated with higher life satisfaction and better mental health, the association significantly attenuated among working-class individuals. In addition, self-concept clarity was not associated with physical health and its association with physical health did not interact with social class.

Early Entrance to College and Self-Concept: Comparisons across the First Semester of Enrollment

ERIC Educational Resources Information Center

Shepard, Samuel J.; Nicpon, Megan Foley; Doobay, Alissa F.

2009-01-01

This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical…

Boricua de pura cepa: Ethnic identity, cultural stress and self-concept in Puerto Rican youth.

PubMed

Zhen-Duan, Jenny; Jacquez, Farrah; Sáez-Santiago, Emily

2018-05-17

The available literature on ethnic identity among Puerto Ricans has focused on those living in the United States, with little to no attention placed on examining ethnic identity and psychological constructs among youth living in Puerto Rico. Using a colonial mentality framework, the current study examined the associations between ethnic identity, cultural stress, and self-concept among adolescent boys and girls living in Puerto Rico. The current cross-sectional study surveyed participants (N = 187) recruited from several junior high schools in the metropolitan area in Puerto Rico. Relations between ethnic identity, cultural stress, and self-concept differed by gender. First, cultural stress was associated with self-concept for boys, such that higher cultural stress predicted lower self-concept. Second, among girls, cultural stress moderated the relation between ethnic identity and self-concept. Specifically, for girls experiencing high cultural stress, exploration and resolution of their ethnic identity was associated with higher ratings of self-concept. Although cultural stress has been widely understood as a phenomena associated with immigrants, our study indicated that cultural stress is important in understanding self-concept of youth living in Puerto Rico. For boys, cultural stress, but not ethnic identity, is particularly important to their self-concept. Among girls experiencing high cultural stress, exploration and resolution of ethnic identity was associated with higher self-concept. Results suggested that the cultural stress associated with the colonial context of Puerto Rico is salient in ethnic identity and self-concept development, even though Puerto Rican youth are the ethnic majority in the island. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Academic self-concept in children with epilepsy and its relation to their quality of life.

PubMed

Brabcova, Dana; Krsek, Pavel; Kohout, Jiri; Jost, Jiri; Zarubova, Jana

2015-04-01

Academic achievement in children with epilepsy is a highly studied topic with many important implications. However, only little attention has been devoted to academic self-concept of such children and the relation of academic self-concept to their quality of life. We aimed to examine academic self-concept in children with epilepsy, to assess its relationship to academic achievement and to determine possible correlations between academic self-concept and quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the student's perception of ability scale (SPAS) questionnaire to determine their academic self-concept and the modified Czech version of the CHEQOL-25 questionnaire to determine their health-related quality of life. We found that academic self-concept in children with epilepsy was on average significantly lower than in their peers without seizures, especially with regard to general school-related abilities, reading, and spelling. On the other hand, the variance in the data obtained from the group of children with epilepsy was significantly higher than in the whole population and the proportion of individuals with very high academic self-concept seems comparable among children with and without epilepsy. Moreover, it was found that correlations between academic self-concept and academic achievement are significantly lower in children with epilepsy than in the whole population. The presented results suggest that considerable attention should be paid to the role of academic self-concept in education of children with epilepsy and to the factors influencing this self-concept in this group.

[Self-concept of school-age children: the norm in Kaohsiung].

PubMed

Chin, C C; Liu, Y Y; Ka, J K

1989-05-01

This study has two objectives: (1) to establish the norm of three graphical projective tests (Children's Social-Self Test, Children's Attitude Inventory and Children's Self-Concept Inventory), and (2) to explore the influence of sex, order of birth, social economic status of family, and leadership of class that effect self-concept of the school-age children. These subjects are selected from elementary schools in Kaohsiung, twenty-two classes are drawn out from each grade by systemic-random sampling. Then two classes are drawn out from 22 classes at random to arrange retest for reliability. The total subjects are 6207 students. From October 1987 to June 1988, six researchers are divided into three group to conduct the test. Besides establishing the norm, we find results from analysis of data as follow: 1. The reliability and validity of three graphical projective tests are good, they can be used for assessing the self-concept of school-age children. 2. The grade, sex, order of birth, social economic status of family, leadership of class all influence the self-concept of school-age children. 3. The self-concept and the grade has negative correlation. 4. The self-concept and the social economic status of family has positive correlation. 5. The girls have higher self-concept than the boys. 6. The order of first-born or second-born has higher self-concept than the others. 7. The ones who are leaders of class have higher self-concept than the others.

A longitudinal study of students' academic self-concept in a streamed setting: the Singapore context.

PubMed

Liu, W C; Wang, C K J; Parkins, E J

2005-12-01

Although several studies support the existence of a negative stream effect on lower-ability stream students' academic self-concept, there is not enough longitudinal research evidence to preclude the possibility that the stream effect may only be temporary. In addition, not much is known about the effect of streaming on changes in students' academic self-concept over time. The main aims of the study were to examine the effect of streaming on (a) the students' academic self-concept immediately after the streaming process, and at yearly intervals for 3 consecutive years, and (b) the changes in students' academic self-concept over a 3 year period. The sample comprised 495 Secondary 1 students (approximate age 13) from three government coeducational schools in Singapore. A longitudinal survey using a self-reported questionnaire. Results showed that the lower-ability stream students had a more negative academic self-concept than the higher-ability stream students immediately after streaming, but they had a more positive academic self-concept 3 years after being streamed. In addition, it was established that the students' academic self-concept declined from Secondary 1 to Secondary 3. Nonetheless, the decline was more pronounced for the higher-ability stream students than the lower-ability stream students. Streaming may have a short-term negative impact on lower-ability stream students' academic self-concept. However, in the long run, being in the lower-ability stream may not be detrimental to their academic self-concept.

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.…

Self-Concept Enhancement of Preschool Children.

ERIC Educational Resources Information Center

Landry, Richard G.; Pardew, E. Michelle

This study investigated whether a self-concept enhancement program would effect significant change in the self-concepts of 4-year-old middle class preschoolers as compared with classmates not in the program. All participating children (N=52) were pre- and posttested using the Thomas Self-Concept Values Test and the Developmental Profile. The…

Relationships between Self-Concept and Resilience Profiles in Young People with Disabilities

ERIC Educational Resources Information Center

Suriá Martínez, Raquel

2016-01-01

Introduction: The present study aims to identify different profiles in self-concept and resilience. In addition, statistically significant differences in self-concept domains among the profiles previously identified are analyzed. Method: The AF5 Self-Concept Questionnaire ("Cuestionario de Autoconcepto AF5") and the Resilience Scale were…

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…

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)

Self Concept and Nigerian Teacher-Trainees' Attitude Toward Teaching.

ERIC Educational Resources Information Center

Awanbor, David

1996-01-01

Surveys of Nigerian teacher trainees examined self-concept and attitudes toward teaching. Results established a significant relationship between self-concept and attitudes toward teaching. Most respondents scored high on the self-concept scale but did not show a positive attitude toward teaching due to poor financial benefits and low professional…

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)…

Do Self-Efficacy and Ability Self-Estimate Scores Reflect Distinct Facets of Ability Judgments?

ERIC Educational Resources Information Center

Hansen, Jo-Ida C.; Bubany, Shawn T.

2008-01-01

Vocational psychology has generated a number of concepts and assessment instruments considered to reflect ability self-concept (i.e., one's view of one's own abilities) relevant to career development. These concepts and measures often are categorized as either self efficacy beliefs or self-estimated (i.e., self-rated, self-evaluated) abilities.…

Differential Bundle Functioning Analysis of the Self-Description Questionnaire Self-Concept Scale for Kenyan Female and Male Students Using the MIMIC Model

ERIC Educational Resources Information Center

Mucherah, Winnie; Finch, W. Holmes; Keaikitse, Setlhomo

2012-01-01

Understanding adolescent self-concept is of great concern for educators, mental health professionals, and parents, as research consistently demonstrates that low self-concept is related to a number of problem behaviors and poor outcomes. Thus, accurate measurements of self-concept are key, and the validity of such measurements, including the…

Self-concept and the perception of facial appearance in children and adolescents seeking orthodontic treatment.

PubMed

Phillips, Ceib; Beal, Kimberly N Edwards

2009-01-01

To examine, in adolescents with mild to moderate malocclusion, the relationship between self-concept and demographic characteristics, a clinical assessment of malocclusion, self-perception of malocclusion, and self-perception of facial attractiveness. Fifty-nine consecutive patients ages 9 to 15 years scheduled for initial records in a graduate orthodontic clinic consented to participate. Each subject independently completed the Multidimensional Self-Concept Scale (MSCS), the Facial Image Scale, and the Index of Treatment Need-Aesthetic Component (IOTN-AC). Peer Assessment Rating (PAR) scores were obtained from the patients' diagnostic dental casts. Forward multiple-regression analysis with a backward overlook was used to analyze the effect of the demographic, clinical, and self-perception measures on each of the six self-concept (MSCS) domains. Self-perception of the dentofacial region was the only statistically significant predictor (P < .05) for the Global, Competence, Affect, Academic, and Physical domains of self-concept, while age, parental marital status, and the adolescent's self-perception of the dentofacial region were statistically significant predictors (P < .05) of Social Self-Concept. The self-perceived level of the attractiveness or "positive" feelings toward the dentofacial region is more strongly related to self-concept than the severity of the malocclusion as indicated by the PAR score or by the adolescent's perception of their malocclusion.

The Role of the Self in Smoking Initiation and Smoking Cessation: A Review and Blueprint for Research at the Intersection of Social-Cognition and Health

PubMed Central

Shadel, William G.; Cervone, Daniel

2010-01-01

The self-concept is recognized as important to both smoking initiation and cessation. However, most of extant research has viewed the self-concept as a static, monolithic construct. It has not drawn on contemporary social-cognitive theories of the self-concept, which view the self-concept as a dynamic, multi-faceted cognitive structure that regulates behavior in context. This paper discusses a contemporary social cognitive framework that can be used to understand the role of the self-concept in smoking. PMID:21765799

The Effects of Learning Disabilities on a Child's Self-Concept.

ERIC Educational Resources Information Center

Avazian, Karyn Lorraine Wood

The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then…

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.…

On the Relationship between Self-Concept and Literacy Development in the Spanish Heritage Language Context

ERIC Educational Resources Information Center

Beaudrie, Sara M.

2018-01-01

Researchers have studied academic self-concept and its relationship to academic achievement extensively, but not in the Spanish heritage language context. Using measures of reading, writing, and spelling performance, I investigate the relation between self-concept and performance and whether self-concept can predict performance scores. I obtained…

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…

The Development of the Sexual Self-Concept Inventory for Early Adolescent Girls

ERIC Educational Resources Information Center

O'Sullivan, Lucia F.; Meyer-Bahlburg, Heino F. L.; McKeague, Ian W.

2006-01-01

The Sexual Self-Concept Inventory (SSCI) was developed to assess sexual self-concept in an ethnically diverse sample of urban early adolescent girls. Three scales (Sexual Arousability, Sexual Agency, and Negative Sexual Affect) were shown to be distinct and reliable dimensions of girls' sexual self-concepts. Validity was established through…

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 lead…

Cross-cultural relationships between self-concept and body image in high school-age boys.

PubMed

Austin, J K; Champion, V L; Tzeng, O C

1989-08-01

The relationship between self-concept and body image was investigated through a secondary analysis of data from a sample of 1,200 high school male students from 30 language/culture communities (Osgood, May, & Myron, 1975). Subjects rated adjectives pertaining to self-concept and body image using 7-step semantic differential bipolar scales. Adjectives were related to the dimensions of Evaluation, Potency, and Activity. Correlation, factor analysis, and multiple regression were utilized to examine multivariate relationships among self-concept dimensions and body-image dimensions. Significant positive correlations were found between self-concept and body image. In addition, significant positive relationships were found when self-concept factors were regressed on the body-image factor (R2 = .49 to .57, p less than or equal to .001) for Activity and Potency. Results support the existence of a strong positive relationship between self-concept and body image across the 30 cultures involved. Findings have important implications for nursing in assessment and interventions with clients who have deficits in either self-concept or body image.

Evaluating the Factor Structure of "Self-Concept" in Children: A Cautionary Note

ERIC Educational Resources Information Center

Drummond, Robert J.; McIntire, Walter G.

1977-01-01

This article examines the factor structure of two measures of self-concept routinely used with elementary school children: the Coopersmith Self-Esteem Inventory and the Self-Concept and Motivation Inventory. (Author)

Academic Self-Concept, Implicit Theories of Ability, and Self-Regulation Strategies

ERIC Educational Resources Information Center

Ommundsen, Yngvar; Haugen, Richard; Lund, Thorleif

2005-01-01

The purpose of the present study is to explore how academic self-concept and implicit theories of ability are related to four self-regulation strategies--motivation/diligence, concentration, information processing, and self-handicapping. The hypothesis is that academic self-concept and an incremental theory of ability are (1) positively related to…

Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept.

PubMed

Marsh, Herbert W; O'Mara, Alison

2008-04-01

In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that self-esteem--the global component of self-concept--has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data-including self-esteem (emphasized by Baumeister et al.), academic self-concept (emphasized by Marsh & Craven), and postsecondary educational attainment-using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N=2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic self-concept had consistent reciprocal effects with both achievement and educational attainment, whereas self-esteem had almost none.

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.

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.

[Self-concept level in children with burns sequelae: A comparative study].

PubMed

Castillo C, Carmen; Santander M, Dolores; Solís F, Fresia

2015-01-01

Self-concept is the set of ideas and attitudes that a person has about him/herself. To evaluate whether there are differences in the level of self-concept in children 8-12 years old with and without burns sequelae. To identify predictive variables of self-concept in children with sequelae. A comparative cross-sectional study of self-concept in 109 children with burns sequelae, from 8 to 12 years old, with 109 children without burns sequelae, and of the same age and socioeconomic status. The Piers-Harris self-concept scale is used, which provides a general measurement of self-concept and behavioural, intellectual and school status, appearance, and physical attributes, anxiety, popularity, happiness and satisfaction dimensions. There were no significant differences in the level of general self-concept or their dimensions (P>.05). In the group with burns sequelae, the protective factor was the variable number of sequels was associated with the dimensions of anxiety, popularity, happiness-satisfaction and general self-concept. The location variable emerged as a risk factor for the behavioural dimension. The absence of differences in self-concept between children with burns sequelae and children without them is similar to that reported in the literature. The finding in the risk and protective factors encourages to further research, and perhaps incorporating pre-morbidity and family background. Copyright © 2015 Sociedad Chilena de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.

The Role of Aberrant Salience and Self-Concept Clarity in Psychotic-Like Experiences

PubMed Central

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 social-cognitive mechanisms. The current research examined the relations between psychotic-like experiences and two social-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 over-sampled 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 due to neuroticism. Additionally, aberrant salience and self-concept clarity did not interact to predict to other schizotypal personality disorder criteria, social anhedonia or trait paranoia, which suggests the interaction is specific to psychotic-like experiences. Overall, our results are consistent with several social-cognitive models of psychosis suggesting that aberrant salience and self-concept clarity might be important mechanisms in the occurrence of psychotic-like symptoms. PMID:22452775

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.

The Nurses Self-Concept Instrument (NSCI): assessment of psychometric properties for Australian domestic and international student nurses.

PubMed

Angel, Elizabeth; Craven, Rhonda; Denson, Nida

2012-07-01

Professional self-concept is a critical driver of job satisfaction. In Australia, as international nursing enrolments rise, nursing is increasingly characterised by a professional body of international nurses who may differ from domestic Australian nurses in their nursing self-concept. At present, no psychometrically sound instrument for assessing nursing self-concept for Australian domestic and international nursing students is available. The purpose of this study was to: (1) develop an instrument (the Nurses' Self-Concept Instrument (NSCI)) to measure the professional self-concept of domestic and international nursing students in Australia, and (2) test the psychometric properties of this newly developed instrument. A literature review was conducted to generate the initial dimension and item pools to measure nurses' professional self-concept (NSCI). Two stakeholders examined the content and face validity of dimensions and items. Analysis was performed on data collected from 253 undergraduate nursing students in a large public university in Sydney, Australia, and consisted of domestic (n=218) and international (n=35) nursing students. Internal reliability was assessed using Cronbach's Alpha. Confirmatory factor analysis (CFA) was used to assess the construct validity of the NSCI. The resulting NSCI consisted of 14 items across four self-concept domains: care, leadership, staff relations, and knowledge. The CFA supported the hypothesised factor structure of the self-concept model. All reliabilities were acceptable for both domestic and international students (ranging from r=.78 to .93). The NSCI was shown to be a valid and reliable tool for assessing Australian domestic and international student nurses' professional self-concept. This instrument may also enable those responsible for recruitment of students into nursing courses to assess students' professional self-concept and implement appropriate strategies to foster the growth of lifelong career development. Copyright © 2012 Elsevier Ltd. All rights reserved.

How Urban Youth Perceive Relationships Among School Environments, Social Networks, Self-Concept, and Substance Use.

PubMed

Dudovitz, Rebecca N; Perez-Aguilar, Giselle; Kim, Grace; Wong, Mitchell D; Chung, Paul J

2017-03-01

Studies suggest adolescent substance use aligns with academic and behavioral self-concept (whether teens think of themselves as good or bad students and as rule followers or rule breakers) as well as peer and adult social networks. Schools are an important context in which self-concept and social networks develop, but it remains unclear how school environments might be leveraged to promote healthy development and prevent substance use. We sought to describe how youth perceive the relationships among school environments, adolescent self-concept, social networks, and substance use. Semistructured interviews with 32 low-income minority youth (aged 17-22 years) who participated in a prior study, explored self-concept development, school environments, social networks, and substance use decisions. Recruitment was stratified by whether, during high school, they had healthy or unhealthy self-concept profiles and had engaged in or abstained from substance use. Youth described feeling labeled by peers and teachers and how these labels became incorporated into their self-concept. Teachers who made students feel noticed (eg, by learning students' names) and had high academic expectations reinforced healthy self-concepts. Academic tracking, extracurricular activities, and school norms determined potential friendship networks, grouping students either with well-behaving or misbehaving peers. Youth described peer groups, combined with their self-concept, shaping their substance use decisions. Affirming healthy aspects of their self-concept at key risk behavior decision points helped youth avoid substance use in the face of peer pressure. Youth narratives suggest school environments shape adolescent self-concept and adult and peer social networks, all of which impact substance use. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

How Urban Youth Perceive Relationships among School Environments, Social Networks, Self-Concept, and Substance Use

PubMed Central

Dudovitz, Rebecca N.; Perez-Aguilar, Giselle; Kim, Grace; Wong, Mitchell D.; Chung, Paul J.

2016-01-01

Objective Studies suggest adolescent substance use aligns with academic and behavioral self-concept (whether teens think of themselves as good or bad students and as rule followers or rule breakers) as well as peer and adult social networks. Schools are an important context in which self-concept and social networks develop, but it remains unclear how school environments might be leveraged to promote healthy development and prevent substance use. We sought to describe how youth perceive the relationships among school environments, adolescent self-concept, social networks, and substance use. Methods Semi-structured interviews with 32 low-income minority youth (ages 17-22) who participated in a prior study, explored self-concept development, school environments, social networks, and substance use decisions. Recruitment was stratified by whether, during high school, they had healthy or unhealthy self-concept profiles and had engaged in or abstained from substance use. Results Youth described feeling labeled by peers and teachers and how these labels became incorporated into their self-concept. Teachers who made students feel noticed (e.g., by learning students' names) and had high academic expectations reinforced healthy self-concepts. Academic tracking, extra-curricular activities, and school norms determined potential friendship networks, grouping students either with well-behaving or misbehaving peers. Youth described peer groups, combined with their self-concept, shaping their substance use decisions. Affirming healthy aspects of their self-concept at key risk behavior decision points helped youth avoid substance use in the face of peer pressure. Conclusions Youth narratives suggest school environments shape adolescent self-concept and adult and peer social networks, all of which impact substance use. PMID:28259338

[An evolutionary analysis of the concept of self-care].

PubMed

Mailhot, Tanya; Cossette, Sylvie; Alderson, Marie

2013-03-01

The nursing community seems to agree on the general meaning of "self-care" as a concept allowing the individual to take care of his health. Yet the terms self-care and other "self-concepts" are often used interchangeably. Since this concept is central to nursing, it appeared crucial to lead an effort to clarify and to deepen the understanding of its development within the field of nursing. The objective of this evolutionary concept analysis was to identify the state of precision or clarity of the concept in the available nursing literature. The identification of attributes, antecedents and consequences has highlighted the characteristics as it has been used by various authors and ultimately provides a basis for further research. After this analysis, it is possible to propose that the concept of self-care refers to an activity initiated, consciously and following learning, which is appropriate to the situation and focused on a goal. Furthermore, this concept is widely used in contexts of long-term illnesses and much less so in contexts of acute diseases. In conclusion, work remains to be done to better differentiate the concept of self-care from other self-concepts when used in situations where a third party is involved in the realization of self-care.

Self-concept mediates the relation between achievement and emotions in mathematics.

PubMed

Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M

2017-09-01

Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students. Participants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands. Through an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups. Results confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model. Mathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers' feedback strategies help to shape students' self-concept. © 2017 The British Psychological Society.

Self-concept in institutionalized children with disturbed attachment: The mediating role of exploratory behaviours.

PubMed

Vacaru, V S; Sterkenburg, P S; Schuengel, C

2018-05-01

Self-concept is seen as both an outcome of sociocognitive and emotional development, and a factor in social and mental health outcomes. Although the contribution of attachment experiences to self-concept has been limited to quality of primary attachment relationships, little is known of the effects of disturbed attachment on self-concept in institutionalized children. Thus, the current study examined associations between disturbed attachment behaviours in institutionalized children and self-concept, testing limited exploration as an explanatory factor. Thirty-three institutionalized children, aged 4-12, participated in a multimethod and multi-informant assessment of disturbed attachment behaviours (i.e., Disturbances of Attachment Interview and Behavioral Signs of Disturbed Attachment in Young Children), self-concept (i.e., Pictorial Scale of Perceived Competence and Social Acceptance for Young Children), and exploratory behaviours (i.e., Student Exploratory Behaviours Observation Scale). Analyses were conducted using bootstrapping techniques. Global self-concept converged with teacher-rated children's self-concept, except for physical competence domain. Disturbed attachment behaviours were identified in 62.5% of the children, and this was associated with lower levels of exploration and lower scores on self-concept, compared with children without disturbed attachment behaviours. Furthermore, exploratory behaviours mediated the effects of disturbed attachment behaviours on self-concept. Institution-reared children with disturbed attachment behaviours were likely to have a negative perception of self and one's own competences. Limited exploratory behaviours explained this linkage. Targeting disordered attachment in children reared in institutions and their caregivers should become a high priority as a means for preventing socioemotional development issues. © 2017 John Wiley & Sons Ltd.

Developing a Curriculum to Enhance Self-Concept.

ERIC Educational Resources Information Center

Helm, Estelle Bailey

1980-01-01

Good self-esteem and self-concept have a bearing on a child's performance in school. The article describes ways to recognize poor self-image in a child and suggests strategies for building self-concept. Activities listed include positive marking of papers, bibliotherapy, improvisational drama, and values clarification. (DS)

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,…

Academic Self-Concept in Black Adolescents: Do Race and Gender Stereotypes Matter?

PubMed Central

Evans, Ashley B.; Copping, Kristi; Rowley, Stephanie J.; Kurtz-Costes, Beth

2010-01-01

We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math/science and verbal self-concepts. However, only gender-based ratings (i.e. ratings of girls’ abilities for reading/writing) were related to girls’ self-concepts. These findings suggest that the influence of race stereotypes on Black adolescents’ academic self-concepts is different for girls than boys. Whereas self-relevant gender groups were associated with both Black girls’ and boys’ academic self-concept, race-based competence ratings were only relevant for the academic self-views of Black boys. PMID:21552362

Academic Self-Concept in Black Adolescents: Do Race and Gender Stereotypes Matter?

PubMed

Evans, Ashley B; Copping, Kristi; Rowley, Stephanie J; Kurtz-Costes, Beth

2011-04-01

We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math/science and verbal self-concepts. However, only gender-based ratings (i.e. ratings of girls' abilities for reading/writing) were related to girls' self-concepts. These findings suggest that the influence of race stereotypes on Black adolescents' academic self-concepts is different for girls than boys. Whereas self-relevant gender groups were associated with both Black girls' and boys' academic self-concept, race-based competence ratings were only relevant for the academic self-views of Black boys.

Relationships among sexual self-concept and sexual risk cognition toward sexual self-efficacy in adolescents: cause-and-effect model testing.

PubMed

Hsu, Hsiu-Yueh; Yu, Hsing-Yi; Lou, Jiunn-Horng; Eng, Cheng-Joo

2015-04-01

Sexual self-efficacy plays an important role in adolescents' sexual health. The aim of this study was to test a cause-and-effect model of sexual self-concept and sexual risk cognition toward sexual self-efficacy in adolescents. The study was a cross-sectional survey. Using a random sampling method, a total of 713 junior nursing students were invited to participate in the study, and 465 valid surveys were returned, resulting in a return rate of 65.2%. The data was collected using an anonymous mailed questionnaire. Structural equation modeling was used to test the relationships among sexual self-concept, sexual risk cognition, and sexual self-efficacy, as well as the mediating role of sexual risk cognition. The results revealed that the postulated model fits the data well. Sexual self-concept significantly predicted sexual risk cognition and sexual self-efficacy. Sexual risk cognition significantly predicted sexual self-efficacy and had a mediating effect on the relationship between sexual self-concept and sexual self-efficacy. Based on social cognitive theory and a structural equation model technique, this study confirmed the mediating role of sexual risk cognition in the relationship between sexual self-concept and sexual self-efficacy. Also, sexual self-concept's direct and indirect effects explaining adolescents' sexual self-efficacy were found in this study. © 2014 The Authors. Japan Journal of Nursing Science © 2014 Japan Academy of Nursing Science.

Peer Acceptance and Self-Concept of Students with Disabilities in Regular Education

ERIC Educational Resources Information Center

Pijl, Sip Jan; Frostad, Per

2010-01-01

This study addresses the relationship between the acceptance of students with disabilities by their peers and their self-concept. Research shows that level of acceptance and self-concept are moderately related. Students with disabilities not accepted by their peers in regular classrooms thus run the risk of developing low self-concept. It is…

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…

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…

Patterns of Word Reading Skill, Interest and Self-Concept of Ability

ERIC Educational Resources Information Center

Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2017-01-01

The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from…

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…

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…

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…

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),…

Change in self-concept during adolescence.

PubMed

Chiam, H K

1987-01-01

Malaysian adolescents, like their Western counterparts, undergo rapid growth and development. It is hypothesized that self-concept improves as adolescents mature and become more adjusted to the changes. This study therefore sought to ascertain whether the self-concept changes with age, not only in the global sense but in the various components of the self-concept. The Tennessee Self-Concept Scale and the Brookover Scale of Academic Ability were administered to 375 adolescent boys, ranging in age from 14.7 to 17.0 years, and to 289 adolescent girls, ranging in age from 14.4 to 17.2 years. The findings show that the self-concept of adolescent boys changes with age in the direction predicted. The trend is less obvious and less consistent for girls.

Vocational Self-Concept Crystallization as a Mediator of the Relationship between Career Self-Management and Job Decision Effectiveness

ERIC Educational Resources Information Center

Weng, Qingxiong; McElroy, James C.

2010-01-01

This article examines the influence of career self-management and vocational self-concept crystallization on job decision effectiveness and how vocational self-concept crystallization mediates the relationship between career self-management and job decision effectiveness. Six hundred and eleven Chinese employees participated in the research. Using…

Curricular Treatment of Body Image, Self-Esteem and Self-Concept in Spain

ERIC Educational Resources Information Center

Rodríguez, Antonio V.; Estévez, Manuel; Palomares, Juan

2015-01-01

Adolescence is a period of human development in which problems with the perception of body image, self-esteem and self-concept proliferate, while the child is studying for Secondary Education. This study analyses the curricular treatment given to body image, self-esteem and self-concept in different legislative elements in the region of Valencia…

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)

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.

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

Comparing Self-Concept Among Youth Currently Receiving Inpatient Versus Outpatient Mental Health Services

PubMed Central

Choi, Chris; Ferro, Mark A.

2018-01-01

Objective This study compared levels of self-concept among youth who were currently receiving inpatient versus outpatient mental health services. Method Forty-seven youth were recruited from the Child & Youth Mental Health Program at McMaster Children’s Hospital. Self-concept was measured using the Self-Perception Profile for Children and Adolescents. Results The mean age was 14.5 years and most participants were female (70.2%). ANOVAs comparing self-concept with population norms showed large significant effects (d = 0.77 to 1.93) indicating compromised self-concept among youth receiving mental health services. Regression analyses controlling for patient age, sex, family income, and diagnoses of major depressive disorder, generalized social phobia, and generalized anxiety showed that the inpatient setting was a significant predictor of lower global self-worth (β=−.26; p=.035). Conclusions Compared to outpatients, inpatients generally reported lower self-concept, but differences were significant only for global self-worth. Future research replicating this finding and assessing its clinical significance is encouraged. PMID:29375635

Comparing Self-Concept Among Youth Currently Receiving Inpatient Versus Outpatient Mental Health Services.

PubMed

Choi, Chris; Ferro, Mark A

2018-01-01

This study compared levels of self-concept among youth who were currently receiving inpatient versus outpatient mental health services. Forty-seven youth were recruited from the Child & Youth Mental Health Program at McMaster Children's Hospital. Self-concept was measured using the Self-Perception Profile for Children and Adolescents. The mean age was 14.5 years and most participants were female (70.2%). ANOVAs comparing self-concept with population norms showed large significant effects (d = 0.77 to 1.93) indicating compromised self-concept among youth receiving mental health services. Regression analyses controlling for patient age, sex, family income, and diagnoses of major depressive disorder, generalized social phobia, and generalized anxiety showed that the inpatient setting was a significant predictor of lower global self-worth (β=-.26; p=.035). Compared to outpatients, inpatients generally reported lower self-concept, but differences were significant only for global self-worth. Future research replicating this finding and assessing its clinical significance is encouraged.

Comparing Self-Concept Among Youth Currently Receiving Inpatient Versus Outpatient Mental Health Services

PubMed Central

Choi, Chris; Ferro, Mark A.

2018-01-01

Objective This study compared levels of self-concept among youth who were currently receiving inpatient versus outpatient mental health services. Method Forty-seven youth were recruited from the Child & Youth Mental Health Program at McMaster Children’s Hospital. Self-concept was measured using the Self-Perception Profile for Children and Adolescents. Results The mean age was 14.5 years and most participants were female (70.2%). ANOVAs comparing self-concept with population norms showed large significant effects (d = 0.77 to 1.93) indicating compromised self-concept among youth receiving mental health services. Regression analyses controlling for patient age, sex, family income, and diagnoses of major depressive disorder, generalized social phobia, and generalized anxiety showed that the inpatient setting was a significant predictor of lower global self-worth (β=−.26; p=.035). Conclusions Compared to outpatients, inpatients generally reported lower self-concept, but differences were significant only for global self-worth. Future research replicating this finding and assessing its clinical significance is encouraged. PMID:29399020

Systematic review of self-concept measures for primary school aged children with cerebral palsy.

PubMed

Cheong, Sau Kuan; Johnston, Leanne M

2013-10-01

This study involved a systematic review aimed to identify self-concept measures that provided published psychometrics for primary school aged children (8-12 years) with cerebral palsy (CP). Six electronic databases (PubMed, MEDLINE, CINAHL, PsycINFO, PsycARTICLES and Web of Science) were searched to identify assessments that (1) measured self-concept; (2) in children aged 8-12 years; (3) with CP; (4) with psychometrics available. The Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) checklist was used to evaluate psychometric properties and the CanChild Outcome Measure Rating Form was used to evaluate clinical utility. Search yielded 271 papers, of which five met inclusion criteria. These papers reported five measures of self-concept with psychometric properties for the target population: the Rosenberg Self-Esteem Index, Self-Description Questionnaire-I, Self-Perception Profile for Children (original) and two separate modifications of the Self-Perception Profile for Children. Currently, no self-concept measures published in English had sufficient psychometric data for children with CP. The Self-Description Questionnaire-I and the Self-Perception Profile for Children were promising options. Further research is required (a) to determine self-concept construct components important for children with CP and (b) to examine the relative strength, validity, reliability and clinical utility of self-concept measures for the target population. Copyright © 2013 Elsevier Ltd. All rights reserved.

Self-Concept and the Perception of Facial Appearance in Children and Adolescents Seeking Orthodontic Treatment

PubMed Central

Phillips, Ceib; Beal, Kimberly N. Edwards

2009-01-01

Objective To examine, in adolescents with mild to moderate malocclusion, the relationship between self-concept and demographic characteristics, a clinical assessment of malocclusion, self-perception of malocclusion, and self-perception of facial attractiveness. Methods and Materials Fifty-nine consecutive patients ages 9 to 15 years scheduled for initial records in a graduate orthodontic clinic consented to participate. Each subject independently completed the Multidimensional Self-Concept Scale (MSCS), the Facial Image Scale, and the Index of Treatment Need–Aesthetic Component (IOTN-AC). Peer Assessment Rating (PAR) scores were obtained from the patients’ diagnostic dental casts. Forward multiple-regression analysis with a backward overlook was used to analyze the effect of the demographic, clinical, and self-perception measures on each of the six self-concept (MSCS) domains. Results Self-perception of the dentofacial region was the only statistically significant predictor (P < .05) for the Global, Competence, Affect, Academic, and Physical domains of self-concept, while age, parental marital status, and the adolescent's self-perception of the dentofacial region were statistically significant predictors (P < .05) of Social Self-Concept. Conclusion The self-perceived level of the attractiveness or “positive” feelings toward the dentofacial region is more strongly related to self-concept than the severity of the malocclusion as indicated by the PAR score or by the adolescent's perception of their malocclusion. PMID:19123700

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. © 2006 Association for Psychological Science.

Assessing Self-concept as a Mediator Between Anger and Resilience in Adolescents With Cancer in Taiwan.

PubMed

Wu, Wei-Wen; Chang, Joanne T; Tsai, Shao-Yu; Liang, Shu-Yuan

Anger is considered a common method used by patients to relieve emotional frustrations. However, this emotional response is not a common research focus for adolescents with cancer. The aim of this study was to determine whether self-concept mediated the relationship between anger and resilience for adolescent patients currently being treated for cancer. A cross-sectional study of 40 adolescents with cancer was conducted. The instruments included the Chinese Beck Self-Concept Inventory, the Chinese Beck Anger Inventory, and the Chinese Resilience Scale. Mediation analysis was also conducted. The results indicate that (1) variations in anger significantly account for 6.86% of observed variations in self-concept, (2) variations in self-concept significantly account for 52.83% of observed variations in resilience, (3) variations in anger significantly account for 10.96% of observed variations in resilience, and (4) when paths in conditions 1 and 2 were controlled, variations in anger through self-concept significantly account for 54.04% of observed variations in resilience, and variations in anger did not significantly account for observed variations in resilience. Gender and age might affect anger control. Despite worse physical functioning and an impacted appearance, participants had normative-to-positive self-concept levels, suggesting that their self-concept might not be affected by cancer. Self-concept might play a mediating role between anger and resilience, thus helping to bridge this knowledge gap. The current gap in knowledge regarding the mediating relationship necessitates the implementation of a large-scale study designed to verify the mediating role of self-concept between anger and resilience.

Inter-relationship of intelligence-quotient and self-concept with dental caries amongst socially handicapped orphan children.

PubMed

Virk, Pks; Jain, R L; Pathak, A; Sharma, U; Rajput, J S

2012-01-01

India has been the focus of many health surveys among normal, physically, and mentally handicapped children. However, the data, concerning oral health conditions of socially handicapped children living in orphanages, are scanty. To study the effect of parental inadequacy, environmental deprivation, and emotional disturbances on dental caries through intelligence quotient (IQ) and self-concept in orphan children and also to co-relate dental caries with different levels of IQ and self-concept. The study was carried out amongst socially handicapped children living in orphanages. 100 children in the age group of 10-14 years from orphanages were selected. Malin's Intelligence Scale for Indian Children (MISIC) was used to assess the intelligence quotient; self-concept questionnaire to assess self-concept of the child and recording of dental caries status of children was done as per WHO Index (1997). To assess the relationship of dental caries with IQ, student's unpaired t-test was used and; to find the relationship between self-concept and dental caries, Karl-Pearson's coefficient of co-relation was applied. the children in orphanages had a lower IQ and high caries experience but had an above average self-concept. There was also no co-relation between dental caries and self-concept. Orphan children, being socially handicapped, are at an increased risk for dental caries due to a lower IQ level, parental deprivation, and institutionalization. Moreover, lack of co-relation between dental caries and self-concept could be explained by the fact that dental caries is a lifelong process whereas different dimensions of self-concept are in a state of constant flux.

Self-care Concept Analysis in Cancer Patients: An Evolutionary Concept Analysis.

PubMed

Hasanpour-Dehkordi, Ali

2016-01-01

Self-care is a frequently used concept in both the theory and the clinical practice of nursing and is considered an element of nursing theory by Orem. The aim of this paper is to identify the core attributes of the self-care concept in cancer patients. We used Rodgers' evolutionary method of concept analysis. The articles published in English language from 1980 to 2015 on nursing and non-nursing disciplines were analyzed. Finally, 85 articles, an MSc thesis, and a PhD thesis were selected, examined, and analyzed in-depth. Two experts checked the process of analysis and monitored and reviewed the articles. The analysis showed that self-care concept is determined by four attributes of education, interaction, self-control, and self-reliance. Three types of antecedents in the present study were client-related (self-efficacy, self-esteem), system-related (adequate sources, social networks, and cultural factors), and healthcare professionals-related (participation). The self-care concept has considerably evolved among patients with chronic diseases, particularly cancer, over the past 35 years, and nurses have managed to enhance their knowledge about self-care remarkably for the clients so that the nurses in healthcare teams have become highly efficient and able to assume the responsibility for self-care teams.

Self-care Concept Analysis in Cancer Patients: An Evolutionary Concept Analysis

PubMed Central

Hasanpour-Dehkordi, Ali

2016-01-01

Background: Self-care is a frequently used concept in both the theory and the clinical practice of nursing and is considered an element of nursing theory by Orem. The aim of this paper is to identify the core attributes of the self-care concept in cancer patients. Materials and Methods: We used Rodgers’ evolutionary method of concept analysis. The articles published in English language from 1980 to 2015 on nursing and non-nursing disciplines were analyzed. Finally, 85 articles, an MSc thesis, and a PhD thesis were selected, examined, and analyzed in-depth. Two experts checked the process of analysis and monitored and reviewed the articles. Results: The analysis showed that self-care concept is determined by four attributes of education, interaction, self-control, and self-reliance. Three types of antecedents in the present study were client-related (self-efficacy, self-esteem), system-related (adequate sources, social networks, and cultural factors), and healthcare professionals-related (participation). Conclusion: The self-care concept has considerably evolved among patients with chronic diseases, particularly cancer, over the past 35 years, and nurses have managed to enhance their knowledge about self-care remarkably for the clients so that the nurses in healthcare teams have become highly efficient and able to assume the responsibility for self-care teams. PMID:27803559

Self-concept and gender effects in Korean adolescents with epilepsy.

PubMed

Lee, Sang-Ahm; Choi, Eun-Ju; Kwon, Soonhak; Eom, Soyong

2016-08-01

We aimed to determine whether adolescents with epilepsy (AWE) have a compromised self-concept, whether a lower self-concept is related to mental health, and whether there are sex differences in self-concept in AWE. A total of 179 AWE and 259 control adolescents without epilepsy participated in this cross-sectional, multicenter study. Self-concept was measured using the Harter's Self-Perception Profile for Children. Depressive symptoms and anxiety were assessed by the Hospital Anxiety Depression Scale (HADS). A group-by-sex interaction was evaluated using an analysis of covariance controlling for age. Adolescents with epilepsy had a lower level of self-concept, especially in domains of behavioral conduct (partial eta(2): 0.257) and social acceptance (partial eta(2): 0.116), than controls (p<0.05). The level of self-concept did not differ by sex in the group with epilepsy. A group-by-sex interaction effect was found on social acceptance (p=0.042). Unlike the control group, age was not correlated with self-concept in AWE. Physical appearance was negatively correlated with HADS-anxiety scores (r=-0.291, p<0.01) but only in girls with epilepsy. Epilepsy duration was correlated with social acceptance in boys (r=0.211, p<0.05) and physical appearance in girls (r=-0.249, p<0.05). Adolescents with epilepsy had a lower level of self-concept, especially in the domains of behavioral conduct and social acceptance, than controls. Sex differences in self-concept were identified in the control group but not in the group with epilepsy. Physical appearance was negatively correlated with anxiety in girls with epilepsy. Copyright © 2016 Elsevier Inc. All rights reserved.

The Self-Concept of Students in Remediation in a Rural Community College in Mississippi

ERIC Educational Resources Information Center

Wicks, Corky Fitzgerald

2017-01-01

Identifying students who may require additional assistance and coaching based on their self-concept score will also allow community colleges to provide additional support services for those students. If there is a difference in self-concept among students in a Mississippi community college, leaders might be able to use self-concept as a way of…

Sex Differences in Self-Concept and Symptoms of Depression during the Transition to College.

ERIC Educational Resources Information Center

Alfeld-Liro, Corinne; Sigelman, Carol K.

1998-01-01

In an investigation of sex differences in adaptation to college, real and ideal self-concept and symptoms of depression were studied longitudinally in 287 students at orientation and after their first semester. No sex differences in self-concept were found before college, but males' real self-concept became more positive over the transition. (SLD)

Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use

PubMed Central

Dudovitz, Rebecca N.; Chung, Paul J.; Wong, Mitchell D.

2017-01-01

Background Poor academic (eg, “I am a bad student”) and behavioral (eg, “I am a troublemaker”) self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral self-concepts. Methods We analyzed cross-sectional surveys of 929 9th-12th grade low-income minority adolescents in Los Angeles assessing self-concept, social networks, and 30-day use of alcohol, marijuana and other drugs. We performed generalized estimating equations, accounting for clustering at the school level and controlling for family and peer influences and contextual factors. We also tested whether self-concept-mediated associations between relationships with teachers or coaches and 30-day substance use. Results More perceived teacher support was associated with lower odds of marijuana and other drug use and better academic and behavioral self-concepts. Behavioral self-concept mediated the associations between teacher support and substance use. Conclusions By facilitating relationships with adults and improving teachers' capacity to build supportive environments, schools may positively shape how adolescents see themselves, which might help reduce adolescent substance use. PMID:27917487

Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use.

PubMed

Dudovitz, Rebecca N; Chung, Paul J; Wong, Mitchell D

2017-01-01

Poor academic (eg, "I am a bad student") and behavioral (eg, "I am a troublemaker") self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral self-concepts. We analyzed cross-sectional surveys of 929 9th-12th grade low-income minority adolescents in Los Angeles assessing self-concept, social networks, and 30-day use of alcohol, marijuana and other drugs. We performed generalized estimating equations, accounting for clustering at the school level and controlling for family and peer influences and contextual factors. We also tested whether self-concept-mediated associations between relationships with teachers or coaches and 30-day substance use. More perceived teacher support was associated with lower odds of marijuana and other drug use and better academic and behavioral self-concepts. Behavioral self-concept mediated the associations between teacher support and substance use. By facilitating relationships with adults and improving teachers' capacity to build supportive environments, schools may positively shape how adolescents see themselves, which might help reduce adolescent substance use. © 2016, American School Health Association.

Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

ERIC Educational Resources Information Center

Lee, Jihyun

2009-01-01

The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

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…

Who I Am: The Meaning of Early Adolescents' Most Valued Activities and Relationships, and Implications for Self-Concept Research

ERIC Educational Resources Information Center

Tatlow-Golden, Mimi; Guerin, Suzanne

2017-01-01

Self-concept research in early adolescence typically measures young people's self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people's own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study…

A Structural Model of Self-Concept, Autonomous Motivation and Academic Performance in Cross-Cultural Perspective

ERIC Educational Resources Information Center

Ahmed, Wondimu; Bruinsma, Marjon

2006-01-01

The purpose of this study was to propose and test a motivational model of performance by integrating constructs from self-concept and self-determination theories and to explore cultural group differences in the model. To this end, self-report measures of global self-esteem, academic self-concept, academic motivation and academic performance were…

The role of ethnic identity, self-concept, and aberrant salience in psychotic-like experiences.

PubMed

Cicero, David C; Cohn, Jonathan R

2018-01-01

Social-cognitive models of psychosis suggest that aberrant salience and self-concept clarity are related to the development and maintenance of psychoticlike experiences (PLEs). People with high aberrant salience but low self-concept clarity tend to have the highest levels of PLEs. Ethnic identity may also be related to PLEs. The current research aimed to (a) replicate the interaction between aberrant salience and self-concept clarity in their association with PLEs in an ethnically diverse sample, (b) examine whether ethnic identity and aberrant salience interact in their association with PLEs, and (c) determine if self-concept clarity and ethnic identity independently interact with aberrant salience in their association with PLEs. An ethnically diverse group of undergraduates (n = 663) completed self-report measures of aberrant salience, self-concept clarity, ethnic identity, and PLEs. There was an interaction between aberrant salience and self-concept clarity such that people with high levels of aberrant salience and low levels of self-concept clarity had the highest levels of PLEs. Similarly, there was an interaction between aberrant salience and ethnic identity such that people with high aberrant salience but low ethnic identity had the highest PLEs. These interactions independently contributed to explaining variance in PLEs. This interaction was present for the Exploration but not Commitment subscales of ethnic identity. These results suggest that, in addition to low self-concept clarity, low ethnic identity may be a risk factor for the development of psychosis. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The reliability and validity of the Chinese version of nurses' self-concept questionnaire.

PubMed

Cao, Xiao Yi; Liu, Xiao Hong; Tian, Lang; Guo, Yan Qin

2013-05-01

To examine the reliability and validity of the Chinese version of nurses' self-concept questionnaire. Nurses' self-concept is important to alleviate the current shortage of nurses. Nurses' self-concept questionnaire is an effective instrument to measure nurses' self-perception of professional competencies. However, the psychometric properties of the Chinese version have not been tested. A two-stage research design was used in this study. At Stage 1347 registered nurses were recruited to establish the psychometric properties of the Chinese version. At Stage 2, a confirmatory factor analysis was used to examine the extracted factor structure from Stage 1 with 1017 respondents as a sample. The internal consistency of the Chinese version was 0.95 and the test-retest reliability was 0.83. The exploratory factor analysis extracted six dimensions. The findings at Stage 2 showed an acceptable model fit and discriminant validity. The Chinese version was a significant predictor of Maslach Burnout Inventory (β = -0.58; P = 0.00). This study verified the psychometric properties of the Chinese version of nurses' self-concept questionnaire. The Chinese version of nurses' self-concept questionnaire will facilitate the evaluation of professional self-concept among nurses and help to develop the individualized self-concept strategies. © 2012 Blackwell Publishing Ltd.

A preliminary examination of self-concept in older adolescents and young adults with Gilles de la Tourette syndrome.

PubMed

Silvestri, Paola R; Chiarotti, Flavia; Baglioni, Valentina; Neri, Valeria; Cardona, Francesco; Cavanna, Andrea E

2017-05-01

Gilles de la Tourette syndrome (GTS) is a childhood-onset neuropsychiatric disorder characterised by multiple tics and often associated with behavioural problems. Although there is evidence of significantly reduced self-esteem in children and adolescents with GTS, little is known about perceived self-concept and its clinical determinants at the transition age between adolescence and adulthood. We therefore set out to investigate self-concept in a clinical sample of young patients with GTS at this crucial age for personal development. In addition to standard demographic and clinical data, we collected self-ratings using a standardised battery of psychometric instruments, as well as the Multidimensional Self Concept Scale, a comprehensive questionnaire developed to assess self-concept in subjects aged 9- to 19 years, tapping into the social, competence, affect, academic, family, and physical domains. We found that patients diagnosed with at least one co-morbid psychiatric disorder ("GTS-plus" phenotype) reported significantly lower self-concept than patients with "pure GTS", whereas tic-related variables had no impact on self-concept. Anxiety symptoms were the main determinants of self-concept, especially trait anxiety with regard to social and affective domains. Affective symptoms could also have a negative impact on the physical, affective, competence, and social domains of self-concept. Routine screening for anxiety and affective symptoms should be recommended in all patients with GTS seen at transition clinics from paediatric to adult care, in order to implement effective treatment interventions whenever possible. Copyright © 2016 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Children's Mathematics and Verbal Self-concepts and Externalizing Behaviors: The Moderating Role of Peer Rejection at School.

PubMed

Passiatore, Ylenia; Grimaldi Capitello, Teresa; De Stasio, Simona; Millioni, Michela; Gentile, Simonetta; Fiorilli, Caterina

2017-01-01

Previous research has found a strong correlation between children's academic self-concept and their behavioral problems. The present study examined whether children's peer rejection moderated the relationship between children's math and verbal self-concepts and their behavioral problems at school. We expected that children's social competence, as measured by peer rejection, moderated the negative effect of low self-concept on children's externalizing behaviors. Participants were 173 children (males = 93, M age = 10.31 years, SD = 1.43). The main findings showed that peer rejection moderated the effect of both low verbal and math self-concepts on children's externalizing behavior. The results are discussed in terms of the protective factor played by children's social competence reducing the impact of low self-concept on children's externalizing behaviors.

Custodial status and self concepts of Nigerian inmates remanded to prison custody.

PubMed

Onyeneje, E C; Eyo, I E

1996-02-01

60 male Nigerian prison inmates (30 with convicted status and 30 awaiting trial) and 210 male noninmates were administered the Tennessee Self-concept Scale to test the hypotheses that (1) inmates with convicted status would obtain higher self-concept scores than those with ¿awaiting trial¿ status, and (2) the self-concept scores of prison inmates generally would be lower than those of noninmates. The two hypotheses were strongly supported for this sample. It was concluded that self-concept scores were not only related to delinquency by also to custodial status.

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.

Conceptualizing and measuring illness self-concept: a comparison with self-esteem and optimism in predicting fibromyalgia adjustment.

PubMed

Morea, Jessica M; Friend, Ronald; Bennett, Robert M

2008-12-01

Illness self-concept (ISC), or the extent to which individuals are consumed by their illness, was theoretically described and evaluated with the Illness Self-Concept Scale (ISCS), a new 23-item scale, to predict adjustment in fibromyalgia. To establish convergent and discriminant validity, illness self-concept was compared to self-esteem and optimism in predicting health status, illness intrusiveness, depression, and life satisfaction. The ISCS demonstrated good reliability (alpha = .94; test-retest r = .80) and was a strong predictor of outcomes, even after controlling for optimism or self-esteem. The ISCS predicted unique variance in health-related outcomes; optimism and self-esteem did not, providing construct validation. Illness self-concept may play a significant role in coping with fibromyalgia and may prove useful in the evaluation of other chronic illnesses. (c) 2008 Wiley Periodicals, Inc.

Young Children's Self-Concepts Include Representations of Abstract Traits and the Global Self.

PubMed

Cimpian, Andrei; Hammond, Matthew D; Mazza, Giulia; Corry, Grace

2017-11-01

There is debate about the abstractness of young children's self-concepts-specifically, whether they include representations of (a) general traits and abilities and (b) the global self. Four studies (N = 176 children aged 4-7) suggested these representations are indeed part of early self-concepts. Studies 1 and 2 reexamined prior evidence that young children cannot represent traits and abilities. The results suggested that children's seemingly immature judgments in previous studies were due to peculiarities of the task context not the inadequacy of children's self-concepts. Similarly, Studies 3 and 4 revealed that, contrary to claims of immaturity in reasoning about the global self, young children update their global self-evaluations in flexible, context-sensitive ways. This evidence suggests continuity in the structure of self-concepts across childhood. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.

PubMed

Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen

2006-02-01

The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment. Copyright 2006 APA, all rights reserved.

Suicidal and nonsuicidal adolescents: different factors contribute to self-esteem.

PubMed

Grøholt, Berit; Ekeberg, Oivind; Wichstrøm, Lars; Haldorsen, Tor

2005-10-01

Some risk and protective factors differ in their importance to suicidal and nonsuicidal people. In this research we explore the cross-sectional differences between risk factors among suicidal adolescents and nonsuicidal adolescents by focusing on self-esteem. Sixty-five suicidal and 390 nonsuicidal adolescents were compared on Harter's Self-Perceived Profile for Adolescents, self-concept stability, seeking support, loneliness, and depression. Self-concept stability, loneliness, and peer support correlated differently with self-esteem. In multivariate regression analyses, variance in self-esteem was explained by depression and loneliness, and among nonsuicidal adolescents also by self-concept stability, support, and competencies. Loneliness and self-concept stability related differently to self-esteem in suicidal and nonsuicidal adolescents. When the aim is to enhance self-esteem, this difference may delineate suicidal subgroups that need special interventions.

Self-advocacy and cancer: a concept analysis.

PubMed

Hagan, Teresa L; Donovan, Heidi S

2013-10-01

To report an analysis of the concept of self-advocacy among individuals with cancer to clarify its meaning, to differentiate this meaning with related concepts, and to unify understanding of the concept in cancer research and practice. Cancer survivors are increasingly required to assume an active role in their health care. A thorough analysis of how survivors advocate for themselves is a crucial aspect in supporting survivors' ability to engage and manage their care throughout all stages of cancer survivorship. Walker and Avant's eight-step process of conducting a concept analysis was used. PubMed, PsycINFO, and CINAHL databases were searched for articles, reviews, editorials, and grey literature directly addressing self-advocacy. A broad inquiry into the literature from 1960 to 2012 that produces a definition of self-advocacy. Model and contrary cases of self-advocacy demonstrate the concept's application and intricacies. Antecedents to self-advocacy include particular personal characteristics, learned skills, and attainable support. The essential element of self-advocacy and what differentiates it from related concepts, is the internalization of these antecedent resources into self-advocacy thoughts and actions while incorporating personal values and priorities in a way that upholds the survivors' goals and beliefs. A full realization of self-advocacy facilitates a cancer survivor attaining a strong self-concept, sense of control, and adaptation to a life with cancer. Self-advocacy is a process of internalizing skills and resources to act in a way that supports survivors' needs and goals. © 2013 Blackwell Publishing Ltd.

The self-concept of adolescents with cleft lip and palate: a pilot study using a multidimensional/hierarchical measurement instrument.

PubMed

Gussy, M; Kilpatrick, N

2006-09-01

To pilot the use of a multidimensional/hierarchical measurement instrument called the self-description questionnaire II to determine whether specific areas of self-concept in a group of adolescents with cleft lip and palate would be affected by their condition when compared with a normative sample. The self-concept of 23 adolescents with a cleft of the lip and palate was compared to an Australian normative sample. Adolescents attending the dental department of a paediatric hospital in Australia. The main outcome measure was a self-report questionnaire (102 items) with 10 domain-specific scales and a global measure of general self-concept. When compared to the normative data the study group showed significant differences in 4 of the 11 domain-specific scales: Parent Relations (P < 0.001), Physical Abilities (P < 0.001), Opposite-Sex Relations (P < 0.01) and Physical Appearance (P < 0.01) self-concepts. These differences were in a positive direction. Global self-concept as measured by the General Self scale was not significantly different from the normative sample. These results suggest that adolescents with clefts of the lip and palate have normative if not better self-concept than their peers. The study also suggests that having a cleft of the lip and palate has specific rather than broad associations with psychosocial adjustment. This justifies the use of instruments designed to assess specific areas of self-concept rather than more global measures.

A serial mediation model testing early adversity, self-concept clarity, and thin-ideal internalization as predictors of body dissatisfaction.

PubMed

Vartanian, Lenny R; Froreich, Franzisca V; Smyth, Joshua M

2016-12-01

This study examined the associations among early family adversity (e.g., family violence, neglect), self-concept clarity (i.e., having a clear and coherent sense of one's own personal identity), thin-ideal internalization, and body dissatisfaction. Female university students in Australia (n=323) and adult female community members in the United States (n=371) completed self-report measures of the relevant constructs. In both samples, serial mediation analysis revealed that early family adversity was negatively associated with self-concept clarity, self-concept clarity was negatively associated with thin-ideal internalization, and thin-ideal internalization was positively associated with body dissatisfaction. These findings suggest that early adverse experiences might impair individuals' self-concept clarity, and that low self-concept clarity might increase the risk of internalization of the thin ideal (as a means of defining the self) and consequently body dissatisfaction. These findings also suggest possible avenues for prevention and intervention efforts. Copyright © 2016 Elsevier Ltd. All rights reserved.

Aberrant Salience, Self-Concept Clarity, and Interview-Rated Psychotic-Like Experiences

PubMed Central

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

2014-01-01

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 withinterview-rated psychotic-like experiences. The interaction was associated withpsychotic-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

Preliminary evidence for the basis of self-concept in Chinese people with mental illness.

PubMed

Tam, Sing-Fai; Tsang, Hector W H; Chan, Yee-Chiu I P; Chan, Cap S C

2004-03-01

The Adult Source of Self-Esteem Inventory (ASSEI) (A.C. Elovson and J.S. Fleming, unpublished manuscript. California: California State University, 1989), open-ended questions on self-evaluation, and interviewing were adopted as the major procedures for identifying the sources and basis of the self-concepts of people with mental illness. One hundred and twenty three Hong Kong Chinese adults with mental illness participated in this study. From the results, the basis of the self-concepts of people with mental illness was explored and compared through probing, comparing, and contrasting their perceptions of different aspects of life. A hierarchical multidimensional self-concept model of the population with mental illness was thus suggested. This model includes five major self-concept factors, named as interpersonal relationship, social integrity, personal competency, personal quality, and external achievement. The self-concept of people with mental illness was also compared to that of people without mental illness. This paper discusses the implications of the findings for psychiatric rehabilitation practice for people with mental illness.

The Development of Mathematical Self-Concept during College: Unique Benefits for Women in Math-Intensive Majors? ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Sax, Linda J.

While previous research has outlined factors that can be used to predict academic self-concept among college students, much of this research pays little attention to how self-concept develops differently for unique subgroups of students. This paper examines the development of mathematical self-concept during college for four groups of students who…

Physical activity and physical self-concept in youth: systematic review and meta-analysis.

PubMed

Babic, Mark J; Morgan, Philip J; Plotnikoff, Ronald C; Lonsdale, Chris; White, Rhiannon L; Lubans, David R

2014-11-01

Evidence suggests that physical self-concept is associated with physical activity in children and adolescents, but no systematic review of this literature has been conducted. The primary aim of this systematic review and meta-analysis was to determine the strength of associations between physical activity and physical self-concept (general and sub-domains) in children and adolescents. The secondary aim was to examine potential moderators of the association between physical activity and physical self-concept. A systematic search of six electronic databases (MEDLINE, CINAHL, SPORTDiscus, ERIC, Web of Science and Scopus) with no date restrictions was conducted. Random effects meta-analyses with correction for measurement were employed. The associations between physical activity and general physical self-concept and sub-domains were explored. A risk of bias assessment was conducted by two reviewers. The search identified 64 studies to be included in the meta-analysis. Thirty-three studies addressed multiple outcomes of general physical self-concept: 28 studies examined general physical self-concept, 59 examined perceived competence, 25 examined perceived fitness, and 55 examined perceived appearance. Perceived competence was most strongly associated with physical activity (r = 0.30, 95% CI 0.24-0.35, p < 0.001), followed by perceived fitness (r = 0.26, 95% CI 0.20-0.32, p < 0.001), general physical self-concept (r = 0.25, 95% CI 0.16-0.34, p < 0.001) and perceived physical appearance (r = 0.12, 95% CI 0.08-0.16, p < 0.001). Sex was a significant moderator for general physical self-concept (p < 0.05), and age was a significant moderator for perceived appearance (p ≤ 0.01) and perceived competence (p < 0.05). No significant moderators were found for perceived fitness. Overall, a significant association has been consistently demonstrated between physical activity and physical self-concept and its various sub-domains in children and adolescents. Age and sex are key moderators of the association between physical activity and physical self-concept.

Self-Concept, Self-Esteem, and Body Attitudes among Japanese Male and Female Adolescents.

ERIC Educational Resources Information Center

Lerner, Richard M.; And Others

1980-01-01

In comparison to American adolescent data sets, Japanese adolescents are found to have lower self-esteem and less favorable views of their bodies' attractiveness and effectiveness. Sex differences in self-concept account for more variance in the Japanese cohorts than in comparative American ones. Types of self-concept differences are similar in…

Gender differences in teachers' behaviors in relation to adolescents' self-concepts.

PubMed

Mboya, M M

1995-12-01

Gender differences in the relationship between teachers' behaviors and adolescents' self-concepts were investigated in 276 (156 boys and 120 girls) Standard Ten students from two coeducational high schools in Langa, Cape Town, South Africa. The Perceived Teacher Behavior Inventory was used to measure adolescents' self-concepts. Analysis indicated significant differences in perceived teachers' behavior and adolescents' self-description scale scores between boys and girls. Further, students' self-concept dimensions most strongly associated with teachers' behaviors were relations with family, general school, and health.

Innovative self-drying concept for thermal insulation of cold piping

DOE Office of Scientific and Technical Information (OSTI.GOV)

Korsgaard, V.

1997-11-01

In the paper an innovative Self-Drying concept, the Hygro-Wick concept, for thermal insulation of cold piping is described. The concept is based on the wicking action of certain fabrics to remove by capillary suction condensed water vapor from the pipe surface to the outer surface of the insulation/jacket, from whence it will evaporate/diffuse into the ambient air. Hence the concept will prevent long term accumulation of moisture in the insulation material. Theoretical and experimental results for two different embodiments of the concept is given: The Self-Drying system and the Self-Sealing system.

Self-esteem and illness self-concept in emerging adults with Type 1 diabetes: Long-term associations with problem areas in diabetes.

PubMed

Luyckx, Koen; Rassart, Jessica; Aujoulat, Isabelle; Goubert, Liesbet; Weets, Ilse

2016-04-01

This long-term prospective study examined whether illness self-concept (or the degree to which chronic illness becomes integrated in the self) mediated the pathway from self-esteem to problem areas in diabetes in emerging adults with Type 1 diabetes. Having a central illness self-concept (i.e. feeling overwhelmed by diabetes) was found to relate to lower self-esteem, and more treatment, food, emotional, and social support problems. Furthermore, path analyses indicated that self-esteem was negatively related to both levels and relative changes in these problem areas in diabetes over a period of 5 years. Illness self-concept fully mediated these associations. © The Author(s) 2014.

Reciprocal feedback between self-concept and goal pursuit in daily life.

PubMed

Wong, Alexander E; Vallacher, Robin R

2018-06-01

We hypothesized that self-knowledge and goal perseverance are mutually reinforcing because of the roles of self-knowledge in directing goal pursuit, and of goal pursuit in structuring the self-concept. To test this hypothesis, we used a daily diary design with 97 college-aged participants for 40 days to assess whether daily self-concept clarity and grit predict one another's next-day levels. Data were analyzed using multilevel cross-lagged panel modeling. Results indicated that daily self-concept clarity and grit had positive and symmetric associations with each other across time, while controlling for their respective previous values. Similar crossed results were also found when testing the model using individual daily self-concept clarity and grit items. The results are the first to indicate the existence of reinforcing feedback loops between self-concept clarity and grit, such that fluctuations in the clarity of self-knowledge are associated with fluctuations in goal resolve, and vice versa. Discussion centers on the implications of these results for the functional link between mind and action and on the study's heuristic value for subsequent research. © 2017 Wiley Periodicals, Inc.

Self-concept of children and adolescents with cleft lip and/or palate.

PubMed

Leonard, B J; Brust, J D; Abrahams, G; Sielaff, B

1991-10-01

The self-concept of 105 children (8 to 11 years) and adolescents (12 to 18 years) with cleft lip and/or palate (CLP) was studied using the Piers-Harris Children's Self-Concept Scale and selected demographic and medical variables. Results indicated that most (98%) of children had average or above average self-concept scores. Further analysis, however, demonstrated an interaction between age and gender: adolescent girls experienced a more negative self-concept in comparison to younger girls and adolescent boys experienced a more positive self-concept in comparison to younger boys. In addition, popularity cluster scores for all children were below the mean for the normed population. Because children with CLP have additional difficulties (i.e., facial disfigurement, speech and language deficits, multiple surgeries), professionals should intercede to prevent or interrupt negative psychosocial outcomes, particularly for adolescent girls.

Getting to know me: social role experiences and age differences in self-concept clarity during adulthood.

PubMed

Lodi-Smith, Jennifer; Roberts, Brent W

2010-10-01

The current research had 2 aims: (1) to determine the cross-sectional age differences in self-concept clarity during adulthood and (2) to examine the importance of social role experiences for age differences in self-concept clarity. These aims were addressed in 2 large samples of adults ranging in age from 18 to 94 years. In both studies, self-concept clarity had a curvilinear relation to age such that self-concept clarity was positively related to age from young adulthood through middle age and negatively related to age in older adulthood. This relationship was moderated by annual income and community investment. In addition, annual income and health-related social role limitations mediated age differences in self-concept clarity. Findings are discussed in terms of modern theories of identity development.

Effect of professional self-concept on burnout among community health nurses in Chengdu, China: the mediator role of organisational commitment.

PubMed

Cao, Xiaoyi; Chen, Lin; Tian, Lang; Diao, Yongshu; Hu, Xiuying

2015-10-01

To examine the associations among professional self-concept, organisational commitment and burnout, and to analyse the mediating role of organisational commitment on the relationship between professional self-concept and burnout among community health nurses in Chengdu, China. Previous studies have focused on work environmental variables that contributed to burnout in nurses. However, no study has explored the mediating effect of organisational commitment on the correlation between professional self-concept and burnout in community health nurses. A cross-sectional descriptive study. This study was conducted at 36 community health centres in Chengdu, China with 485 nurses sampled using a two-stage sampling method. The measures used in our study included Nurses' Self-concept Questionnaire, Organisational Commitment Scale and Maslach Burnout Inventory. The results of structural equation model techniques indicated that, in the direct approach, positive professional self-concept resulted in increased organisational commitment and reduced burnout. Higher organisational commitment resulted in less burnout. In the indirect approach, organisational commitment performed as a partial mediator on the correlation between professional self-concept and burnout. Positive perception of professional self-concept can result in reduced burnout via enhancing organisational commitment. It is crucial for nursing administrators to develop effective intervention strategies such as skills escalator training and assertive training, and establishing a supportive working environment to enhance nurses' professional self-concept and organisational commitment, and decrease burnout. © 2015 John Wiley & Sons Ltd.

The Storm and Stress (or Calm) of Early Adolescent Self-Concepts: Within- and Between-Person Variability

PubMed Central

Molloy, Lauren E.; Ram, Nilam; Gest, Scott D.

2014-01-01

This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context, and the developmental implications of this variability. The five-year longitudinal study of 541 youth in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g., teacher-rated academic skills, peer-nominated “likeability”), and multiple measures of youths' overall adjustment. Multiphase growth models replicate previous research, suggesting significant decline in academic self-concept during middle school, but modest growth in social self-concept from 3rd through 7th grade. Next, a new contribution is made to the literature by quantifying the amount of within-person variability (i.e., “lability”) around these linear self-concept trajectories as a between-person characteristic. Self-concept lability was found to associate with a general profile of poorer competence and adjustment, and to predict poorer academic and social competence at the end of 7th grade above and beyond level of self-concept. Finally, there was substantial evidence that wave-to-wave changes in youths' self-concepts correspond to teacher and peer evaluations of youths' competence, that attention to peer feedback may be particularly strong during middle school, and that these relations may be moderated by between-person indicators of youths' general adjustment. Overall, findings highlight the utility of methods sensitive to within-person variation for clarifying the dynamics of youths' self-system development. PMID:21928883

Self-concept, self-esteem, personality traits and psychopathological symptoms in adolescents with and without visual impairment.

PubMed

Garaigordobil, Maite; Bernarás, Elena

2009-05-01

The purpose of this study was to analyze self-concept, self-esteem, and other personality traits and psychopathological symptoms in subjects with and without visual impairment. The sample was made up of 90 participants aged 12 to 17: 61 with no impairment and 29 with visual impairment. The ANOVA showed that there were no significant differences in self-concept and self-esteem in the samples, but the visually impaired adolescents scored significantly higher in various psychopathological symptoms as well as in their capacity for kind behavior. The ANOVA revealed no gender differences in any variables in adolescents without visual impairment. However, women with visual impairment scored lower in self-esteem and higher in various psychopathological symptoms. Pearson coefficients revealed negative relations between self-concept/self-esteem and all the psychopathological symptoms, and neuroticism, as well as a positive relation with extraversion. Low psychoticism, high extraversion, and low hostility were identified as predictors of high self-concept.

Self Perceptions of Young Adults who Survived Severe Childhood Burn Injury

PubMed Central

Russell, W; Robert, RS; Thomas, CR; Holzer, CE; Blakeney, P; Meyer, WJ

2012-01-01

Objective The transition of pediatric burn survivors into adulthood is accompanied by a reformulation of their self concept. In order to anticipate the need for and guide development of appropriate psychosocial interventions, this study examines how young adults who were burned as children perceive themselves and how this perception might affect their self-esteem. Method 82 young adult burn survivors (45 males, 37 females) were assessed using the Tennessee Self-Concept, 2nd Edition (TSCS2) to determine how the participants perceive themselves and their interaction with society. To gain insight into the possible effects of these self-concept scores, relationships were analyzed between self-concept, a behavioral assessment (Young Adult Self-Report, YASR) and a psychiatric symptom assessment (Structured Clinical Interview for DSM-IV Axis I Disorders, SCID I). Results This group of burn survivors scored significantly lower in self-concepts, reflected in TSCS2 sub-scale scores of Physical function, appearance, and sexuality, Moral conduct, Personal values, Academics and work, and Identity than did the reference population. Pearson correlation coefficients showed that as Moral, Personal, Family and Social aspects of self concept decreased, clinical problems endorsed on the YASR sub-scales increased, including Anxiety Somatic, Attention, Intrusive and Aggressive. Persons with lower self-concept scores on the TSCS2 Personal, Family, and Social Scales, were more withdrawn on the YASR. Similarly those with lower TSCS2 scores on the Personal and Family Scales endorsed significantly more Thought Problems on the YASR. Affective distress on the SCID I was associated with significantly lower self concept. TSCS2 Total Self Concept, Personal, and all of the Supplementary Scale scores were significantly lower for the group with an affective disorder. Those whose SCID I scores were consistent with a current anxiety disorder had significantly lower scores for the TSCS2 Total Self Concept and Personal. Lower self-concept was associated with endorsement of SCID I symptoms (Identity, p= .0018, Satisfaction, p=.0018, and Behavior, p= .0004). Although the major limitation of this study using the TSCS2 is the lack of a matched reference population to compare with the burn survivors, the TSCS2 does help in gaining insight into the self esteem issues of this population. PMID:23202876

Self-perceptions of young adults who survived severe childhood burn injury.

PubMed

Russell, William; Robert, Rhonda S; Thomas, Christopher R; Holzer, Charles E; Blakeney, Patricia; Meyer, Walter J

2013-01-01

The transition of pediatric burn survivors into adulthood is accompanied by a reformulation of their self-concept. To anticipate the need for and guide development of appropriate psychosocial interventions, this study examines how young adults who were burned as children perceive themselves and how this perception might affect their self-esteem. Eighty-two young adult burn survivors (45 male, 37 female) were assessed using the Tennessee Self-Concept Scale, 2nd edition (TSCS2) to determine how the participants perceive themselves and their interaction with society. To gain insight into the possible effects of these self-concept scores, relationships were analyzed between self-concept, a behavioral assessment (Young Adult Self-Report [YASR]), and a psychiatric symptom assessment (Structured Clinical Interview for DSM-IV Axis I Disorders [SCID I]). This group of burn survivors scored significantly lower in self-concepts, reflected in TSCS2 subscale scores of physical function, appearance, and sexuality, moral conduct, personal values, academics and work, and identity, than did the reference population. Pearson correlation coefficients showed that as moral, personal, family, and social aspects of self-concept decreased, clinical problems endorsed on the YASR subscales increased, including anxiety, somatic, attention, intrusive, and aggressive. Persons with lower self-concept scores on the TSCS2 personal, family, and social scales were more withdrawn on the YASR. Similarly, those with lower TSCS2 scores on the personal and family scales endorsed significantly more thought problems on the YASR. TSCS2 total self-concept, personal, and all of the supplementary scale scores were significantly lower for the group with an affective disorder. Those whose SCID I scores were consistent with a current anxiety disorder had significantly lower scores for the TSCS2 total self-concept and personal. Lower self-concept was associated with endorsement of SCID symptoms. In summary, the significantly lower self-concept scores on the TSCS2 physical scale are consistent with the physical disfigurement and handicaps common with major burn injuries, and a strong indication of this group's perception of the first impression made when interacting with others. The survivors seem to feel worthwhile within the contexts of family and friends. Although the major limitation of this study using the TSCS2 is the lack of a matched reference population to compare the burn survivors, the TSCS2 does help in gaining insight into the self-esteem issues of the burn survivor population.

Dialectic behavioural therapy has an impact on self-concept clarity and facets of self-esteem in women with borderline personality disorder.

PubMed

Roepke, Stefan; Schröder-Abé, Michela; Schütz, Astrid; Jacob, Gitta; Dams, Andreas; Vater, Aline; Rüter, Anke; Merkl, Angela; Heuser, Isabella; Lammers, Claas-Hinrich

2011-01-01

Identity disturbance and an unstable sense of self are core criteria of borderline personality disorder (BPD) and significantly contribute to the suffering of the patient. These impairments are hypothesized to be reflected in low self-esteem and low self-concept clarity. The objective of this study was to evaluate the impact of an inpatient dialectic behavioral therapy (DBT) programme on self-esteem and self-concept clarity. Forty women with BPD were included in the study. Twenty patients were treated with DBT for 12 weeks in an inpatient setting and 20 patients from the waiting list served as controls. Psychometric scales were used to measure different aspects of self-esteem, self-concept clarity and general psychopathology. Patients in the treatment group showed significant enhancement in self-concept clarity compared with those on the waiting list. Further, the scales of global self-esteem and, more specifically, the facets of self-esteem self-regard, social skills and social confidence were enhanced significantly in the intervention group. Additionally, the treatment had a significant impact on basic self-esteem in this group. On the other hand, the scale of earning self-esteem was not significantly abased in patients with BPD and did not show significant changes in the intervention group. Our data provide preliminary evidence that DBT has an impact on several facets of self-esteem and self-concept clarity, and thus on identity disturbance, in women with BPD. Copyright © 2010 John Wiley & Sons, Ltd.

Exploring the Self through Songwriting: An Analysis of Songs Composed by People with Acquired Neurodisability in an Inpatient Rehabilitation Program.

PubMed

Baker, Felicity A; Tamplin, Jeanette; MacDonald, Raymond A R; Ponsford, Jennie; Roddy, Chantal; Lee, Claire; Rickard, Nikki

2017-03-01

Neurological trauma is associated with significant damage to people's pre-injury self-concept. Therapeutic songwriting has been linked with changes in self-concept and improved psychological well-being. This study analyzed the lyrics of songs composed by inpatients with neurological injuries who participated in a targeted songwriting program. The aim of this study was to understand which of the subdomains of the self-concept were the most frequently expressed in songs. An independent, deductive content analysis of 36 songs composed by 12 adults with spinal cord injury or brain injury (11 males, mean age 41 years +/- 13) were undertaken by authors 1 and 2. Deductive analysis indicated that when writing about the past self, people created songs that reflected a strong focus on family and descriptions of their personality. In contrast, there is a clear preoccupation with the physical self, on the personal self, and a tendency for spiritual and moral reflections to emerge during the active phase of rehabilitation (song about the present self). Statistical analyses confirmed a significant self-concept subdomain by song interaction, F(10, 110) = 5.98, p < .001, ηp2 = .35), which was primarily due to an increased focus on physical self-concept and a reduced focus on family self-concept in the present song, more than in either past or future songs. The analysis process confirmed that songwriting is a vehicle that allows for exploration of self-concept in individuals with neurological impairments. Songwriting may serve as a therapeutic tool to target the most prevalent areas of self-concept challenges for clients undergoing inpatient neurological rehabilitation programs. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Self-verification and contextualized self-views.

PubMed

Chen, Serena; English, Tammy; Peng, Kaiping

2006-07-01

Whereas most self-verification research has focused on people's desire to verify their global self-conceptions, the present studies examined self-verification with regard to contextualized selfviews-views of the self in particular situations and relationships. It was hypothesized that individuals whose core self-conceptions include contextualized self-views should seek to verify these self-views. In Study 1, the more individuals defined the self in dialectical terms, the more their judgments were biased in favor of verifying over nonverifying feedback about a negative, situation-specific self-view. In Study 2, consistent with research on gender differences in the importance of relationships to the self-concept, women but not men showed a similar bias toward feedback about a negative, relationship-specific self-view, a pattern not seen for global self-views. Together, the results support the notion that self-verification occurs for core self-conceptions, whatever form(s) they may take. Individual differences in self-verification and the nature of selfhood and authenticity are discussed.

Social Coping and Self-Concept among Young Gifted Students in Ireland and the United States: A Cross-Cultural Study

ERIC Educational Resources Information Center

Cross, Jennifer Riedl; O'Reilly, Colm; Kim, Mihyeon; Mammadov, Sakhavat; Cross, Tracy L.

2015-01-01

Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3-8 students. Denying one's giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high…

If One Goes up the Other Must Come Down: Examining Ipsative Relationships between Math and English Self-concept Trajectories across High School

ERIC Educational Resources Information Center

Parker, Philip D.; Marsh, Herbert W.; Morin, Alexandre J. S.; Seaton, Marjorie; Van Zanden, Brooke

2015-01-01

Background: The Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis). Aims: To our knowledge this assumption has not been tested. Testing this effect also provides a context for…

Comparison of Nigerian high school male athletes and nonathletes on self-concept.

PubMed

Salokun, S O

1990-06-01

Nigerian high school athletes (112 high and 90 low in performance) and 108 nonathletes were administered the Tennessee Self-concept Scale. Athletes scored significantly higher on all self-concept subscales except behavior, moral-ethical and family. Better athletes scored significantly higher on all aspects of self-concept: social, moral-ethical, family and behavior, as is consistent with findings from the USA and other countries.

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

A Study of the Relationship Between Nurses' Professional Self-Concept and Professional Ethics in Hospitals Affiliated to Jahrom University of Medical Sciences, Iran.

PubMed

Parandavar, Nehleh; Rahmanian, Afifeh; Badiyepeymaie Jahromi, Zohreh

2015-07-31

Commitment to ethics usually results in nurses' better professional performance and advancement. Professional self-concept of nurses refers to their information and beliefs about their roles, values, and behaviors. The objective of this study is to analyze the relationship between nurses' professional self-concept and professional ethics in hospitals affiliated to Jahrom University of Medical Sciences. This cross sectional-analytical study was conducted in 2014. The 270 participants were practicing nurses and head-nurses at the teaching hospitals of Peimanieh and Motahari in Jahrom University of Medical Science. Sampling was based on sencus method. Data was collected using Cowin's Nurses' self-concept questionnaire (NSCQ) and the researcher-made questionnaire of professional ethics. The average of the sample's professional self-concept score was 6.48±0.03 out of 8. The average of the sample's commitment to professional ethics score was 4.08±0.08 out of 5. Based on Pearson's correlation test, there is a significant relationship between professional ethics and professional self-concept (P=0.01, r=0.16). In view of the correlation between professional self-concept and professional ethics, it is recommended that nurses' self-concept, which can boost their commitment to ethics, be given more consideration.

The effect of perceived organisational support on burnout among community health nurses in China: the mediating role of professional self-concept.

PubMed

Cao, Xiaoyi; Chen, Lin; Tian, Lang; Diao, Yongshu

2016-01-01

To examine the mediating effect of professional self-concept on the association between perceived organisational support and burnout among community health nurses in Chengdu, China. Burnout is a common phenomenon among nurses and previous studies have focused on work environmental factors contributing to burnout. Limited studies have examined the effects of perceived organisational support and professional self-concept on burnout among community health nurses. This was a cross-sectional study with 551 community health nurses in Chengdu, China, which included a two-stage sampling method. Structural equation modelling was used to examine the relationships among perceived organisational support, professional self-concept and burnout. The final sample included 456 nurses (82.7%). Perceived organisational support was a significant positive direct predictor for professional self-concept and a significant negative direct predictor for burnout. Professional self-concept was a significant negative direct contributor to burnout. Professional self-concept had a mediating effect on the relationship between perceived organisational support and burnout. Perceived organisational support may result in reduced burnout by facilitating the development of positive professional self-concept. Strategies such as establishing a supportive work environment and professional competence training may be effective methods for burnout prevention and management among community health nurses. © 2015 John Wiley & Sons Ltd.

A Study of the Relationship Between Nurses’ Professional Self-Concept and Professional Ethics in Hospitals Affiliated to Jahrom University of Medical Sciences, Iran

PubMed Central

Parandavar, Nehleh; Rahmanian, Afifeh; Jahromi, Zohreh Badiyepeymaie

2016-01-01

Background: Commitment to ethics usually results in nurses’ better professional performance and advancement. Professional self-concept of nurses refers to their information and beliefs about their roles, values, and behaviors. The objective of this study is to analyze the relationship between nurses’ professional self-concept and professional ethics in hospitals affiliated to Jahrom University of Medical Sciences. Methods: This cross sectional-analytical study was conducted in 2014. The 270 participants were practicing nurses and head-nurses at the teaching hospitals of Peimanieh and Motahari in Jahrom University of Medical Science. Sampling was based on sencus method. Data was collected using Cowin's Nurses’ self-concept questionnaire (NSCQ) and the researcher-made questionnaire of professional ethics. Results: The average of the sample's professional self-concept score was 6.48±0.03 out of 8. The average of the sample's commitment to professional ethics score was 4.08±0.08 out of 5. Based on Pearson's correlation test, there is a significant relationship between professional ethics and professional self-concept (P=0.01, r=0.16). Conclusion: In view of the correlation between professional self-concept and professional ethics, it is recommended that nurses’ self-concept, which can boost their commitment to ethics, be given more consideration. PMID:26573035

Relationship of perceived physical self-concept and physical activity level and sex among young children.

PubMed

Planinsec, Jurij; Fosnaric, Samo

2005-04-01

The aim of this study was to investigate the relationship between level of physical activity and perceived physical self-concept of young children. The sample comprised 364 children from Slovenia, aged 6.4 yr. (SD = 0.3), of which 179 were boys and 185 girls. Parents and teachers reported children's physical activity using the Harro questionnaire. We divided children into Low and High Activity groups based on their mean scores. The children completed Stein's Children's Physical Self-concept Scale, which assesses Global Physical Self-concept and the subdomains of Physical Performance, Physical Appearance, and Weight Control behavior. Two-way analysis of variance with both sex and physical activity levels, and their interaction were used to examine differences in Physical Self-concept. There were significant differences between the Low and High Activity groups on scores for global Physical Self-concept Scale, Physical Performance, and Weight Control, on which children from the High Activity group scored higher; whereas on the subscale Physical Appearance, there were no significant differences. There were no significant sex differences on the Physical Self-concept Scale. The most important conclusion of this research indicates the theoretical assumptions that Physical Activity and perceived Physical Self-concept are related. Direction of the relationship remains unclarified.

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 =…

Self-concept and introversion in adolescents with cleft lip and palate.

PubMed

Persson, Martin; Aniansson, Gustaf; Becker, Magnus; Svensson, Henry

2002-01-01

The purpose of this study was to investigate if adolescents with cleft lip, or palate, or both (CLP), have an altered self-concept, and to assess their degree of introversion, compared with a control group. The CLP group consisted of 55 adolescents (aged 17-20 years) and the control group consisted of 31 adolescents (16-19 years). The Tennessee Self Concept Scale (TSCS) was used to measure the subjects' self-concept, while the Eysenck Personality Questionnaire Inventory (EPQ-I) was used to measure introversion. The results indicate that those with CLP have a normal or even a high self-concept, and no signs of introversion.

Teaching Self-concept and Self-esteem in a Clinical Communications Course

PubMed Central

2006-01-01

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. PMID:17149428

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

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.

Young Children’s Self-Concepts: Associations with Child Temperament, Mothers’ and Fathers’ Parenting, and Triadic Family Interaction

PubMed Central

Brown, Geoffrey L.; Mangelsdorf, Sarah C.; Neff, Cynthia; Schoppe-Sullivan, Sarah J.; Frosch, Cynthia A.

2014-01-01

This study explored how children’s self-concepts were related to child temperament, dyadic parenting behavior, and triadic family interaction. At age 3, child temperament, mothers’ and fathers’ parenting behavior, and triadic (mother, father, and child) family interaction were observed in the homes of fifty families. At age 4, children’s self-concepts were assessed using the Children’s Self-View Questionnaire (Eder, 1990). Analyses revealed that temperamental proneness-to-distress and triadic family interaction made independent contributions to children’s self-reported Timidity and Agreeableness. In contrast, dyadic parenting behavior moderated the associations between child temperament and children’s self-reported Timidity and Agreeableness, such that temperament was only associated with children’s self-concepts when mothers and fathers engaged in particular parenting behaviors. Results suggest both direct and interactive influences of family dynamics and child characteristics on children’s self-concept development. PMID:25983365

Adolescent Asthma Self-Management: A Concept Analysis and Operational Definition.

PubMed

Mammen, Jennifer; Rhee, Hyekyun

2012-12-01

BACKGROUND: Adolescents with asthma have a higher risk of morbidity and mortality than other age groups. Asthma self-management has been shown to improve outcomes; however, the concept of asthma self-management is not explicitly defined. METHODS: We use the Norris method of concept clarification to delineate what constitutes the concept of asthma self-management in adolescents. Five databases were searched to identify components of the concept of adolescent asthma self-management, and lists of relevant subconcepts were compiled and categorized. RESULTS: Analysis revealed 4 specific domains of self-management behaviors: (1) symptom prevention; (2) symptom monitoring; (3) acute symptom management; and (4) communication with important others. These domains of self-management were mediated by intrapersonal/cognitive and interpersonal/contextual factors. CONCLUSIONS: Based on the analysis, we offer a research-based operational definition for adolescent asthma self-management and a preliminary model that can serve as a conceptual base for further research.

Preserving self-concept in the burn survivors: a qualitative study.

PubMed

Zamanzadeh, Vahid; Valizadeh, Llila; Lotfi, Mojgan; Salehi, Feridoon

2015-01-01

Burn injury is a devastating experience affecting all aspects of a person's essence, including his/her identity and perception. These patients require complex cognitive efforts to redefine their identity to deal with difficult condition after burn injury and preserve self-concept. The experience of life after burn injury is generally a solitary one, closely related to the patients' cultural and religious context. Therefore, this study was conducted aiming at investigating burn patients' experiences regarding how to preserve self-concept in life after burn injury in Iran. This qualitative study was carried out using qualitative content analysis and in-depth unstructured interviews with 17 surviving burn subjects. During the qualitative content analysis process, the concept of "locating" as the essence of the participants' experience was extracted as follows: (A) self-exploration (exploring the changes in one's life), (B) others' exploration (exploring the changes in the life of family members and the relationship between self and others), (C) position evaluation (self-position analysis), and (D) self-concept preservation. The present study has developed new understandings of mental experiences of burn patients' self-concept by describing the concept of "self-locating". It helps us in classifying and understanding the concepts described in comprehensive theories developed in this area. They do this by focusing on what burn patients experience for choosing self-preservation strategies and having a meaningful life. The finding can be used as a conceptual framework for palliative care program in Iran.

Preserving Self-Concept in the Burn Survivors: A Qualitative Study

PubMed Central

Zamanzadeh, Vahid; Valizadeh, Llila; Lotfi, Mojgan; Salehi, Feridoon

2015-01-01

Background: Burn injury is a devastating experience affecting all aspects of a person's essence, including his/her identity and perception. These patients require complex cognitive efforts to redefine their identity to deal with difficult condition after burn injury and preserve self-concept. The experience of life after burn injury is generally a solitary one, closely related to the patients’ cultural and religious context. Therefore, this study was conducted aiming at investigating burn patients’ experiences regarding how to preserve self-concept in life after burn injury in Iran. Materials and Methods: This qualitative study was carried out using qualitative content analysis and in-depth unstructured interviews with 17 surviving burn subjects. Results: During the qualitative content analysis process, the concept of “locating” as the essence of the participants’ experience was extracted as follows: (A) self-exploration (exploring the changes in one's life), (B) others’ exploration (exploring the changes in the life of family members and the relationship between self and others), (C) position evaluation (self-position analysis), and (D) self-concept preservation. Conclusion: The present study has developed new understandings of mental experiences of burn patients’ self-concept by describing the concept of “self-locating”. It helps us in classifying and understanding the concepts described in comprehensive theories developed in this area. They do this by focusing on what burn patients experience for choosing self-preservation strategies and having a meaningful life. The finding can be used as a conceptual framework for palliative care program in Iran. PMID:26009672

Self-Concept in Toddlers.

ERIC Educational Resources Information Center

DesRosiers, Fabiana S.; Busch-Rossnagel, Nancy A.

1997-01-01

Describes aspects of self-concept that develop in toddlerhood: (1) self-recognition; (2) self-representation; (3) self-description; (4) self-assertion; (5) self-evaluation; and (6) self-regulation. Intervention ideas for children with special needs are presented based on three dimensions of the socializing environment: provision of inanimate…

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

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

PubMed

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.

The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students

NASA Astrophysics Data System (ADS)

Yoshino, Asako

2012-04-01

The purpose of this research was to investigate the relationship between eighth-grade students' maths-related self-concepts and their achievements in the Trends in International Mathematics and Science Study (TIMSS) 2007. The students' maths self-concept was compared with other variables, namely their mothers' education, their fathers' education and the amount of books held in the students' households. To investigate the potential role of culture, a comparison between American and Japanese students' scores was also included. The findings demonstrated that students' maths self-concept was positively associated with their achievement both in the United States and Japan, but Japanese students, while having higher achievement, had a lower maths self-concept than American students. Maternal education, paternal education and the number of books at home were also found to be positively related to achievement. Examining standardised coefficients, the study confirmed a strong interaction between maths self-concept and country, as well as a positive connection between maths self-concept as such (irrespective of the country) with maths achievement.

Self-Esteem and Couples Counseling.

ERIC Educational Resources Information Center

Palisi, Anthony T.

1992-01-01

The components of the self system include self-concept, self-esteem, and self-efficacy. Learning that adds to identity augments self-concept. Learning that leads to self-appraisal relates to self-esteem. Learning that leads to prediction of achievement belongs to self-efficacy. Courage to persist when confronted by a "Gulp!" experience…

Self-Concept Disconfirmation, Psychological Distress, and Marital Happiness.

ERIC Educational Resources Information Center

Schafer, Robert B.; And Others

1996-01-01

Uses self-verification and self-discrepancy theories to test a model of subjective and objective self-disconfirmation, self-efficacy, depression, and marital happiness. Expands issues of self-validation by evaluating self-efficacy in the relationship between self-disconfirmation and depression, and the effect of self-concept disconfirmation of…

Small Change Makes a Big Splash: The Role of Working Self-Concept in the Effects of Stereotype Threat on Memory.

PubMed

Liu, Pei; Zhao, Fengqing; Zhang, Baoshan; Dang, Qingxiu

2017-10-03

Assuming that the principle of an active-self account holds true in real life, priming certain constructs could selectively activate a working self-concept, which in turn guides behavior. The current study involved two experiments that examined the relationships between stereotypic identity, working self-concept, and memory performance in older adults. Specifically, Study 1 tested whether a stereotype threat can affect older adults' working self-concept and memory performance. A modified Stroop color naming task and a separate recognition task showed that a stereotype threat prime altered the activation of the working self-concept and deteriorated the older adults' memory performance. Additionally, the working self-concept mediated the effect of stereotype threat on memory performance. Accordingly, we designed Study 2 to assess whether priming different identities can alter the working self-concept of the elderly and buffer the stereotype threat effect on memory performance. The results not only were the same as Study 1 but also revealed that activating multiple identities could mitigate the stereotype threat. These results support an active-self account and the efficacy of stereotype threat intervention. This intervention strategy may be able to be used in real situations to help the elderly alleviate stereotype threats and memory impairment.

Psychoanalytic theory and loving God concepts: parent referencing versus self-referencing.

PubMed

Buri, J R; Mueller, R A

1993-01-01

We investigated the relationship of college students' conceptions of the wrathfulness-kindliness of God to their parents' nurturance, their parents' permissiveness, authoritarianism, and authoritativeness, and the students' own self-esteem. Although parents' nurturance, authoritarianism, and authoritativeness were related to participants' conceptions of God (thus providing some support for psychoanalytic assertions), the variable of self-esteem far outweighed all other variables in accounting for the variance in God concepts. These results suggest that self-referencing explanations better account for individuals' conceptions of God than do parent referencing (i.e., psychoanalytic) explanations.

The Parental Self-Concept: A Theoretical Exploration and Practical Application.

ERIC Educational Resources Information Center

Partridge, Susan E.

This article reviews selected literature on the parental self-concept and then provides a definition of the term. In addition, it theoretically explores the concept and then applies it to psychotherapeutic work with parents. Specifically it illustrates how a clinician's understanding of the parental self-concept can facilitate therapeutic change…

The Interplay among BMI z-Score, Peer Victmization, and Self-Concept in Outpatient Children and Adolescents with Overweight or Obesity.

PubMed

Bacchini, Dario; Licenziati, Maria Rosaria; Affuso, Gaetana; Garrasi, Alessandra; Corciulo, Nicola; Driul, Daniela; Tanas, Rita; Fiumani, Perla Maria; Di Pietro, Elena; Pesce, Sabino; Crinò, Antonino; Maltoni, Giulio; Iughetti, Lorenzo; Sartorio, Alessandro; Deiana, Manuela; Lombardi, Francesca; Valerio, Giuliana

2017-06-01

Research has provided evidence that obesity is associated with peer victimization and low levels of self-concept. No study has examined the relationship between BMI z-score, self-concept in multiple domains, and peer victimization. The aim of the research was to investigate the interplay between BMI z-score, self-concept in multiple domains (physical, athletic, social), and peer victimization, testing direct, mediated, and moderated associations. Eighty hundred fifteen outpatient children and adolescents were consecutively recruited in 14 hospitals distributed over the Italian country. The sample consisted of 419 males and 396 females; mean age 10.91 ± 1.97 years (range 6-14 years) and mean BMI z-score 1.85 ± 0.74 (range -0.97 ± 3.27). Peer victimization and self-concept were assessed with a revised Olweus Bully/Victim Questionnaire and with the Self-Perception Profile for Children. A structural equation model approach was used to determine the associations among variables, testing two competing models. In both models, path analysis revealed that BMI z-score was directly associated with peer victimization and self-concept in multiple domains. In the first model, peer victimization mediated the relationship between BMI-score and self-concept, whereas in the alternative model, self-concept mediated the relationship between BMI z-score and peer victimization. Interaction analyses revealed that social competence moderated the relationship between BMI z-score and peer victimization and that peer victimization moderated the relationship between BMI z-score and physical appearance. Higher levels of BMI z-score are a risk factor for peer victimization and poor self-concept. When high levels of BMI z-score are associated with a negative self-concept, the risk of victimization increases. Preventive and supportive interventions are needed to avoid negative consequences on quality of life in children and adolescents with obesity.

Self-Concept Development and Educational Degree Attainment.

ERIC Educational Resources Information Center

Smart, John C.; Pascarella, Ernest T.

1986-01-01

A nine-year longitudinal study of the relationships of degree attainment, social and academic integration during college years, institutional characteristics, sex, and changes in student self-concept is reported. Implications for enhancing student self-concept are discussed. (MSE)

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…

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

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. Copyright 2008 APA, all rights reserved.

Children’s Mathematics and Verbal Self-concepts and Externalizing Behaviors: The Moderating Role of Peer Rejection at School

PubMed Central

Passiatore, Ylenia; Grimaldi Capitello, Teresa; De Stasio, Simona; Millioni, Michela; Gentile, Simonetta; Fiorilli, Caterina

2017-01-01

Previous research has found a strong correlation between children’s academic self-concept and their behavioral problems. The present study examined whether children’s peer rejection moderated the relationship between children’s math and verbal self-concepts and their behavioral problems at school. We expected that children’s social competence, as measured by peer rejection, moderated the negative effect of low self-concept on children’s externalizing behaviors. Participants were 173 children (males = 93, Mage = 10.31 years, SD = 1.43). The main findings showed that peer rejection moderated the effect of both low verbal and math self-concepts on children’s externalizing behavior. The results are discussed in terms of the protective factor played by children’s social competence reducing the impact of low self-concept on children’s externalizing behaviors. PMID:29163290

The relationship of self-concept and perceived athletic competence to physical activity level and gender among Turkish early adolescents.

PubMed

Aşçi, F H; Koşar, S N; Işler, A K

2001-01-01

The purpose of this study was to examine the self-concept and perceived athletic competence of Turkish early adolescents in relation to physical activity level and gender. Self-concept was assessed using the Piers-Harris Children's Self-Concept Scale, and perceived athletic competence was assessed by means of the Athletic Competence subscale of Harter's Self-Perception Profile for Children. In addition, the Weekly Activity Checklist was used for assessing physical activity level. Males and females were assigned to low and high physical activity level groups based on their mean scores. Multivariate analysis of variance revealed significant main effects for gender and physical activity level, but there was no significant gender by physical activity interaction. Univariate analysis demonstrated a significant main effect for physical activity level on perceived athletic competence but not global self-concept. In addition, univariate analysis did not reveal a significant difference in either global self-concept or perceived athletic competence with respect to gender.

Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem.

PubMed

Coelho, Vitor Alexandre; Marchante, Marta; Jimerson, Shane R

2017-03-01

The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M age  = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.

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.

A Program to Enhance Self-Concept of Junior High Students.

ERIC Educational Resources Information Center

McMillan, James H.

This research analyzes the results of a program to enhance the self concepts of junior high students. Subjects were 80 students identified as having low self concepts. They participated in an eight-week program to develop skills in personal and social awareness. Pretest posttest scores on the Coopersmith Self-Esteem Inventory indicated that…

Cooperative and Competitive Behavior as a Function of Self-Esteem

ERIC Educational Resources Information Center

Vance, John J.; Richmond, Bert O.

1975-01-01

Two hundred forty elementary school age children were paired on the basis of sex, race, and level of self-concept to participate in a cooperative-competitive game situation. Black children were found to be more cooperative than white children. The low self-concept subjects were more cooperative than high self-concept subjects. (Author)

The Selves of Educational Psychology: Conceptions, Contexts, and Critical Considerations

ERIC Educational Resources Information Center

Martin, Jack

2007-01-01

This article begins with an interpretation and description of conceptions of selfhood that are assumed in educational psychologists' programs of theory, research, and practice in the area of student self-development. Three underlying conceptions of the self are considered: (a) the expressive self (found mostly in research and theory on self-esteem…

A Measure of Child and Adolescent Self-Concept and Psychological Adjustment.

ERIC Educational Resources Information Center

Bronstein, Phyllis; And Others

This paper presents a new multi-scale instrument--the Bronstein-Cruz Child/Adolescent Self-Concept and Adjustment Scale, which measures self-concept and psychological adjustment for children and adolescents, aged 10-18 years. It consists of five subscales: Self-Evaluation, Social and Peer Relations, Family Relations, Sense of Mastery, and…

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…

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…

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. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Importance of Adolescents' Sexually Outgoing Self-Concept: Differential Roles of Self- and Other-Generated Sexy Self-Presentations in Social Media.

PubMed

van Oosten, Johanna M F; de Vries, Dian A; Peter, Jochen

2018-01-01

The present study investigated the relationships between (exposure to) sexy self-presentations on social network sites (SNSs) and adolescents' sexual self-concept over time. Results from a three-wave panel study among 1,288 Dutch adolescents (aged 13-17 years) showed that more frequent engagement in sexy self-presentation, rather than exposure to sexy self-presentations of others, on SNSs positively predicted the importance of being sexually outgoing (e.g., sexy, seductive, and wild) in adolescents' self-concept 6 months later.

Do the self-concept and quality of life decrease in CP patients? Focussing on the predictors of self-concept and quality of life.

PubMed

Soyupek, Feray; Aktepe, Evrim; Savas, Serpil; Askin, Ayhan

2010-01-01

To find out if the quality of life (QOL) and self-concept of the children with cerebral palsy (CP) was different from that of children without disability, to investigate predictive variables that could affect self-concept and QOL. A total of 40 children with CP and 46 age-matched peers were included. The baseline characteristics including sex, type of CP, the level of disability according to Gross Motor Function Classification System (GMFCS) were recorded. Education levels of both children and parents, demographic features of parents, features of living area, usage of devices and associated impairments were filled out. Self-concept was measured using Piers-Harris Self-concept (PH) Scale. Quality of life was measured by Pediatric Quality of Life Inventory 4.0 (PedsQL). The physical and psychosocial health subscale scores of PedsQL (P-PedsQL and PS-PedsQL) were recorded. Significant differences in mean scores favouring the control group were found for PH scale, PedsQL scale (p < 0.001). P-PedsQL and PS-PedsQL of the CP group were lower than the control group (p < 0.001). PS-PedsQL report was significant predictor of self-concept. The presence of incontinence and GMFCS level were significant predictors of PedsQL and PPedsQL, respectively. Self-concept and QOL of the CP children were lower than the children without CP. Presence of incontinence, self-concept rating and GMFCS level were important to predict domains of QOL.

The concept of self-organizing systems. Why bother?

NASA Astrophysics Data System (ADS)

Elverfeldt, Kirsten v.; Embleton-Hamann, Christine; Slaymaker, Olav

2016-04-01

Complexity theory and the concept of self-organizing systems provide a rather challenging conceptual framework for explaining earth systems change. Self-organization - understood as the aggregate processes internal to an environmental system that lead to a distinctive spatial or temporal organization - reduces the possibility of implicating a specific process as being causal, and it poses some restrictions on the idea that external drivers cause a system to change. The concept of self-organizing systems suggests that many phenomena result from an orchestration of different mechanisms, so that no causal role can be assigned to an individual factor or process. The idea that system change can be due to system-internal processes of self-organization thus proves a huge challenge to earth system research, especially in the context of global environmental change. In order to understand the concept's implications for the Earth Sciences, we need to know the characteristics of self-organizing systems and how to discern self-organizing systems. Within the talk, we aim firstly at characterizing self-organizing systems, and secondly at highlighting the advantages and difficulties of the concept within earth system sciences. The presentation concludes that: - The concept of self-organizing systems proves especially fruitful for small-scale earth surface systems. Beach cusps and patterned ground are only two of several other prime examples of self-organizing earth surface systems. They display characteristics of self-organization like (i) system-wide order from local interactions, (ii) symmetry breaking, (iii) distributed control, (iv) robustness and resilience, (v) nonlinearity and feedbacks, (vi) organizational closure, (vii) adaptation, and (viii) variation and selection. - It is comparatively easy to discern self-organization in small-scale systems, but to adapt the concept to larger scale systems relevant to global environmental change research is more difficult: Self-organizing systems seem to form nested hierarchies, and on different hierarchical levels self-organizing and externally driven subsystems might occur simultaneously. - Traditional geomorphological concepts such as sensitivity to change, and intrinsic or extrinsic thresholds are compatible with the concept of self-organizing system, and these concepts are even enriched in their explanatory power when viewed in the larger framework of self-organization. The conceptual step to acknowledge self-organizing system change within earth system sciences thus can be regarded as relatively small. The concept of self-organization suggests a change of focus for earth system change research: a shift from input-output relations toward the inner organization of systems, since external controls rather limit the degrees of freedom of a system instead of triggering changes. Many systems might in fact be rather autonomous, and the specific and observable external trigger might be less important than the intrinsic system state. Hence, neither gradual nor catastrophic system changes necessarily need an external driver. The concept of self-organization provides important caveats to generally attributing environmental change to external drivers, and it encourages a frank admission of ignorance in the face of complexity.

The effects of a computer skill training programme adopting social comparison and self-efficacy enhancement strategies on self-concept and skill outcome in trainees with physical disabilities.

PubMed

Tam, S F

2000-10-15

The aim of this controlled, quasi-experimental study was to evaluate the effects of both self-efficacy enhancement and social comparison training strategy on computer skills learning and self-concept outcome of trainees with physical disabilities. The self-efficacy enhancement group comprised 16 trainees, the tutorial training group comprised 15 trainees, and there were 25 subjects in the control group. Both the self-efficacy enhancement group and the tutorial training group received a 15 week computer skills training course, including generic Chinese computer operation, Chinese word processing and Chinese desktop publishing skills. The self-efficacy enhancement group received training with tutorial instructions that incorporated self-efficacy enhancement strategies and experienced self-enhancing social comparisons. The tutorial training group received behavioural learning-based tutorials only, and the control group did not receive any training. The following measurements were employed to evaluate the outcomes: the Self-Concept Questionnaire for the Physically Disabled Hong Kong Chinese (SCQPD), the computer self-efficacy rating scale and the computer performance rating scale. The self-efficacy enhancement group showed significantly better computer skills learning outcome, total self-concept, and social self-concept than the tutorial training group. The self-efficacy enhancement group did not show significant changes in their computer self-efficacy: however, the tutorial training group showed a significant lowering of their computer self-efficacy. The training strategy that incorporated self-efficacy enhancement and positive social comparison experiences maintained the computer self-efficacy of trainees with physical disabilities. This strategy was more effective in improving the learning outcome (p = 0.01) and self-concept (p = 0.05) of the trainees than the conventional tutorial-based training strategy.

Maternal coherence in the Adult Attachment Interview is linked to maternal reminiscing and to children's self concept.

PubMed

Reese, Elaine

2008-12-01

The role of maternal attachment representations in mother-child reminiscing and children's self concept was assessed in a sample of 31 New Zealand mothers and their 5.5-year-old children. Mothers participated in the Adult Attachment Interview (AAI; Main, Goldwyn, & Hesse, 2002) and reminisced about everyday past events with their children. Children participated in the Children's Self View Questionnaire (Eder, 1990) to measure interpersonal and intrapersonal aspects of their self concept. Maternal coherence on the AAI was positively correlated with mothers' elaborative reminiscing and with interpersonal aspects of children's self concept. Mothers' states of mind with respect to attachment may enable open and elaborative reminiscing with their children, and may also indirectly lead to children's self-concept development.

A Concept Analysis of Self-Care Based on Islamic Sources.

PubMed

Marzband, Rahmatollah; Zakavi, Ali Asghar

2017-07-01

This article describes the concept of self-care from Islamic texts. Rodgers' evolutionary model of concept analysis was used in this study. Self-care is a series of responsible activities to God for health promotion, preventive disease and remedy. It encompasses physical, mental, spiritual, and social dimensions. A comprehensive definition of the concept of self-care ensued from a review of Islamic literature. Since the nurses instruct and assist individuals as they engage in self-care, using a comprehensive definition of self-care based on Islamic sources would provide an anchor linking for them as they interact with Muslim patients. © 2015 NANDA International, Inc.

Exploring psychosocial task resolution and self-concept among African-American adolescents.

PubMed

Brookins, C C

1996-06-01

Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well-being or Family Relations. The results are discussed in terms of improving understanding of relationships between processes in development, identity, and other salient psychosocial variables.

Gender as a determinant of some Nigerian adolescents' self-concepts.

PubMed

Olowu, A A

1985-12-01

A review of some theories of sex identification in relation to self-concept was attempted. A self-concept scale (Semantic differential) was administered on 264 boys and 108 girls. The ages range between 15.5 and 17.0 years with a mean of 16.7 years. The subjects were all Nigerians. It was found that the boys had significantly (P less than 0.001) more positive self-concepts than the girls on all the six self-concept areas. The results were discussed in the light of psychological, physiological and social differences of the two groups. The socio-cultural environment of the sample was taken into consideration in discussing the results.

When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability.

PubMed

Kessels, Ursula; Hannover, Bettina

2008-06-01

Establishing or preserving single-sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. We test the assumption that the beneficial effects of single-sex education on girls' self-concept of ability in masculine subjects such as physics are due to the lower accessibility of gender-related self-knowledge in single-sex classes. N=401 eighth-graders (mean age 14.0 years) from coeducational comprehensive schools. Random assignment of students to single-sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics-related self-concept of ability was measured using a questionnaire. In a subsample of N=134 students, the accessibility of gender-related self-knowledge during physics classes was assessed by measuring latencies and endorsement of sex-typed trait adjectives. Girls from single-sex physics classes reported a better physics-related self-concept of ability than girls from coeducational classes, while boys' self-concept of ability did not vary according to class composition. For both boys and girls, gender-related self-knowledge was less accessible in single-sex classes than in mixed-sex classes. To the extent that girls' feminine self-knowledge was relatively less accessible than their masculine self-knowledge, their physics-related self-concept of ability improved at the end of the school year. By revealing the importance of the differential accessibility of gender-related self-knowledge in single- and mixed-sex settings, our study clarifies why single-sex schooling helps adolescents to gain a better self-concept of ability in school subjects that are considered inappropriate for their own sex.

Sexual self-concept and intended sexual behavior of young adolescent Taiwanese girls.

PubMed

Pai, Hsiang-Chu; Lee, Sheuan; Chang, Ting

2010-01-01

People begin to become aware of their sexual drive and erotic feelings as young adolescents. Such activity often has been overlooked in Taiwan, a traditional society, because sexuality is viewed as a private issue. The purpose of this study was to explore the sexual self-concept and intended sexual behavior of young adolescent girls in Taiwan. Participants included 372 girls, 12 to 14 years old, from junior high schools in Taiwan who completed two questionnaires on sexual experience and sexually related items: the Sexual Self-Concept Inventory, the Parental Approval of Sexual Behavior Scale, and the Friends' Approval of Sexual Behavior Scale, which were combined into one scale, with separate scores. Girls' self-reports showed low (negative) sexual self-concept, high perceived parental disapproval, and somewhat high perceived friends' disapproval of sexual activities. Sexual self-concept is associated with perceived parental and peer approval of sexual activities, and it is associated with sexual experience and intended sexual activities as well. A young adolescent girl who has a high score on the perceived sexual arousability factor of the Sexual Self-Concept Inventory is more likely to report the strongest intention toward sexual behavior. Sexual self-concept may play a key role in girls' intended sexual activities, including engaging in low-level sexual activities (e.g., kissing and breast fondling) that occur before intercourse, even when associated with intercourse intention. The research suggests that addressing sexual self-concept needs to be a priority to prevent young girls from engaging in sexual intercourse.

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. © 2011 The Authors. Scandinavian Journal of Psychology © 2011 The Scandinavian Psychological Associations.

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.

Personal self-concept and satisfaction with life in adolescence, youth and adulthood.

PubMed

Goñi Palacios, Eider; Esnaola Echaniz, Igor; Rodríguez Fernández, Arantzazu; Camino Ortiz de Barrón, Igor

2015-01-01

The main aim of this study was to explore the relationships between personal self-concept and satisfaction with life, with the latter as the key indicator for personal adjustment. The study tests a structural model which encompasses four dimensions of self-concept: self-fulfillment, autonomy, honesty and emotions. The 801 participants in the study, all of whom were aged between 15 and 65 (M = 34.03, SD = 17.29), completed the Satisfaction with Life Scale (SWLS) and the Personal Self-Concept (APE) Questionnaire. Although the four dimensions of personal self-concept differ in their weight, the results show that, taken together, they explain 46% of the differences observed in satisfaction with life. This implies a weight that is as significant as that observed for general self-esteem in previous research studies. This issue should be dealt with early on, during secondary education, in order to help prevent psychological distress or maladjustment.

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. 2010 APA, all rights reserved

Nursing Students’ Smoking Behaviors and Smoking-Related Self-Concept

DTIC Science & Technology

2003-04-01

The purposes of this pilot study were to describe: (a) the relationships between baccalaureate (BSN) nursing students’ smoking-related current self ...instruments used to describe nursing students’ self -concept, including current smoking-related self -concept and possible selves. A schema model of smoking...collected to gather data on demographics, smoking history, and current self and possible future selves. Nonparametric tests were used to describe group

Asian American Self-Concept.

ERIC Educational Resources Information Center

Ito, Karen L.; Tashima, Eugene

While an individual in his own culture is expected to have a stable self concept, one who is placed in a totally different context may experience difficulties because ideas about self in the old society are no longer appropriate in the new one. In order to survive, the individual has to redefine his self concept to make it more functional in the…

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…

The Effect of Weight Training on the Self-Concept of Male Undergraduates.

ERIC Educational Resources Information Center

James, Richard; And Others

From ancient times, physical exercise has been linked to good mental health and positive self-concepts. To investigate the effects of weight training on self-concept, 62 college males participated in a one semester (40 hours) weight training, physical education course. Subjects were pre- and post-tested on subscales of the Tennessee Self Concept…

The Self-Concept Level of Black Adolescents with and without African Names.

ERIC Educational Resources Information Center

Terrell, Francis; And Others

1988-01-01

Explored the self-concept level of Black adolescents with and without African names, and of their parents, using the Terrell and Taylor Black Ideology Scale and the Coopersmith Self-Esteem Inventory. Adolescents with African names demonstrated significantly higher scores on the Black self-concept scales than did those without African names.…

The Intimate Correlation of Invitational Education and Effective Classroom Management

ERIC Educational Resources Information Center

Riner, Phillip S.

2003-01-01

Critics of Invitational Education and other self-concept approaches to learning have long argued that there is a lack of empirical data to support the claims that approaches to student instruction based on self-concept theory are central to effective learning. Ellis (2001) examines a number of these analyses where self-concept, self-esteem, and…

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…

Big fish in a big pond: a study of academic self concept in first year medical students.

PubMed

Jackman, Kirsty; Wilson, Ian G; Seaton, Marjorie; Craven, Rhonda G

2011-07-27

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. 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. 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. 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.

Constructing a self: the role of self-structure and self-certainty in social anxiety.

PubMed

Stopa, Lusia; Brown, Mike A; Luke, Michelle A; Hirsch, Colette R

2010-10-01

Current cognitive models stress the importance of negative self-perceptions in maintaining social anxiety, but focus predominantly on content rather than structure. Two studies examine the role of self-structure (self-organisation, self-complexity, and self-concept clarity) in social anxiety. In study one, self-organisation and self-concept clarity were correlated with social anxiety, and a step-wise multiple regression showed that after controlling for depression and self-esteem, which explained 35% of the variance in social anxiety scores, self-concept clarity uniquely predicted social anxiety and accounted for an additional 7% of the variance in social anxiety scores in an undergraduate sample (N=95) and the interaction between self-concept clarity and compartmentalisation (an aspect of evaluative self-organisation) at step 3 of the multiple regression accounted for a further 3% of the variance in social anxiety scores. In study two, high (n=26) socially anxious participants demonstrated less self-concept clarity than low socially anxious participants (n=26) on both self-report (used in study one) and on computerised measures of self-consistency and confidence in self-related judgments. The high socially anxious group had more compartmentalised self-organisation than the low anxious group, but there were no differences between the two groups on any of the other measures of self-organisation. Self-complexity did not contribute to social anxiety in either study, although this may have been due to the absence of a stressor. Overall, the results suggest that self-structure has a potentially important role in understanding social anxiety and that self-concept clarity and other aspects of self-structure such as compartmentalisation interact with each other and could be potential maintaining factors in social anxiety. Cognitive therapy for social phobia might influence self-structure, and understanding the role of structural variables in maintenance and treatment could eventually help to improve treatment outcome. Copyright 2010 Elsevier Ltd. All rights reserved.

Constructing a self: The role of self-structure and self-certainty in social anxiety

PubMed Central

Stopa, Lusia; Brown, Mike A.; Luke, Michelle A.; Hirsch, Colette R.

2010-01-01

Current cognitive models stress the importance of negative self-perceptions in maintaining social anxiety, but focus predominantly on content rather than structure. Two studies examine the role of self-structure (self-organisation, self-complexity, and self-concept clarity) in social anxiety. In study one, self-organisation and self-concept clarity were correlated with social anxiety, and a step-wise multiple regression showed that after controlling for depression and self-esteem, which explained 35% of the variance in social anxiety scores, self-concept clarity uniquely predicted social anxiety and accounted for an additional 7% of the variance in social anxiety scores in an undergraduate sample (N = 95) and the interaction between self-concept clarity and compartmentalisation (an aspect of evaluative self-organisation) at step 3 of the multiple regression accounted for a further 3% of the variance in social anxiety scores. In study two, high (n = 26) socially anxious participants demonstrated less self-concept clarity than low socially anxious participants (n = 26) on both self-report (used in study one) and on computerised measures of self-consistency and confidence in self-related judgments. The high socially anxious group had more compartmentalised self-organisation than the low anxious group, but there were no differences between the two groups on any of the other measures of self-organisation. Self-complexity did not contribute to social anxiety in either study, although this may have been due to the absence of a stressor. Overall, the results suggest that self-structure has a potentially important role in understanding social anxiety and that self-concept clarity and other aspects of self-structure such as compartmentalisation interact with each other and could be potential maintaining factors in social anxiety. Cognitive therapy for social phobia might influence self-structure, and understanding the role of structural variables in maintenance and treatment could eventually help to improve treatment outcome. PMID:20800751

Perceptions of children with HIV/AIDS from the USA and Kenya: self-concept and emotional indicators.

PubMed

Waweru, Sylvia M; Reynolds, Annette; Buckner, Ellen B

2008-01-01

Perceptions of children's self-concept and associated emotional indicators were assessed in two populations, United States and Kenya, in children living with HIV/AIDS. Assessment of the self-concept mode of the Roy Adaptation Model used both verbal and nonverbal strategies. The sample of children (N = 48), ages 7 to 12 years who were HIV-positive, was recruited from a family clinic that cares for children with chronic illness in the United States (n = 6) and an orphanage that provides for HIV-positive children in Kenya (n = 42). Self-concept was measured using a modification of Piers-Harris Self-Concept Scale. Emotional indicators were measured from Human Figure Drawings (HFD) described by Koppitz (1968). All U.S. children were found to have an average self-concept and one-third demonstrated significant emotional indicators. In Kenya, 93% of the participants had an average self-concept and half were found to have significant emotional indicators. HFD can be used with other screening tools to perform a psychosocial assessment and screening for referral. This study contributes to nursing science by introducing a model-based assessment with cross-cultural applicability.

Intimate relationship quality, self-concept and illness acceptance in those with multiple sclerosis.

PubMed

Wright, Thomas M; Kiropoulos, Litza A

2017-02-01

Lower levels of Intimate Relationship Quality (IRQ) have been found in those with Multiple Sclerosis (MS) compared to the general population. This study examined an MS sample to see whether IRQ was positively associated with self-concept, whether IRQ was positively associated with MS illness acceptance and whether IRQ was predicted by self-concept and illness acceptance. In this cross-sectional study, 115 participants with MS who were in an intimate relationship completed an online survey advertised on MS related websites. The survey assessed demographic variables, MS illness variables and levels of IRQ, self-concept and illness acceptance. Results revealed that IRQ was significantly positively associated with self-concept and with illness acceptance. Multiple hierarchical linear regression analysis revealed that, after controlling for illness duration and level of disability, self-concept significantly predicted IRQ but illness acceptance did not significantly predict IRQ. This study addressed several gaps and methodological flaws in the literature and was the first known to assess predictors of IRQ in those with MS. The results suggest that self-concept could be a potential target for individual and couple psychological interventions to improve IRQ and contribute to improved outcomes for those with MS.

[Modulator effect of socio-emotional variables on training in elaboration strategies in Compulsory Secondary Education (CSE): paraphrase and applications].

PubMed

Martín-Antón, Luis Jorge; Carbonero Martín, Miguel Angel; Román Sánchez, José María

2012-02-01

The purpose of this work is to verify the modulation of motivation, self-concept, and causal attributions in the efficacy of a training program of strategies to elaborate information in the stage of Compulsory Secondary Education (CSE). We selected 328 students from CSE, 179 from second grade and 149 from fourth grade, and three measurement moments: pretest, posttest, and follow-up. The results indicate greater use of learning strategies by students with higher intrinsic motivation, in contrast to students with higher extrinsic motivation, who use learning strategies less frequently. With regard to self-concept, the results differ as a function of the course. In second grade, we found modulation of the variable Academic self-concept, whereas in fourth grade, such modulation is produced by General self-concept and Private self-concept. In general, there is a tendency towards more enduring significant improvements in students with medium and high self-concept, especially in their perception of the use of strategies or in complex tasks that involve relating the contents to be learned with experiences from their daily life. However, students with low self-concept significantly improve strategies associated with learning how to perform specific tasks.

[Self esteem : concept analysis.

PubMed

Doré, Christina

2017-06-01

Self-esteem is an inner attitude at the base of the construction of personality and psychic balance in addition to be responsible of adaptive processes over the course of life. The concept of self-esteem is commonly used in several disciplines however, it seems that the consensus on its conceptualization and its operationalization is not yet reached. In this context, the concept analysis allows to address a phenomenon and to understand its use and its evolution from a unique disciplinary perspective. The aim of this article is therefore to analyze the concept of self esteem from a nursing perspective to identify : definitions of the term and related terms, attributes, model and limit cases proposed here within the community of mental health nurses, antecedents and consequents as well as the empirical references using the Walker and Avant method. The attributes identified allowing a deeper understanding of the concept are : the self-value, the self-acceptance, the self-efficacy, attitude towards oneself and finally, self-respect.

"You've Changed": Low Self-Concept Clarity Predicts Lack of Support for Partner Change.

PubMed

Emery, Lydia F; Gardner, Wendi L; Finkel, Eli J; Carswell, Kathleen L

2018-03-01

People often pursue self-change, and having a romantic partner who supports these changes increases relationship satisfaction. However, most existing research focuses only on the experience of the person who is changing. What predicts whether people support their partner's change? People with low self-concept clarity resist self-change, so we hypothesized that they would be unsupportive of their partner's changes. People with low self-concept clarity did not support their partner's change (Study 1a), because they thought they would have to change, too (Study 1b). Low self-concept clarity predicted failing to support a partner's change, but not vice versa (Studies 2 and 3), and only for larger changes (Study 3). Not supporting a partner's change predicted decreases in relationship quality for both members of the couple (Studies 2 and 3). This research underscores the role of partners in self-change, suggesting that failing to support a partner's change may stem from self-concept confusion.

Self-efficacy with application to nursing education: a concept analysis.

PubMed

Robb, Meigan

2012-01-01

Concept analysis and self-efficacy. This article analyzes the concept self-efficacy and its relationship to nursing education using Walker and Avant's methodology. Published literature. Nursing literature suggests increasing students' perceived self-efficacy will help to narrow the theory-practice gap. Self-efficacy is a cognitive variable that affects performance behaviors and affective processes. Perceived self-efficacy can be influenced by a direct experience, vicarious experience, or verbal persuasion. Individuals with high levels of self-efficacy demonstrate the defining attributes of confidence, perceived capability, and perseverance. © 2012 Wiley Periodicals, Inc.

Comparison of delinquents and nondelinquents in ethnicity, ordinal position, and self-perception.

PubMed

Calhoun, G; Connley, S; Bolton, J A

1984-01-01

Compared three groups of black, white, and Mexican-American delinquent and nondelinquent males, aged 11 to 18, on measures of self-concept, self-esteem, and ordinal position by groups (N = 135). Data were analyzed with analysis of variance and Chi-square test. Significant main effects were found with respect to delinquency, self-concept, and self-esteem. A significant interaction was present for delinquency and ethnicity for both self-concept and self-esteem. Chi-square results found birth-order and ethnicity to be related significantly.

Dimensions and profiles of the generalized health-related self-concept.

PubMed

Wiesmann, Ulrich; Niehörster, Gabriele; Hannich, Hans-Joachim; Hartmann, Ute

2008-11-01

We explore the significance of health as a potentially self-relevant category from the perspective of dynamic self-concept theory. Our intention was to describe the dimensional structure of the generalized health-related self-concept, to identify particular prototypes of health-related self-definition, and to see if these prototypes would differ with respect to appraisals of health behaviour and subjective health. We conducted a cross-sectional questionnaire study involving 545 college students (23.3% male) at the mean age of 22 years. The self-administered questionnaire assessed a relevant spectrum of health-related cognitions denoting their generalized declarative knowledge about their health (the generalized health-related self-concept). Additionally, participants rated their multiple health behaviour, their perceived health, and their anticipated vulnerability. A principal components analysis of the health-related cognitions revealed the following five dimensions: health-protective dispositions, health-protective motivation, vulnerability, health-risky habits, and external, avoidant motivation. A two-step cluster analysis of the five components identified six profiles of health-related self-concept: careless/carefree, omnipotents, risk-takers, mentally affected, reluctant-avoidant, and medically fragile. These prototypes could be successfully reclassified (97.6%). The six profiles differed with respect to their health behaviour and subjective health appraisals. The dimensional structure represents both resources and deficits with respect to an individual's health-related self-concept. An individual's profile of these dimensions might correspond to a characteristic set of particular health needs and motivations. Successful health communications should follow a complementary strategy of affirming the self-concept.

Therapeutic use of "prizing" and its effect on self-concept of elderly clients in nursing homes and group homes.

PubMed

Williams-Barnard, C L; Lindell, A R

1992-01-01

The purpose of this study was to ascertain the effect of nurse high prizing and nurse low prizing during group therapy in changing the self-concept of institutionalized aged persons. The hypothesis tested was that institutionalized aged clients participating in group therapy who receive nurse high prizing will show an increase in self-concept as measured by the Tennessee Self-Concept Scale (TSCS) when compared with those aged clients in the same settings participating in group therapy who receive nurse low prizing or those aged clients constituting the matched control groups. The study used an existing data source generated from the research of Williams and Lindell to conduct a secondary analysis of a variable not previously investigated. Mean difference scores from the posttest total self-concept score and subscales of the TSCS were analyzed in conjunction with the levels of prizing within the experimental and control groups. Using the Scale for Rating Prizing, two nurse raters judged the degree of prizing on 40 randomly extracted video segments. The findings indicated that 47.1% of those subjects who received low prizing decreased in self-concept; 68.4% of those who received high prizing increased in self-concept. No change in self-concept was noted in the control group. Findings were significant at the .0001 level. Investigating the effect of nurse high and low levels of prizing on client self-concept completes the Rogerian trilogy of therapist-offered conditions with this same sample of subjects. Extension of previous studies adds to the ever-growing body of nursing knowledge and increases the certitude, casualty, and generalizability of such investigations.

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.

Self-concept of academic ability as a function of sex, age, and academic achievement among African adolescents.

PubMed

Mboya, M M

1998-08-01

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

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

Self-Advocacy and Cancer: A Concept Analysis

PubMed Central

Hagan, Teresa L.; Donovan, Heidi S.

2013-01-01

Aim This paper is a report of an analysis of the concept of self-advocacy among individuals with cancer to clarify its meaning, to differentiate this meaning with related concepts and to unify understanding of the concept in cancer research and practice. Background Cancer survivors are increasingly required to assume an active role in their healthcare. A thorough analysis of how survivors advocate for themselves is a crucial aspect in supporting survivors’ ability to engage and manage their care throughout all stages of cancer survivorship. Design Walker and Avant’s eight-step process of conducting a concept analysis was used. Data Sources PubMed, PsycINFO and CINAHL databases were searched for articles, reviews, editorials and gray literature directly addressing self-advocacy. Review Methods A broad inquiry into the literature from 1960 – 2012 that produces a definition of self-advocacy. Model and contrary cases of self-advocacy demonstrate the concept’s application and intricacies. Results Antecedents to self-advocacy include particular personal characteristics, learned skills and attainable support. The essential element of self-advocacy and what differentiates it from related concepts, is the internalization of these antecedent resources into self-advocacy thoughts and actions while incorporating personal values and priorities in a way that upholds the survivors’ goals and beliefs. A full realization of self-advocacy facilitates a cancer survivor attaining a strong self-concept, sense of control and adaptation to a life with cancer. Conclusions Self-advocacy is a process of internalizing skills and resources to act in a way that supports survivors’ needs and goals. PMID:23347224

Culture, Method, and the Content of Self-Concepts: Testing Trait, Individual-Self-Primacy, and Cultural Psychology Perspectives

PubMed Central

del Prado, Alicia M.; Church, A. Timothy; Katigbak, Marcia S.; Miramontes, Lilia G.; Whitty, Monica; Curtis, Guy J.; de Jesús Vargas-Flores, José; Ibáñez-Reyes, Joselina; Ortiz, Fernando A.; Reyes, Jose Alberto S.

2007-01-01

Three theoretical perspectives on cultural universals and differences in the content of self-concepts were tested in individualistic (United States, n = 178; Australia, n = 112) and collectivistic (Mexico, n = 157; Philippines, n = 138) cultures, using three methods of self-concept assessment. Support was found for both trait perspectives and the individual-self-primacy hypothesis. In contrast, support for cultural psychology hypotheses was limited because traits and other personal attributes were not more salient, or social attributes less salient, in individualistic cultures than collectivistic cultures. The salience of some aspects of self-concept depended on the method of assessment, calling into question conclusions based on monomethod studies. PMID:19050737

Culture, Method, and the Content of Self-Concepts: Testing Trait, Individual-Self-Primacy, and Cultural Psychology Perspectives.

PubMed

Del Prado, Alicia M; Church, A Timothy; Katigbak, Marcia S; Miramontes, Lilia G; Whitty, Monica; Curtis, Guy J; de Jesús Vargas-Flores, José; Ibáñez-Reyes, Joselina; Ortiz, Fernando A; Reyes, Jose Alberto S

2007-12-01

Three theoretical perspectives on cultural universals and differences in the content of self-concepts were tested in individualistic (United States, n = 178; Australia, n = 112) and collectivistic (Mexico, n = 157; Philippines, n = 138) cultures, using three methods of self-concept assessment. Support was found for both trait perspectives and the individual-self-primacy hypothesis. In contrast, support for cultural psychology hypotheses was limited because traits and other personal attributes were not more salient, or social attributes less salient, in individualistic cultures than collectivistic cultures. The salience of some aspects of self-concept depended on the method of assessment, calling into question conclusions based on monomethod studies.

Childhood obesity, gender, actual-ideal body image discrepancies, and physical self-concept in Hong Kong children: cultural differences in the value of moderation.

PubMed

Marsh, Herbert W; Hau, K T; Sung, R Y T; Yu, C W

2007-05-01

Childhood obesity is increasingly prevalent in Western and non-Western societies. The authors related multiple dimensions of physical self-concept to body composition for 763 Chinese children aged 8 to 15 and compared the results with Western research. Compared with Western research, gender differences favoring boys were generally much smaller for physical self-concept and body image. Objective and subjective indexes of body fat were negatively related to many components of physical self-concept, but--in contrast to Western research--were unrelated to global self-esteem and slightly positively related to health self-concept. In support of discrepancy theory, actual-ideal discrepancies in body image were related to physical self-concept. However, consistent with the Chinese cultural value of moderation, and in contrast to Western results, being too thin relative to personal ideals was almost as detrimental as being too fat. The results reflect stronger Chinese cultural values of moderation and acceptance of obesity than in Western culture and have implications for social and educational policy in China. Copyright (c) 2007 APA, all rights reserved.

Youth physical activity self-efficacy: a concept analysis.

PubMed

Voskuil, Vicki R; Robbins, Lorraine B

2015-09-01

To report an analysis of the concept of youth physical activity self-efficacy. Physical activity self-efficacy is a concept that has been frequently examined as a key variable in research aimed at increasing physical activity among youth. Different conceptual definitions and empirical measures indicate the need for concept analysis to advance knowledge of the concept. Rodger's evolutionary method of concept analysis was used to collect and analyse the data. Social cognitive theory guided the analysis. The PubMed, Cumulative Index of Nursing and Allied Health Literature, PsychInfo, Educational Resources Information Center and Sociological Abstracts databases were searched for publications from 1990-2013. Search terms included self-efficacy, physical activity, youth, children, adolescent and teen. A total of 276 articles were identified. Fifty-five articles meeting inclusion criteria were included in the review. Data were analysed with particular focus on the attributes, antecedents and consequences of the concept. Defining attributes of physical activity self-efficacy were identified as personal cognition/perception, self-appraisal process, related action, power to choose physical activity, dynamic state and bi-dimensional nature. Antecedents and consequences were consistent with social cognitive theory. Youth physical activity self-efficacy is defined as a youth's belief in his/her capability to participate in physical activity and to choose physical activity despite existing barriers. This concept analysis provided an in-depth analysis and clarification of youth physical activity self-efficacy. Future research should be aimed at establishing consistency in conceptual definitions and empirical measurement to further develop the concept across disciplines. © 2015 John Wiley & Sons Ltd.

Predictive validity of Perceived Emotional Intelligence on nursing students' self-concept.

PubMed

Augusto Landa, José María; López-Zafra, Esther; Aguilar-Luzón, Maria del Carmen; de Ugarte, Maria Fe Salguero

2009-10-01

This study examines the role of Perceived Emotional Intelligence, in nursing students' self-concept, controlling personality dimensions. Self-image is a cognitive component of the self that contains images of who we are, what we want to be and what we express and wish to express to others. Likewise, there is also an emotional and assessable component known as self-esteem. For a profession that requires not only technical expertise but also psychologically oriented care, knowledge about the self in nursing would be crucial to further development and growth of the profession. However, the role of emotions in the formation of nursing professionals has been scarcely studied. One hundred and thirty five undergraduates from nursing studies voluntarily participated in our study. They completed a questionnaire that comprises several scales. Our results show positive correlations between the Clarity and Emotional Repair components of Perceived Emotional Intelligence and all scales of the self-concept scale. Furthermore, we found positive relationships between the Extraversion and Accountability components of personality with almost all the scales of the self-concept and negative relationships with personality and neuroticism components of the self-concept.

Self-concept differentiation and self-concept clarity across adulthood: associations with age and psychological well-being.

PubMed

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.

Do Self Concept Tests Test Self Concept? An Evaluation of the Validity of Items on the Piers Harris and Coopersmith Measures.

ERIC Educational Resources Information Center

Lynch, Mervin D.; Chaves, John

Items from Peirs-Harris and Coopersmith self-concept tests were evaluated against independent measures on three self-constructs, idealized, empathic, and worth. Construct measurements were obtained with the semantic differential and D statistic. Ratings were obtained from 381 children, grades 4-6. For each test, item ratings and construct measures…

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…

Self-Concept and Its Relationship to Academic Achievement for EMR Adolescents.

ERIC Educational Resources Information Center

Wheeler, Larry; Reilly, Thomas F.

1980-01-01

The relationship between self-concept and academic achievement was examined with 30 educable mentally retarded adolescent residents of a state institution. Results failed to demonstrate a positive relationship between self-concept and academic achievement in the areas of mathematics and reading. (DB)

Vocational Maturity and Self Concepts.

ERIC Educational Resources Information Center

Helbing, Hans

The relationship between separate dimensions of vocational maturity and different self-concept and identity variables were examined. Subjects were Dutch students, age 14-18 years. The vocational maturity dimensions were measured by Dutch adaptations of American vocational maturity scales. Instruments for self-concept and identity measurement were…

Self Directed Learning and Self Management. Symposium.

ERIC Educational Resources Information Center

2002

This document contains three papers from a symposium on self-directed learning and self-management. "Validating a More-Dimensional Conception of Self-Directed Learning" (Gerald A. Straka, Cornelia Schaefer) discusses the development and validation of a conception of self-directed learning as a dynamic interplay between behavior,…

Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology.

PubMed

Cooper, Katelyn M; Krieg, Anna; Brownell, Sara E

2018-06-01

Academic self-concept is one's perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student characteristics can impact students' academic self-concept; however, this has been unexplored in the context of undergraduate biology. In this study, we explored whether student characteristics can affect academic self-concept in the context of an active learning college physiology course. Using a survey, students self-reported how smart they perceived themselves to be in the context of physiology relative to the whole class and relative to their groupmate, the student with whom they worked most closely in class. Using linear regression, we found that men and native English speakers had significantly higher academic self-concept relative to the whole class compared with women and nonnative English speakers. Using logistic regression, we found that men had significantly higher academic self-concept relative to their groupmate compared with women. Using constant comparison methods, we identified nine factors that students reported influenced how they determined whether they were more or less smart than their groupmate. Finally, we found that students were more likely to report participating more than their groupmate if they had a higher academic self-concept. These findings suggest that student characteristics can influence students' academic self-concept, which in turn may influence their participation in small-group discussion and their academic achievement in active learning classes.

Longitudinal Model Predicting Self-Concept in Pediatric Chronic Illness.

PubMed

Emerson, Natacha D; Morrell, Holly E R; Neece, Cameron; Tapanes, Daniel; Distelberg, Brian

2018-04-16

Although self-concept has been identified as salient to the psychosocial adjustment of adolescents dealing with a chronic illness (CI), little research has focused on its predictors it. Given that depression and parent-child attachment have been linked to self-concept in the population at large, the goal of this study was to evaluate these relationships longitudinally in a sample of adolescents with CI. Using participant data from the Mastering Each New Direction (MEND) program, a 3-month psychosocial, family based intensive outpatient program for adolescents with CI, we employed multilevel modeling to test longitudinal changes in self-concept, as predicted by depressive symptoms and parent-child attachment, in a sample of 50 youths (M age  = 14.56, SD age  = 1.82) participating in MEND. Both "time spent in the program" and decreases in depressive symptoms were associated with increases in self-concept over time. Higher baseline levels of avoidant attachment to both mother and father were also associated with greater initial levels of self-concept. Targeting depressive symptoms and supporting adaptive changes in attachment may be key to promoting a healthy self-concept in pediatric CI populations. The association between avoidant attachment and higher baseline self-concept scores may reflect differences in participants' autonomy, self-confidence, or depression. Limitations of the study include variability in the amount of time spent in the program, attrition in final time point measures, and the inability to fully examine and model all potential covariates due to a small sample size (e.g. power). © 2018 Family Process Institute.

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…

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,…

Effects of an exercise programme on self-esteem, self-concept and quality of life in women with fibromyalgia: a randomized controlled trial.

PubMed

García-Martínez, Aida M; De Paz, José A; Márquez, Sara

2012-07-01

This study was aimed to investigate the effects of an exercise trial on self-esteem, self-concept and quality of life in patients with fibromyalgia and to evaluate whether improvements in psychological distress were related to changes in physical functioning. Twenty-eight women with a primary diagnosis of fibromyalgia were randomized to a usual care control group or to a 12-week supervised training programme consisting of 3 weekly sessions of aerobic, strengthening and flexibility exercises. Outcomes were physical functioning (Fibromyalgia Impact Questionnaire (FIQ), lower-body strength and flexibility) and psychological functioning (SF-36, Rosenberg self-esteem scale and Erdmann self-concept scale). Outcomes were measured at study entry and at the end of the intervention. Compared to the control group, statistically significant improvements in self-esteem, self-concept, FIQ, physical functioning, role physical, bodily pain, vitality, role emotional, social functioning, mental health, isometric strength, muscular endurance and flexibility were evident in the exercise group at the end of treatment. Self-esteem and self-concept scores were correlated positively with role emotional, mental health and the mental component summary of SF-36 and were negatively correlated to FIQ scores. No significant correlation existed between self-esteem or self-concept and isometric strength, muscular endurance or flexibility. Our results highlight the need for a broader array of physical and mental outcomes and the importance of examining patient's perceptions in future research therapies.

Self-concept and adolescents' refusal of unprotected sex: a test of mediating mechanisms among African American girls.

PubMed

Salazar, Laura F; DiClemente, Ralph J; Wingood, Gina M; Crosby, Richard A; Harrington, Kathy; Davies, Susan; Hook, Edward W; Oh, M Kim

2004-09-01

During adolescence, girls form self-concepts that facilitate the transition to adulthood. This process may entail engaging in risky sexual behaviors resulting in STD infection and pregnancy. This study assessed the relation between self-concept and unwanted, unprotected sex refusal among 335 African American adolescent girls. The second aim was to determine whether attributes of partner communication about sex would act as a mediating mechanism on this hypothesized relationship. These assessments were made within the context of several theoretical models (social cognitive theory and theory of gender and power). Self-concept was composed of self-esteem, ethnic identity, and body image, whereas attributes of partner communication about sex was conceptualized as frequency of communication, fear of condom use negotiation, and self-efficacy of condom use negotiation. Structural equation modeling was used to analyze data. The results showed that self-concept was associated with partner communication attributes about sex, which in turn, was associated with frequency of unprotected sex refusal. The hypothesized mediating role of partner communication was also supported. STD-HIV preventive interventions for this population may be more effective if they target self-concept as opposed to only self-esteem, incorporate an Afrocentric approach, and focus on enhancing several attributes of partner communication about sex.

Seeding science success: Relations of secondary students' science self-concepts and motivation with aspirations and achievement

NASA Astrophysics Data System (ADS)

Chandrasena, Wanasinghe Durayalage

This research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students' science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students' and teachers' views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students' science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students' science self-concepts were domain specific, while science motivation and science aspirations were not. Students' self-concepts in general science, chemistry, and physics were stronger for males than females. Students' self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students' science motivation did not vary across gender and year levels. Though students' science aspirations did not vary across gender, they became stronger with age. In general, students' science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students' year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students' achievement, and students' general science self-concepts predicted their achievement according to students' ratings. Students' year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students' achievement, according to student ratings. Based upon students' and teachers' perceptions, the identified barriers to promoting science in schools were: the difficulty of the subject matter, lack of student interest, the large amount of subject content, lack of perceived relevance of the subject matter to day-to-day life, ineffective teacher characteristics, lack of aspirations to pursue science as a career, inadequate teaching methods, lack of adequate teacher training, lack of proper policies to reward science teachers, and inadequate support for science from the media. Overall, the results from this study provide a greater understanding of the relations of secondary students' science self-concepts and motivation with aspirations and achievement in different science domains across gender and age levels. Hence, this research makes a valuable contribution to the literature by providing new insight. The findings will be useful for science educators in planning and developing science curriculum and policies with regard to student self-concepts and motivation. Equally, science teachers may find implications for classroom practices, for the planning and conducting of science lessons, for conveying scientific concepts and principles to students more effectively, and in considering the need to generate enthusiasm about the subject in young science students. Thus, the findings may offer the necessary strategies to assist in reducing the decline of students' enrolments in science through efficacious attention to student self-concepts and motivation. The newly developed instrument provides a new opportunity for future research to confidently interrogate the psychosocial issues central to science education and promotion. (Abstract shortened by ProQuest.).

What do we mean by "older adults' persistent pain self-management"? A concept analysis.

PubMed

Stewart, Carrie; Schofield, Pat; Elliott, Alison M; Torrance, Nicola; Leveille, Suzanne

2014-02-01

No standard definition exists for the concept "persistent pain self-management" or how it should be defined in relation to older adults. Poorly defined concepts can result in misunderstandings in the clinical setting and can hinder research through difficulties identifying or measuring the concept. To ascertain attributes, referents, antecedents, and consequences of the concept older adults' persistent pain self-management and develop a theoretical definition. Rodgers evolutionary model of concept analysis was used to systematically analyze articles from the academic and grey literature (N = 45). Data were extracted using standardized extraction forms and analyzed using thematic analysis. This concept was discussed in three ways: as an intervention, in reference to everyday behaviors, and as an outcome. Five defining attributes were identified: multidimensional process, personal development, active individuals, symptom response, and symptom control. Patients' perceived need and ability to manage pain with support from others is necessary for pain self-management to occur. Numerous physical, psychological, and social health consequences were identified. A theoretical definition is discussed. Our findings have clarified existing use and understanding regarding the concept of older adults' persistent pain self-management. We have identified three areas for future development: refinement of the attributes of this concept within the context of older adults, an exploration of how providers can overcome difficulties supporting older adults' persistent pain self-management, and a clarification of the overall theoretical framework of older adults' persistent pain self-management. Wiley Periodicals, Inc.

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…

Looking back in time: self-concept change affects visual perspective in autobiographical memory.

PubMed

Libby, Lisa K; Eibach, Richard P

2002-02-01

People who change often report that their old selves seem like "different people." Correlational (Study 1) and experimental (Studies 2 and 3) studies showed that participants tended to use a 3rd-person observer perspective when visualizing memories of actions that conflicted with their current self-concept. A similar pattern emerged when participants imagined performing actions that varied in self-concept compatibility (Study 4). The authors conclude that on-line judgments of an action's self-concept compatibility affect the perspective used for image construction. Study 5 shows applied implications. Use of the 3rd-person perspective when recalling past episodes of overindulgent eating was related to optimism about behaving differently at an upcoming Thanksgiving dinner. The authors discuss the effect of self-concept compatibility on cognitive and emotional reactions to past actions and consider the role of causal attributions in defining the self across time.

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.

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.

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

[Locus of control and self-concept in interpersonal conflict resolution approaches].

PubMed

Hisli Sahin, Nesrin; Basim, H Nejat; Cetin, Fatih

2009-01-01

The purpose of this study was to investigate the relationship between self-concept and locus of control in interpersonal conflict resolution approaches and to determine the predictors of conflict resolution approach choices. The study included 345 students aged between 18 and 28 years that were studying at universities in Ankara. Data were collected using the Interpersonal Conflict Resolution Approaches Scale to measure conflict resolution approaches, the Social Comparison Scale to measure self-concept, and the Internal-External Locus of Control Scale to measure locus of control. It was observed that confrontation approach to interpersonal conflict was predicted by self-concept (beta = 0.396, P < 0.001) Moreover, self-concept was related to self-disclosure (beta = 0.180, P < 0.01) and emotional expression (beta = 0.196, P < 0.001) approaches. Locus of control played a role in the choice of all resolution approaches. In addition to these findings, it was observed that females used self-disclosure (beta = -0.163, P < 0.01) and emotional expression (beta = -0.219, P < 0.001), while males used approach (beta = 0.395, P < 0.001) and public behavior (beta = 0.270, P < 0.001) approaches in the resolution processes. Self-concept and locus of control were related to the behaviors adopted in the interpersonal conflict resolution process. Individuals with a positive self-concept and an internal locus of control adopted solutions to interpersonal conflict resolution that were more effective and constructive.

Sexual Self-concept and Its Relationship to Depression, Stress and Anxiety in Postmenopausal Women.

PubMed

Heidari, Mohammad; Ghodusi, Mansureh; Rafiei, Hossein

2017-04-01

Women in menopause have the more mood swings than before menopause. At the same time seem to sexual self-concept and sexual aspects of self-knowledge has a great impact on their mental health. This study aimed to investigate the sexual self-concept and its relationship to depression, stress and anxiety in postmenopausal women's. In this descriptive correlation research, 300 of postmenopausal women referred to healthcare and medical treatment centers in Abadeh city were selected by convenience sampling method. The information in this study was collected by using questionnaires of multidimensional sexual self-concept and depression anxiety stress scale 21 (DASS-21). For data analysis, SPSS/17 software was used. The results showed the mean score positive sexual self-concept was 41.03 ± 8.66 and the average score of negative sexual self in women's was 110.32 ± 43.05. As well as scores of depression, stress, and anxiety, 35.67%, 32.33% and 37.67% respectively were in severe level. Positive and negative sexual self-concept scores with scores of stress, anxiety, and depression, of post-menopausal women in the confidence of 0.01, is significantly correlated ( P < 0.05). Being stress, anxiety, and depression in severe level and also a significant correlation between increased stress, anxiety and depression with negative and weak self-concept of women's, it is necessary to devote more careful attention to mental health issues of women's and have appropriate interventions.

Sexual Self-concept and Its Relationship to Depression, Stress and Anxiety in Postmenopausal Women

PubMed Central

Heidari, Mohammad; Rafiei, Hossein

2017-01-01

Objectives Women in menopause have the more mood swings than before menopause. At the same time seem to sexual self-concept and sexual aspects of self-knowledge has a great impact on their mental health. This study aimed to investigate the sexual self-concept and its relationship to depression, stress and anxiety in postmenopausal women's. Methods In this descriptive correlation research, 300 of postmenopausal women referred to healthcare and medical treatment centers in Abadeh city were selected by convenience sampling method. The information in this study was collected by using questionnaires of multidimensional sexual self-concept and depression anxiety stress scale 21 (DASS-21). For data analysis, SPSS/17 software was used. Results The results showed the mean score positive sexual self-concept was 41.03 ± 8.66 and the average score of negative sexual self in women's was 110.32 ± 43.05. As well as scores of depression, stress, and anxiety, 35.67%, 32.33% and 37.67% respectively were in severe level. Positive and negative sexual self-concept scores with scores of stress, anxiety, and depression, of post-menopausal women in the confidence of 0.01, is significantly correlated (P < 0.05). Conclusions Being stress, anxiety, and depression in severe level and also a significant correlation between increased stress, anxiety and depression with negative and weak self-concept of women's, it is necessary to devote more careful attention to mental health issues of women's and have appropriate interventions. PMID:28523258

The role of disability self-concept in adaptation to congenital or acquired disability.

PubMed

Bogart, Kathleen R

2014-02-01

Current theories of adaptation to disability do not address differences in adaptation to congenital or acquired disability. Although people with congenital disabilities are generally assumed to be better adapted than people with acquired disabilities, few studies have tested this, and even fewer have attempted to explain the mechanisms behind these differences. This study tested the proposition that whether a disability is congenital or acquired plays an important role in the development of the disability self-concept (consisting of disability identity and disability self-efficacy), which in turn, affects satisfaction with life. It was predicted that disability self-concept would be better developed among people with congenital, compared with acquired disabilities, predicting greater satisfaction with life in those with acquired conditions. 226 participants with congenital and acquired mobility disabilities completed a cross-sectional online questionnaire measuring satisfaction with life, self-esteem, disability identity, disability self-efficacy, and demographic information. Self-esteem, disability identity, disability self-efficacy, and income were significant predictors of satisfaction with life. Congenital onset predicted higher satisfaction with life; disability identity and disability self-efficacy, but not self-esteem, partially mediated the relationship. Findings highlight the distinction between adaptation to congenital versus acquired disability and the importance of disability self-concept, which are underresearched constructs. Results suggest that rather than attempting to "normalize" individuals with disabilities, health care professionals should foster their disability self-concept. Possible ways to improve disability self-concept are discussed, such as involvement in the disability community and disability pride. PsycINFO Database Record (c) 2014 APA, all rights reserved.

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…

Self-Concept and Social Status of Accelerated and Nonaccelerated Students in the First 2 Years of Secondary School in the Netherlands

ERIC Educational Resources Information Center

Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo

2009-01-01

This study examined the self-concept and social status of accelerated and nonaccelerated students in their first 2 years of secondary school in the Netherlands. In 357 students from 18 secondary schools, we measured self-concept, sociometric status, and behavior reputations at three times. Accelerated students had more positive self-concepts…

The Mediating Role of Physical Self-Concept on Relations between Biological Maturity Status and Physical Activity in Adolescent Females

ERIC Educational Resources Information Center

Cumming, Sean P.; Standage, Martyn; Loney, Tom; Gammon, Catherine; Neville, Helen; Sherar, Lauren B.; Malina, Robert M.

2011-01-01

The current study examined the mediating role of physical self-concept on relations between biological maturity status and self-reported physical activity in adolescent British females. Biological maturity status, physical self-concept and physical activity were assessed in 407 female British year 7-9 pupils (M age = 13.2 years, SD = 1.0).…

Self-imagery in individuals with high body dissatisfaction: the effect of positive and negative self-imagery on aspects of the self-concept.

PubMed

Farrar, Stephanie; Stopa, Lusia; Turner, Hannah

2015-03-01

Cognitive behavioural models of eating disorders highlight low self-esteem as a maintaining factor. This study explored the impact of positive and negative self-imagery on aspects of the working self (implicit and explicit self-esteem and self-concept clarity) in individuals with high body dissatisfaction (an important aspect of eating disorders). The impact of these images on state body satisfaction and affect was also explored. A group of participants with high body dissatisfaction completed measures of explicit self-esteem, self-concept clarity, state body satisfaction and affect prior to completing a negative (n = 33) or positive (n = 33) self-imagery retrieval task. Following this they completed the baseline measures and a measure of implicit self-esteem. Holding a negative self-image in mind had a negative effect on explicit self-esteem, whilst holding a positive self-image had a beneficial effect. There were no effects of imagery on implicit self-esteem. Holding a negative image in mind led to a significant reduction in self-concept clarity; however, positive self-imagery did not affect self-concept clarity. Holding a negative self-image in mind led to a decrease in body satisfaction and state affect. The opposite was found for the positive self-imagery group. Implicit self-esteem was not measured at baseline. Imagery techniques which promote positive self-images may help improve aspects of the working self, body satisfaction and affect in individuals with high levels of body dissatisfaction. As such, these imagery techniques warrant further investigation in a clinical population. Copyright © 2014 Elsevier Ltd. All rights reserved.

SELF-CONCEPT OF THE SCHOOL COUNSELLOR.

ERIC Educational Resources Information Center

ISABELLE, L. A.

THERE IS A NEED FOR COUNSELORS TO DEVELOP A VOCATIONAL SELF-CONCEPT WHICH WOULD SERVE AS A GUIDE DURING THEIR PROFESSIONAL GROWTH. BASED ON SUPER'S THEORY AND DEFINITIONS, THE CRITICAL POINTS IN COUNSELOR VOCATIONAL SELF-CONCEPT DEVELOPMENT INCLUDE THE EXPLORATORY, REALITY TESTING, AND THE ESTABLISHMENT STAGES. THE COUNSELOR VOCATIONAL-EDUCATION…

Social Psychological Dispositions and Academic Achievement of Inuit and Non-Inuit Students.

ERIC Educational Resources Information Center

Clifton, Rodney A.; Roberts, Lance W.

1988-01-01

Examines differences between Inuit and non-Inuit students in activism (social attitude), self-concept, and academic achievement. Inuits scored lower in activism and self-concept than non-Inuits. Suggests teachers create personalized classroom environments to positively affect activism and self-concept, and thereby enhancing achievement.…

Self-Concept and Anxiety of Adolescent and Adult Fathers.

ERIC Educational Resources Information Center

Robinson, Bryan E.; Barret, Robert L.

1987-01-01

Examined relationship between age of unmarried fathers and their self-concept and anxiety level. Twelve unmarried adolescent fathers and 12 unmarried adult fathers completed the State-Trait Anxiety Scale and the Personal Attribute Inventory. Results revealed no significant differences between adolescent and adult fathers on self-concept or anxiety…

Effects of Peer Tutoring on Reading Self-Concept

ERIC Educational Resources Information Center

Flores, Marta; Duran, David

2013-01-01

This study investigates the development of the Reading Self-Concept and of the mechanisms underlying it, within a framework of a reading programme based on peer tutoring. The multiple methodological design adopted allowed for a quantitative approach which showed statistically significant changes in the Reading Self-Concept of those students who…

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…

Multitrait-Multimethod Analyses of Two Self-Concept Instruments.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Smith, Ian D.

1982-01-01

The multidimensionality of self-concept and the use of factor analysis in the development of self-concept instruments are supported in multitrait-multimethod analyses of the Sears and Coopersmith instruments. Convergent validity and discriminate validity of subscales in factor analysis and multitrait-multimethod analysis of longitudinal data are…

Self-Concept of Severely to Profoundly Hearing-Impaired Children.

ERIC Educational Resources Information Center

Warren, Charlotte; Hasenstab, Suzanne

1986-01-01

A study examined demographic, impairment-related, and parental variables that best predicted self-concept among 49 severely to profoundly hearing-impaired 5- to 11-year-olds. A strong relationship was observed between self-concept and parental indulgence, parental rejection, parental protection, parental discipline, and extent of language…

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,…

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 research…

Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

ERIC Educational Resources Information Center

Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

2018-01-01

This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

Sexual Self-Concept and Sexual Risk-Taking.

ERIC Educational Resources Information Center

Breakwell, Glynis M.; Millward, Lynne J.

1997-01-01

Presents data from a survey of randomly selected adolescents (N=474) which examined differences between male and female sexual identities. Results indicate two main dimensions in male sexual self-concept: socioemotional and the relational. Female sexual self-concept revolved around concerns with assertiveness, such as controlling when sex occurs.…

Self-Concept and Social Interaction in a Deaf Population.

ERIC Educational Resources Information Center

Garrison, Wayne M; And Others

Investigated were self concept levels of 109 deaf college students, and examined were social interaction behaviors among a subset of 27 Ss from the study sample. Results of the Tennessee Self Concept Scale indicated a response pattern demonstrating psychological distress or maladjustment, but reliability and comprehension analysis suggested that a…

Relating Child-Rearing Technique to the Child's Self-Concept.

ERIC Educational Resources Information Center

Olowu, A. A.

1983-01-01

Childrearing technique was found to be related to child's self-concept in a study of 686 adolescent secondary school pupils, three-quarters of whom were White English and one-quarter of whom were Nigerian Yoruba. Subjects rated their parents' childrearing techniques and completed a self-concept scale. (RH)

The Relative Potential of Self-Concept and Intelligence as Predictors of Achievement.

ERIC Educational Resources Information Center

Gose, Aileen; And Others

1980-01-01

The combination of intelligence with measures of related academic success self-concepts accounted for more achievement variance than did intelligence alone for the content areas of reading, language, and mathematics. Achievement was related to academic self-concept, but not to physical maturity, peer relations, or school adaptiveness…

The Developmental Association of Sexual Self-Concept with Sexual Behavior among Adolescent Women

PubMed Central

Hensel, Devon J.; Fortenberry, J. Dennis; O’Sullivan, Lucia F.; Orr, Donald P.

2013-01-01

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 in sexual self-concept (sexual openness, sexual esteem and sexual anxiety) over a four year time frame; (2) describe the relationship of these trajectories with changes in sexual behavior. We found significant transactional effects between these dimensions and behavior: sexual self-concept evolved during adolescence in a manner consistent with less reserve, less anxiety and greater personal comfort with sexuality and sexual behavior. Moreover, we found that sexual self-concept results from sexual behavior, as well as regulates future behavior. PMID:20970178

The Vicious Cycle of Family Atmosphere, Interpersonal Self-concepts, and Paranoia in Schizophrenia—A Longitudinal Study

PubMed Central

Hesse, Klaus; Kriston, Levente; Mehl, Stephanie; Wittorf, Andreas; Wiedemann, Wolfgang; Wölwer, Wolfgang; Klingberg, Stefan

2015-01-01

Recent cognitive models of paranoid delusions highlight the role of self-concepts in the development and maintenance of paranoia. Evidence is growing that especially interpersonal self-concepts are relevant in the genesis of paranoia. In addition, negative interpersonal life-experiences are supposed to influence the course of paranoia. As dysfunctional family atmosphere corresponds with multiple distressing dyadic experiences, it could be a risk factor for the development and maintenance of paranoia. A total of 160 patients with a diagnosis of schizophrenia were assessed twice within 12 months. Standardized questionnaires and symptom rating scales were used to measure interpersonal self-concepts, perceived family atmosphere, and paranoia. Data were analyzed using longitudinal cross-lagged structural equation models. Perceived negative family atmosphere was associated with the development of more pronounced negative interpersonal self-concepts 12 months later. Moreover, paranoia was related to negative family atmosphere after 12 months as well. As tests revealed that reversed associations were not able to explain the data, we found evidence for a vicious cycle between paranoia, family atmosphere, and interpersonal self-concepts as suggested by theoretical/cognitive model of paranoid delusions. Results suggest that broader interventions for patients and their caretakers that aim at improving family atmosphere might also be able to improve negative self-concepts and paranoia. PMID:25925392

Ecological Factors Influencing Emotional/Behavioral Problems and Self-Concept in Adolescents from Low-Income Families in South Korea.

PubMed

Baek, Suyon; Yoo, Haewon

2017-09-01

In this study, we examined emotional/behavioral problems and self-concept in adolescents from low-income families in Korea; additionally, we identified ecological factors associated with these traits. This descriptive study employed an ecological model to analyze data from the Korean Children and Youth Panel Survey. A nationwide stratified multistage cluster sampling methodology was used. Overall, 2534 first-year middle school students were included in the survey, and the survey was conducted from 2010 to 2016. Hierarchical multiple regression models were generated. The mean score of emotional/behavioral problem has been changed from 2.20 (2011), 2.15 (2013), to 2.11 (2015) out of 4, and the mean score of self-concept has been changed from 2.73 (2012), 2.73 (2014), to 2.77 (2015) out of 4. Factors that influenced emotional/behavioral problems and self-concept among adolescents were health perception and academic achievement (only associated with self-concept) at the intrapersonal level and parenting style, peer attachment (only associated with self-concept), and relationships with teachers at the interpersonal level. These results may be used to inform the development of interventions designed to decrease emotional/behavioral problems and improve positive self-concept in adolescents from low-income families.

Describing Self-Care Self-Efficacy: Definition, Measurement, Outcomes, and Implications.

PubMed

Eller, Lucille S; Lev, Elise L; Yuan, Changrong; Watkins, Ann Vreeland

2018-01-01

The pragmatic utility method of concept analysis was used to explore the usefulness of the concept self-care self-efficacy. Empirical studies across disciplines published between 1996 and 2015 were used as data. A data matrix was developed. Analytical questions and responses were derived from the data to understand patterns, develop new knowledge and achieve synthesis. Usefulness of the concept is contingent on how it is defined and measured. Self-care self-efficacy is associated with performance of self-care activities and positive health outcomes in diverse populations. Research can guide development of targeted interventions to increase patients' self-care self-efficacy, thus reducing costs, and assisting people to achieve optimal health. © 2016 NANDA International, Inc.

Daily cognitive appraisals, daily affect, and long-term depressive symptoms: the role of self-esteem and self-concept clarity in the stress process.

PubMed

Lee-Flynn, Sharon C; Pomaki, Georgia; Delongis, Anita; Biesanz, Jeremy C; Puterman, Eli

2011-02-01

The current study investigated how self-esteem and self-concept clarity are implicated in the stress process both in the short and long term. Initial and 2-year follow-up interviews were completed by 178 participants from stepfamily unions. In twice-daily structured diaries over 7 days, participants reported their main family stressor, cognitive appraisals (perceived stressor threat and stressor controllability), and negative affect. Results of multilevel modeling indicated that high self-esteem ameliorated the effect of daily negative cognitive appraisals on daily negative affect. Self-concept clarity also buffered the effect of low self-self-esteem on depressive symptoms 2 years later. Our findings point to the vulnerability of those having low self-esteem or low self-concept clarity in terms of both short- and long-term adaptation to stress. They indicate the need for the consideration of such individual differences in designing stress management interventions.

Change in emotional self-concept following socio-cognitive training relates to structural plasticity of the prefrontal cortex.

PubMed

Lumma, Anna-Lena; Valk, Sofie L; Böckler, Anne; Vrtička, Pascal; Singer, Tania

2018-04-01

Self-referential processing is a key component of the emotional self-concept. Previous studies have shown that emotional self-referential processing is related to structure and function of cortical midline areas such as medial prefrontal cortex (mPFC), and that it can be altered on a behavioral level by specific mental training practices. However, it remains unknown how behavioral training-related change in emotional self-concept content relates to structural plasticity. To address this issue, we examined the relationship between training-induced change in participant's emotional self-concept measured through emotional word use in the Twenty Statement Test and change in cortical thickness in the context of a large-scale longitudinal mental training study called the ReSource Project . Based on prior behavioral findings showing increased emotional word use particularly after socio-cognitive training targeting perspective-taking capacities, this study extended these results by revealing that individual differences in the degree to which participants changed their emotional self-concept after training was positively related to cortical thickness change in right mPFC extending to dorsolateral PFC (dlPFC). Furthermore, increased self-related negative emotional word use after training was positively associated with cortical thickness change in left pars orbitalis and bilateral dlPFC. Our findings reveal training-related structural brain change in regions known to be involved in self-referential processing and cognitive control, and could indicate a relationship between restructuring of the emotional self-concept content as well as reappraisal of negative aspects and cortical thickness change. As such, our findings can guide the development of psychological interventions targeted to alter specific facets of the self-concept.

School Self-Concept in Adolescents With Chronic Pain.

PubMed

Logan, Deirdre E; Gray, Laura S; Iversen, Christina N; Kim, Susan

2017-09-01

This study investigated school self-efficacy and sense of school membership (collectively "school self-concept") as potential influences on impaired school function among adolescents with chronic pain, including comparison of adolescents with primary pain to those with disease-based pain and pain-free peers. In all, 264 adolescents (12-17 years old) with primary pain conditions, juvenile idiopathic arthritis, or no pain completed measures of functional disability, school functioning, pain characteristics, and school self-concept, the Self-Efficacy Questionnaire for School Situations (SEQ-SS), and Psychological Sense of School Membership (PSSM). Both the SEQ-SS and PSSM demonstrated reliability and some validity, with the SEQ-SS more strongly supported. As a group, adolescents with primary pain conditions reported poorer school self-concept. School self-efficacy, but not school belongingness, predicted school functioning later in the school year. School self-concept, especially as assessed with the SEQ-SS, is relevant and important to assess when addressing school functioning in youth with chronic pain. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Psychosocial antecedents of hostility in persons with coronary heart disease.

PubMed

Sofhauser, Cynthia D

2003-09-01

Although it is known that hostility precedes coronary heart disease (CHD), little is known about factors that influence the development and progression of hostile characteristics. The relations among hostility, self-esteem, self-concept, and psychosocial residual were conceptualized within the modeling and role-modeling theoretical framework and examined in a sample of 85 persons with CHD. There were significant associations between all variables. Regression analyses revealed that self-esteem, mistrust residual, isolation residual, and self-concept contributed significantly, accounting for 31% of the variation in hostility scores. These findings provide support for the belief that the development of hostility in persons with CHD is related to beliefs and attitudes about the self and others. Persons with self-esteem need deficits, and a subsequent build up of negative psychosocial residual, have poor self-concepts. This poor self-concept is hostile in nature and reflects a mistrust of others and a deep sense of isolation.

Self-concept deficits in massively multiplayer online role-playing games addiction.

PubMed

Leménager, Tagrid; Gwodz, Alexander; Richter, Anne; Reinhard, Iris; Kämmerer, Nina; Sell, Madlen; Mann, Karl

2013-01-01

Previous studies on Internet addiction point towards a particular constellation of personality traits and deficits in social competence of players addicted to massively multiplayer online role-playing games (MMORPGs), which are hypothesized to result from impairments in self-concept. The aim of this study was to examine differences in self-concept and degree of avatar identification in World of Warcraft addicted, non-addicted and naive (nonexperienced) participants. Participants (n = 45) completed interviews and self-report questionnaires on social, emotional and physical aspects of self-concept. Attributes of participants' 'actual self', 'ideal self' and their avatar were assessed using the Giessen test. The extent of avatar identification was examined by assessing differences between 'ideal self' and avatar evaluations. In contrast to nonaddicted and naive participants, addicted players showed a more negative body appraisal and lower self-esteem as well as lower permeability, social response, general mood and social potency on the Giessen test subscales. They further showed significantly lower discrepancies between 'ideal self' and avatar ratings on nearly all Giessen test subscales. The results point towards impairments in self-concept and a higher degree in avatar identification in addicted MMORPG players compared to the remaining participants. These results could have important implications for the treatment of addicted MMORPG players. Copyright © 2013 S. Karger AG, Basel.

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

PubMed

Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

2016-04-25

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning

PubMed Central

Gryka, Rebecca; Kiersma, Mary E.; Todt, Abby L.; Cailor, Stephanie M.; Chen, Aleda M. H.

2016-01-01

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura’s Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students’ skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations. PMID:27170817

Towards Self-Realisation: Exploring the Ecological Self for Education

ERIC Educational Resources Information Center

Wang, Chia-Ling

2016-01-01

This study examines the concepts of self-realisation and the ecological self in Arne Naess's ecosophy, which considers the manner in which human inherent potentialities are realised in educational practices. This article first elucidates the meaning of the concepts of self-realisation and the ecological self according to Naess's work. Second, the…

Appraisal of Specific Aspects of Self, Salience, and Spontaneous Self-Esteem.

ERIC Educational Resources Information Center

Reeder, Glenn D.; Mangiarcina, Janet

Although self-concept is traditionally viewed as being fairly stable over time and situations, a more recent position takes note of the variability or inconsistency characteristic of certain aspects of the self-concept. To determine whether spontaneous self-esteem (SSE) increases when a valued aspect of self is made salient, college students…

Motivational interviewing skills are positively associated with nutritionist self-efficacy.

PubMed

Marley, Scott C; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick

2011-01-01

To examine the relationships between physical and social self-concepts, motivational interviewing (MI), and nutrition assessment skills with dimensions of counseling self-efficacy. Cross-sectional survey. Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics. Sixty-five WIC nutritionists. Counseling self-efficacy on topics related to physical activity and nutritional behaviors and in the presence of language and cultural differences. Multiple linear regression. Nutritionists' perception of their own MI skills was positively associated with their self-efficacy for counseling clients of a culture different than their own, when counseling about physical activity, and when counseling about nutrition behavior. Hispanic ethnicity and social self-concept were positively associated with counseling self-efficacy when culture differences were present. Physical self-concept was positively associated with self-efficacy related to physical activity topics. Nutrition assessment skill was negatively associated with self-efficacy for working with non-English-speaking clients. Development of MI skills and strategies to improve social and physical self-concept may increase WIC nutritionists' counseling self-efficacy, particularly when counseling clients from diverse backgrounds. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

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 and classmates. Copyright © 2015 Elsevier Ltd. All rights reserved.

Does Physical Self-Concept Mediate the Relationship between Motor Abilities and Physical Activity in Adolescents and Young Adults?

PubMed Central

Jekauc, Darko; Wagner, Matthias Oliver; Herrmann, Christian; Hegazy, Khaled; Woll, Alexander

2017-01-01

The purpose of this study is to examine the reciprocal relationship between motor abilities and physical activity and the mediation effects of physical self-concept in this relationship using longitudinal data. We expect that the effects of motor abilities on physical activity are rather indirect via physical self-concept and that the effects of physical activity on motor abilities are rather direct without involvement of the motor ability self-concept. Data was obtained from the Motorik-Modul (MoMo) Longitudinal Study in which 335 boys and 363 girls aged 11–17 years old at Baseline were examined twice in a period of six years. Physical activity was assessed by the MoMo Physical Activity Questionnaire for adolescents, physical self-concept by Physical Self-Description Questionnaire and motor abilities by MoMo Motor Test which comprised of the dimensions strength, endurance, coordination and flexibility. Multiple regression analyses were used to analyse the direct and indirect effects. The results of the multiple regression analyses show that the effects of motor abilities on physical activity were only indirect for the dimensions strength, coordination, and flexibility. For the dimension endurance, neither direct nor indirect effects were significant. In the opposite direction, the effects of physical activity on motor abilities were partially mediated by the self-concept of strength. For the dimensions endurance, coordination and flexibility, only indirect were significant. The results of this study support the assumption that the relationship between motor abilities and physical activity is mediated by physical self-concept in both directions. Physical self-concept seems to be an important determinant of adolescents´ physical activity. PMID:28045914

Does Physical Self-Concept Mediate the Relationship between Motor Abilities and Physical Activity in Adolescents and Young Adults?

PubMed

Jekauc, Darko; Wagner, Matthias Oliver; Herrmann, Christian; Hegazy, Khaled; Woll, Alexander

2017-01-01

The purpose of this study is to examine the reciprocal relationship between motor abilities and physical activity and the mediation effects of physical self-concept in this relationship using longitudinal data. We expect that the effects of motor abilities on physical activity are rather indirect via physical self-concept and that the effects of physical activity on motor abilities are rather direct without involvement of the motor ability self-concept. Data was obtained from the Motorik-Modul (MoMo) Longitudinal Study in which 335 boys and 363 girls aged 11-17 years old at Baseline were examined twice in a period of six years. Physical activity was assessed by the MoMo Physical Activity Questionnaire for adolescents, physical self-concept by Physical Self-Description Questionnaire and motor abilities by MoMo Motor Test which comprised of the dimensions strength, endurance, coordination and flexibility. Multiple regression analyses were used to analyse the direct and indirect effects. The results of the multiple regression analyses show that the effects of motor abilities on physical activity were only indirect for the dimensions strength, coordination, and flexibility. For the dimension endurance, neither direct nor indirect effects were significant. In the opposite direction, the effects of physical activity on motor abilities were partially mediated by the self-concept of strength. For the dimensions endurance, coordination and flexibility, only indirect were significant. The results of this study support the assumption that the relationship between motor abilities and physical activity is mediated by physical self-concept in both directions. Physical self-concept seems to be an important determinant of adolescents´ physical activity.

Self-concept and self-esteem in patients with chronic tic disorders: A systematic literature review.

PubMed

Silvestri, Paola R; Baglioni, Valentina; Cardona, Francesco; Cavanna, Andrea E

2018-05-24

Chronic tic disorders are neurodevelopmental conditions characterized by the presence of motor and/or phonic tics and often accompanied by co-morbid behavioral problems. Chronic tic disorders can negatively affect the level of functioning of young patients across social and family domains, with possible repercussions on their self-perception. We conducted a systematic literature review to assess the clinical correlates of both components of self-perception (self-concept, i.e. what patients think about themselves, and self-esteem, i.e. how they feel about their self-concept) in patients with chronic tic disorders. Reported levels of self-perception varied widely across studies, partly due to the methodological heterogeneity of the reviewed literature. Poor self-concept and self-esteem appeared to be more strongly related to the presence of psychiatric co-morbidities (especially obsessive-compulsive disorder, attention-deficit and hyperactivity disorder, and anxiety disorders) than to tic severity. Poor peer relationship, social difficulties, as well as problems with parents' acceptance were identified as further risk factors for low self-perception. Finally, the reviewed studies highlighted a link between self-perception and quality of life in patients with chronic tic disorders, alongside the protective role of good social adjustment. This information can therefore assist treating clinicians in the choice of tailored therapeutic interventions for this patient population, including behavioral management techniques that can improve self-concept and self-esteem through increased self-efficacy. Copyright © 2018 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Similarities between Prescott Lecky's theory of self-consistency and Carl Rogers' self-theory.

PubMed

Merenda, Peter F

2010-10-01

The teachings of Prescott Lecky on the self-concept at Columbia University in the 1920s and 1930s and the posthumous publications of his book on self-consistency beginning in 1945 are compared with the many publications of Carl Rogers on the self-concept beginning in the early 1940s. Given that Rogers was a graduate student at Columbia in the 1920s and 1930s, the striking similarities between these two theorists, as well as claims attributed to Rogers by Rogers' biographers and writers who have quoted Rogers on his works relating to self-theory, strongly suggest that Rogers borrowed from Lecky without giving him the proper credit. Much of Rogers' writings on the self-concept included not only terms and concepts which were original with Lecky, but at times these were actually identical.

Self-belief does make a difference: a reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance.

PubMed

Marsh, Herbert W; Chanal, Julien P; Sarrazin, Philippe G

2006-01-01

A large body of research in support of the reciprocal effects model of causal ordering demonstrates that prior academic self-concept predicts subsequent academic achievement beyond what can be explained in terms of prior achievement. Here we evaluate the generalizability of this support for the reciprocal effects model to a physical activity context in which achievement is reflected in gymnastics skills on a standardized gymnastics performance test evaluated by expert judges. Based on the responses of 376 adolescents collected at the start (T1) and end (T2) of a gymnastics training programme, there is support for a reciprocal effects model in which there are significant paths leading from both T1 gymnastics self-concept to T2 gymnastics skills and from T1 gymnastics skills to T2 self-concept. Although there were gender and age effects (girls and older participants had better gymnastics skills, boys had higher self-concepts), multiple group structural equation models indicated that support for the reciprocal effects model generalized over responses by boys and girls. In summary, self-concept and performance are both determinants and consequences of each other.

Variables contributing to an excellent customer service management profile within the regulated electric utility industry: A comparison of self-concept with customer satisfaction for customer service management

DOE Office of Scientific and Technical Information (OSTI.GOV)

Johnson, L.E.

1991-01-01

This research sought to address the relationship between self-concept and customer satisfaction: can customer satisfaction with a major electric utility be explained in terms of the self-reported, self-concept of the utility's managers The population to which the results of this study were generalized consisted of customer service managers in public electric utilities across the United States. In order to represent this population, a sample was selected consisting of customer service managers at a midwestern electric utility based in a large metropolitan area. Participants in this study were managers of four direct customer contact service organizations within six geographic division organizations.more » The methodology included comparisons of these four customer contact service organizations on twelve independent, self-concept variables and six customer satisfaction dependent variables using Analysis of Variance (ANOVA), Scheffe' tests, Chi-Square, and Stepwise multiple regression. The groups were found not to be significantly different and knowledge of the self-concept scores for managers will not increase the ability to predict customer satisfaction over no knowledge of self-concept scores.« less

Bio-psycho-social factors affecting sexual self-concept: A systematic review.

PubMed

Potki, Robabeh; Ziaei, Tayebe; Faramarzi, Mahbobeh; Moosazadeh, Mahmood; Shahhosseini, Zohreh

2017-09-01

Nowadays, it is believed that mental and emotional aspects of sexual well-being are the important aspects of sexual health. Sexual self-concept is a major component of sexual health and the core of sexuality. It is defined as the cognitive perspective concerning the sexual aspects of 'self' and refers to the individual's self-perception as a sexual creature. The aim of this study was to assess the different factors affecting sexual self-concept. English electronic databases including PubMed, Scopus, Web of Science and Google Scholar as well as two Iranian databases including Scientific Information Database and Iranmedex were searched for English and Persian-language articles published between 1996 and 2016. Of 281 retrieved articles, 37 articles were finally included for writing this review article. Factors affecting sexual self-concept were categorized to biological, psychological and social factors. In the category of biological factors, age gender, marital status, race, disability and sexual transmitted infections are described. In the psychological category, the impact of body image, sexual abuse in childhood and mental health history are present. Lastly, in the social category, the roles of parents, peers and the media are discussed. As the development of sexual self-concept is influenced by multiple events in individuals' lives, to promotion of sexual self-concept, an integrated implementation of health policies is recommended.

Self-determination and older people--a concept analysis.

PubMed

Ekelund, Christina; Dahlin-Ivanoff, Synneve; Eklund, Kajsa

2014-03-01

Self-determination has emerged as an important concept within health care, used to emphasize clients' control and independence as they participate in rehabilitation. To strengthen clients' self-determination is a central aim in occupational therapy. However, there is a lack of a clear definition of self-determination concerning community-dwelling older people. The definition should be flexible in different contexts, such as cultural. To define and clarify the concept of self-determination in relation to community-dwelling frail older people. Walker & Avant's analysis procedure was carried out to identify textual attributes to the concept of self-determination, supplemented by a content analysis of 21 articles that were used to define and further justify the textual attributes. Self-determination was used in diverse contexts for community-dwelling older people, concerning: decision-making in everyday life, professionals' views, health, and legal/ethical rights. Different textual attributes were identified, to propose a conceptual definition of self-determination in relation to community-dwelling frail older people: A process in which a person has control and legal/ethical rights, and has the knowledge and ability to make a decision of his/her own free choice. This concept analysis has contributed to clarifying the concept for the convenience of research with community-dwelling frail older people.

Conceptions of Parents, Conceptions of Self, and Conceptions of God.

ERIC Educational Resources Information Center

Buri, John R.; Mueller, Rebecca A.

Different theorists have suggested that an individual's view of God may be related to one's view of one's father, one's mother, or one's self. A study was conducted to examine the relationship of college students' conceptions of the wrathfulness-kindliness of God to their conceptions of their father's and mother's permissiveness, authoritarianism,…

Relationships among Aspects of Student Alienation and Self Concept

ERIC Educational Resources Information Center

Tarquin, Kristen; Cook-Cottone, Catherine

2008-01-01

This study investigated the relationships among previous experiences of student alienation and the various aspects of self concept. A total of 351 undergraduate students were administered the Student Alienation and Trauma Survey-Revised (SATS-R) and the Tennessee Self Concept Scale: Second Edition (TSCS:2). Students were asked to report on their…

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…

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,…

Effect of Weight Training on Self-Concept: A Profile of Those Influenced Most.

ERIC Educational Resources Information Center

Tucker, Larry A.

1983-01-01

A study was conducted to: (1) determine the effect of a four-month weight training program on college males' self-concepts; and (2) identify the types, in terms of extroversion, neuroticism, body cathexis, somatotype, and muscular strength, who benefit most. Training generally favorably affected self-concept. (Author/PP)

Gifted Elementary Students' Interactions with Female and Male Scientists in a Biochemistry Enrichment Program.

ERIC Educational Resources Information Center

She, Candace Hsiao-Ching; Barrow, Lloyd H.

1997-01-01

Examines how gender and self-concept relate to gifted elementary students' participation in a biochemistry enrichment program taught by female and male scientists. Students with low self-concepts asked more questions and received more feedback than students with high self-concepts. Student-initiated questions and gender differences in interaction…

Racial Group Concept and Self-Esteem in Black Children.

ERIC Educational Resources Information Center

Clark, Maxine L.

The relationship of racial group concepts (racial preference and racial attitudes) to general and specific self-esteem in black children was examined in this study. A secondary purpose of this study was to assess the validity of Nobles' (1973) theory that racial group attitudes influence the black American's concept of "self." The…

Effect of Physical Attractiveness on Therapists' Initial Judgments of a Person's Self-concept

ERIC Educational Resources Information Center

Hobfoll, Stevan E.; Penner, Louis A.

1978-01-01

Investigated effect of a person's physical attractiveness on a therapist's initial judgment of that person's self-concept. Videotapes and audiotapes were made of interviews with attractive and unattractive males and females. Physically attractive persons of both sexes were rated as having better self-concepts than unattractive persons. (Author)

The youth conservation corps and adolescents' self-concept

Treesearch

A. Laverne Dickerson

1977-01-01

Four dimensions of self-concept were measured at the beginning and the end of the Youth Conservation Corps's 1971 pilot program. The overall evaluation of the program had found no changes in self-concept, but factor analysis identified some significant differences. The campers' perceptions of their adequacy decreased, while their perceptions of their personal...

Impact of an Adlerian Based Pretrial Diversion Program: Self Concept and Dissociation

ERIC Educational Resources Information Center

Norvell, Jeanell J.

2010-01-01

Clients' self concepts and dissociative experiences were examined to determine the impact of an Adlerian based pretrial diversion program. Clients completing the program displayed a significant change in self concepts and dissociative experiences. A repeated measures multivariate analysis of variance indicated a 35% change, made up of the…

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…

Women's Sex-role Self-Concept: A Study of Career Choice and Satisfaction.

ERIC Educational Resources Information Center

Steward, Robbie J.; Kessler, Karen

This study was conducted to examine sex role characteristics common to women making nontraditional career choice; to determine whether dissatisfaction is affected by congruence of sex role, self-concept, and traditionally of program; and to investigate whether sex role self-concept plays a role in women's ratings of satisfaction within their…

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…

The Roles of Occupational Knowledge and Vocational Self-Concept Crystallization in Students' School-to-Work Transition.

ERIC Educational Resources Information Center

Taylor, M. Susan

1985-01-01

Examined predictors of college students' school-to-work transition difficulty, level of occupational knowledge, and crystallization of vocational self-concept. Occupational knowledge predicted whether students received at least one job offer before graduation and the total number of offers. Self-concept crystallization predicted at least one…

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,…

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…

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…

Self-Concept and Academic Achievement: A Meta-Analysis of Longitudinal Relations

ERIC Educational Resources Information Center

Huang, Chiungjung

2011-01-01

The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from 0.20 to 0.27 between prior self-concept and subsequent academic…

Academic Self-Concept: Modeling and Measuring for Science

ERIC Educational Resources Information Center

Hardy, Graham

2014-01-01

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…

Relational Variables and Life Satisfaction in African American and Asian American College Women

ERIC Educational Resources Information Center

Berkel, LaVerne A.; Constantine, Madonna G.

2005-01-01

The authors explored associations among relationship harmony, perceived family conflicts, relational self-concept, and life satisfaction in a sample of 169 African American and Asian American college women. As hypothesized, higher relational self-concept, or the extent to which individuals include close relationships in their self-concepts, and…

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…

The Self-Concept. Volume 1, A Review of Methodological Considerations and Measuring Instruments. Revised Edition.

ERIC Educational Resources Information Center

Wylie, Ruth C.

This volume of the revised edition describes and evaluates measurement methods, research designs, and procedures which have been or might appropriately be used in self-concept research. Working from the perspective that self-concept or phenomenal personality theories can be scientifically investigated, methodological flaws and questionable…

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.

Self-Concept Development in Rural and Urban Students.

ERIC Educational Resources Information Center

Velasco-Barraza, Carlos; Muller, Douglas

1982-01-01

Using the Self-Descriptive Inventory, compares development of self-concept, self-esteem, self-ideal in physical maturity, peer relations, academic success, school adaptiveness in 50 rural children (Hatch, New Mexico) and 50 urban children (Las Cruces New Mexico). Finds negative patterns in academic success and school adaptiveness more pronounced…

An Investigation of Self-Concept, Clothing Selection, and Life Satisfaction among Disabled Consumers

ERIC Educational Resources Information Center

Chang, Hyo Jung

2012-01-01

This dissertation investigates the relationships between various aspects of self-concept (i.e., generalized self-efficacy, public self-consciousness, state hope, and self-esteem), clothing selection (i.e., clothing that expresses individuality, clothing that improves the emotional state, clothing that camouflages the body), and life satisfaction…

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.

The Role of Negative Affect and Self-Concept Clarity in Predicting Self-Injurious Urges in Borderline Personality Disorder Using Ecological Momentary Assessment.

PubMed

Scala, J Wesley; Levy, Kenneth N; Johnson, Benjamin N; Kivity, Yogev; Ellison, William D; Pincus, Aaron L; Wilson, Stephen J; Newman, Michelle G

2018-01-01

Deficits in identity as well as negative affect have been shown to predict self-injurious and suicidal behaviors in individuals with borderline personality disorder (BPD). However, less is known about the interactive effects of these two predictors. We examined the moderating effect of a particular component of identity, self-concept, on the relationship between negative affect and self-injurious urges utilizing ecological momentary assessments. Outpatients diagnosed with either BPD (n = 36) or any anxiety disorder but no BPD (n = 18) completed surveys throughout the day over a 21-day period. Higher levels of momentary negative affect predicted greater subsequent urges to self-injure, but only when self-concept clarity was low (z = -3.60, p < .01). This effect did not differ between diagnostic groups. The results suggest that self-concept clarity has a protective effect against self-injurious urges in light of high negative affect, and that this effect may be transdiagnostic.

Spontaneous self-descriptions and ethnic identities in individualistic and collectivistic cultures.

PubMed

Rhee, E; Uleman, J S; Lee, H K; Roman, R J

1995-07-01

The Twenty Statements Test (TST) was administered in Seoul and New York, to 454 students from 2 cultures that emphasize collectivism and individualism, respectively. Responses, coded into 33 categories, were classified as either abstract or specific and as either autonomous or social. These 2 dichotomies were more independent in Seoul than in New York. The New York sample included Asian American whose spontaneous social identities differed. They either never listed ethnicity-nationality on the TST, or listed it once or twice. Unidentified Asian Americans' self-concepts resembled Euro-Americans' self-concepts, and twice identified Asian Americans' self-concepts resembled Koreans' self-concepts, in both abstractness-specificity and autonomy-sociality. Differential acculturation did not account for these results. Implications for social identity, self-categorization, and acculturation theory are discussed.

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.

Physical Activity and Physical Self-Concept among Sedentary Adolescent Females; An Intervention Study

PubMed Central

Schneider, Margaret; Dunton, Genevieve Fridlund; Cooper, Dan M.

2008-01-01

Problem Physical activity has been promoted as a means of enhancing self-concept, yet the evidence for this connection is far from compelling. In particular, experimental research investigating this association during adolescence, a period during which many youth struggle to maintain a positive self-image, is noticeably lacking. This study investigates the impact on self-concept of a 9-month physical activity intervention among sedentary adolescent females. Method Female adolescents who were sedentary at baseline were assigned either to an exercise intervention or a comparison group as part of the controlled trial. The intervention was school-based, and assignment to groups was based on school attended. Intervention participants engaged in supervised activity 4 times per week and received didactic instruction promoting activity outside of school 1 day per week. Self-concept, physical activity participation, and cardiovascular fitness were assessed before, mid-way through, and after the 9-month intervention. Results The intervention had a significant positive impact on participation in vigorous activity and cardiovascular fitness. The intervention did not significantly influence any of the self-concept dimensions overall. There was, however, a three-way interaction such that there was an increase in global physical self-concept among those intervention participants who increased cardiovascular fitness. Conclusions These findings indicate that a physical activity intervention among sedentary adolescent females enhanced global physical self-concept for a subset of intervention participants who manifested positive changes in fitness. PMID:18443656

Children's Self-Concepts as Related to Family Structure and Family Concept.

ERIC Educational Resources Information Center

Parish, Joycelyn G.; Parish, Thomas S.

1983-01-01

Surveyed 426 children from intact, divorced, and reconstituted families, who responded to the Personal Attribute Inventory for Children to evaluate their families and themselves. Results showed a significant association between children's self-concepts and both their family structure and family concepts. (JAC)

Academic and Nonacademic Validating Agents on Latinas Mathematics and Science Self Concept A Quantitative Study Utilizing the High School Longitudinal Study of 2009

NASA Astrophysics Data System (ADS)

Garza, Jennifer M.

The purpose of this study is to inform and further the discussion of academic (i.e. teachers and school counselors) and non-academic (i.e. parents, family, friends, etc.) validating agents on Latina students' mathematics and science self-concepts. This study found a relationship between Latina students' interactions with academic and non-academic validating agents and their math and science self-concept at the K-12 level. Through the review of the literature the researcher addresses identifiable factors and strategies that inform the field of education in the areas of validation theory, family characteristics, and access to STEM fields for Latina students. The researcher used an established instrument designed, administered, and validated through the National Center for Education Statistics (NCES). For purposes of this study, a categorical subset of participants who self-identified as being a Latina student was used. As a result, the total subset number in this study was N=1,882. To determine if academic and non-academic validating agents had an observable statistically significant relationship with Latina students' math and science self-concept, a series of one-way ANOVAs were calculated to compare differences in students' math and science self-concept based on academic and non-academic validating agents for the weighted sample of Latinas for the HLS:09 survey. A path analysis was also employed to assess the factors involved in Latina students' math and science self-concepts. The findings are consistent with previous research involving the influence that academic and non-academic validating agents have on the math and science self-concept of Latina students. The results indicated that students who had teachers that believed in the students, regardless of family background, social economic status or home environment influences had higher math and science self concepts than those who did not. Similarly, it was found that students who had counselors that set high standards of learning and believed that all students could do well had higher math and science self concept than those who did not. Students who had parents that encouraged and discussed taking more math and science courses had higher math and science self concepts than those who did not.

Self Concept of Adolescent Sexual Abuse Victims.

ERIC Educational Resources Information Center

Orr, Donald P.; Downes, Maureen C.

1985-01-01

To assess the self-concept and psychological profile associated with sexual abuse, 20 young female victims evaluated in a sexual abuse clinic completed the Offer Self-Image Questionnaire. (Author/LMO)

Implementation of the AMEDD (Army Medical Department) Standards of Nursing Practice: An Evaluation.

DTIC Science & Technology

1987-01-29

Self -Care Deficit (Specify level: Feeding, Bathing/ Hygiene, Dressing/grooming, Toileting K Self -Concept, Alteration In: Body Image, Self - Esteem , Role...Performance, Personal Identity K Self -Concept, Disturbance in G Self -Dressing-Grooming Deficit (Specify Level) G Self - Esteem Disturbance G Self -Feeding...were conceptualized as working documents providing the foundation for the profession’s self -monitoring (M. Phaneuf, M. Wandelt, 1974). The next step

An investigation of the relationship between physical fitness, self-concept, and sexual functioning.

PubMed

Jiannine, Lia M

2018-01-01

Obesity and inactivity have led to an increasing number of individuals with sexual dysfunctions (43% of women; 31% of men). Small bouts of exercise can drastically improve sexual functioning. Thus, the present study is designed to examine the effects of physical fitness and self-concept on sexual functioning. Fitness assessments and questionnaires were administered to 133 participants between the ages of 18 and 50 years. Physical fitness was assessed through body composition, cardiovascular endurance, muscular strength, and muscular endurance. Self-concept was presented as a total self-concept score and as six individual concepts of self. Sexual function was presented as both an aggregate score and five separate constructs of sexual functioning - fantasy/cognition, arousal, orgasm, behavior/experience, and drive/desire. The results indicated that sexual behavior/experience was predicted by body fat percentage. In men, fantasy was related to total self-concept; sexual behavior/experience was related to likeability. In women, arousal was predicted by cardiovascular endurance. Total self-concept was related to both orgasm and sex drive/desire. Power and muscular strength were significantly related to number of sexual partners in women but not men. The present study adds to the growing body of evidence indicating a positive relationship between physical fitness and sexual health. Individuals with sexual dysfunctions, particularly women, who are not persuaded by the currently publicized benefits of physical activity, may be inclined to exercise to improve sexual functioning.

Cognitive ability, academic achievement and academic self-concept: extending the internal/external frame of reference model.

PubMed

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

2012-06-01

Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. To simultaneously examine the influences of domain-specific cognitive ability and grades on domain self-concept in an extended I/E model, including the indirect effect of domain-specific cognitive ability on domain self-concept via grades. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. Statistically significant and positive path coefficients were found between cognitive ability and self-concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross-domain effects of either ability or grades on ASC were negatively significant. Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross-domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different. ©2011 The British Psychological Society.

Trait anxiety and self-concept among children and adolescents with food neophobia.

PubMed

Maiz, Edurne; Balluerka, Nekane

2018-03-01

Food problems in children and adolescents often have a detrimental effect on the emotional and psychological wellbeing of their parents. However, the impact of such problems on the psychological wellbeing of children and adolescents themselves has been less widely studied. The purpose of this study was to determine whether children and adolescents with food neophobia differed in trait anxiety and dimensions of self-concept from their neophilic and their average peers. A community sample of 831 participants (368 males and 463 females) between the ages of 8 and 16 were classified into six groups based on scores obtained on the Spanish Child Food Neophobia Scale (i.e., neophobic, average, and neophilic) and their age (i.e., children vs. adolescents). Compared with their neophilic peers, children with food neophobia showed higher levels of trait anxiety and a poorer social, physical, and academic self-concept. Among adolescents similar results were observed for trait anxiety and physical self-concept, but instead of social and academic self-concept it was family self-concept which distinguished between neophobic and neophilic participants. These results suggest that food neophobia is associated with trait anxiety and with some dimensions of self-concept. This highlights the need to ascertain the threshold between 'normal' and 'problematic' eating behaviors, since the fact that a behavior is to some extent usual does not imply that it is harmless. Copyright © 2017 Elsevier Ltd. All rights reserved.

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. © 2014 John Wiley & Sons Ltd.

Memory perspective and self-concept in social anxiety: an exploratory study.

PubMed

Stopa, Lusia; Bryant, Tess

2004-07-01

The mental representation of self and observer perspective images are important maintaining factors in cognitive models of social phobia (Clark & Wells, 1995; Rapee & Heimberg, 1997). This study investigates Libby and Eibach's (2002) hypothesis that the observer perspective is used to recall memories that are incongruent with current self-concept. A total of 60 participants (divided into high and low social anxiety groups) completed a questionnaire in which they described current self-concept, recalled four memories of social occasions (two congruent, two incongruent), and rated memory age and vividness. Congruence was defined as memories that "fit" with current self-descriptions. A qualitative analysis of self-concept showed that both groups used a similar range of themes. High socially anxious participants recalled more observer perspective memories in the second incongruent memory. Congruence did not influence vividness, but public self-consciousness did. The implications of the results are discussed and suggestions made for future research.

Borderline Personality Features and Implicit Shame-Prone Self-Concept in Middle Childhood and Early Adolescence

ERIC Educational Resources Information Center

Hawes, David J.; Helyer, Rebekah; Herlianto, Eugene C.; Willing, Jonah

2013-01-01

This study tested if children and adolescents with high levels of borderline personality features (BPF) exhibit the same shame-prone self-concept previously found to characterize adults with borderline personality disorder (Rusch et al., 2007). Self-concept was indexed using the Implicit Association Test, in a community sample of…

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…

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…

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…

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…

Cognitive Ability, Academic Achievement and Academic Self-Concept: Extending the Internal/External Frame of Reference Model

ERIC Educational Resources Information Center

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

2012-01-01

Background: Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. Aim: To simultaneously…

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…

The Development and Validation of a Pictorial Self-Concept Scale for Children in K-4.

ERIC Educational Resources Information Center

Bolea, Angelo S.; And Others

The study discusses the development of a self-concept measure for children in kindergarten and the lower elementary grades. A scale (Pictorial Self-Concept Scale), was constructed from children's statements about themselves. This scale was administered to kindergarten through fourth grade subjects. Each child separated 50 cartoon picture cards…

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…

The Relationship between Self-Concept and Achievement in TIMSS 2007: A Comparison between American and Japanese Students

ERIC Educational Resources Information Center

Yoshino, Asako

2012-01-01

The purpose of this research was to investigate the relationship between eighth-grade students' maths-related self-concepts and their achievements in the Trends in International Mathematics and Science Study (TIMSS) 2007. The students' maths self-concept was compared with other variables, namely their mothers' education, their fathers' education…

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…

Associations of Mother-Child Reminiscing about Negative Past Events, Coping, and Self-Concept in Early Childhood

ERIC Educational Resources Information Center

Goodvin, Rebecca; Romdall, Lisa

2013-01-01

Parent-child reminiscing conversations in early childhood have received theoretical attention as a forum for children's self-concept development, but this has been little addressed in empirical work. This study examines associations between emotion reminiscing and children's self-concepts and, building from the reminiscing and…

The Self Concept.

ERIC Educational Resources Information Center

Fitzgibbon, Ann

The purpose of this paper is to increase awareness of the self concept as a variable, to indicate what is known about the self concept from existing research, to discuss its importance to the school and its effect on learning, and to offer a method of assessment which is tied to a definition arbitrarily made as a starting point for researchers. A…

Affirmation, Validation, and Empowerment: Influences of a Composition Competition on Students' Self-Concepts as Musicians

ERIC Educational Resources Information Center

Albert, Daniel J.

2017-01-01

The purpose of this study was to determine if participation in a composition competition influenced four K-12 students' self-concepts as musicians. Research questions explored motivations for these four students to enter into a composition competition, influences of the competition on students' self-concepts as musicians (if at all), and effects…

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…

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…

A Double-Edged Sword? On the Benefit, Detriment, and Net Effect of Dimensional Comparison on Self-Concept

ERIC Educational Resources Information Center

Müller-Kalthoff, Hanno; Jansen, Malte; Schiefer, Irene M.; Helm, Friederike; Nagy, Nicole; Möller, Jens

2017-01-01

Dimensional comparison theory (DCT; Möller & Marsh, 2013) assumes that students compare their academic achievement intraindividually across domains to form domain-specific self-concepts. Upward dimensional comparisons are believed to lead to lower self-concepts in the worse-off domain, while downward dimensional comparisons should lead to…

Children's Self-Concept: Parental School Engagement and Student-Teacher Relationships in Rural and Urban Australia

ERIC Educational Resources Information Center

Gavidia-Payne, Susana; Denny, Bianca; Davis, Kate; Francis, Andrew; Jackson, Mervyn

2015-01-01

Self-concept is one important yet understudied construct, often associated with healthy children's well-being, and particularly crucial for those raised in rural disadvantaged communities. Also, commonly acknowledged is that adults, including parents and teachers, play an important role in fostering self-concept. The overall aim of the current…

Teachers' Self-Concept and Valuing of Learning: Relations with Teaching Approaches and Beliefs about Students

ERIC Educational Resources Information Center

Yeung, Alexander S.; Craven, Rhonda G.; Kaur, Gurvinder

2014-01-01

One's self-concept and value perceptions can significantly influence one's behaviours and beliefs. Australian teachers from urban and rural areas of the state of New South Wales were asked to respond to survey items on two predictors (teacher self-concept, valuing of learning) and three outcomes. Confirmatory factor analysis established the five…

Gender Differences in Children's Math Self-Concept in the First Years of Elementary School

ERIC Educational Resources Information Center

Lindberg, Sven; Linkersdörfer, Janosch; Ehm, Jan-Henning; Hasselhorn, Marcus; Lonnemann, Jan

2013-01-01

In the course of elementary school, children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the…

Comparing the Self-Concept of Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

Gans, Amy M.; Kenny, Maureen C.; Ghany, Dave L.

2003-01-01

A study compared self-concept in 50 Hispanic middle school children with learning disabilities and 70 controls. Differences were found between the groups on the Intellectual and Social Status and Behavior subscales of the Piers-Harris Children's Self-Concept Sale, with controls scoring higher on both scales. No differences were found on global…

The Effects of Stereotyping on the Self-Concept of Mexican Americans.

ERIC Educational Resources Information Center

Palomares, Geraldine Dunne

Purposes of this literature review on the Mexcian American child were to explore the self-concept; cultural marginality, emphasizing resulting conflict and other effects; the occurrence and effects of stereotyping; and the results of studies undertaken to measure self-concept. Findings included that (1) the manner in which a person is dealt with…

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…

Family Context Predictors of Math Self-Concept among Undergraduate STEM Majors: An Analysis of Gender Differences

ERIC Educational Resources Information Center

Rinn, Anne N.; Miner, Kathi; Taylor, Aaron B.

2013-01-01

The purpose of the current study was to examine four family context variables (socioeconomic status, mother's level of education, father's level of education, and perceived family social support) as predictors of math self-concept among undergraduate STEM majors to better understand the gender differential in math self-concept. Participants…

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.…

Teachers and Coaches in Adolescent Social Networks Are Associated with Healthier Self-Concept and Decreased Substance Use

ERIC Educational Resources Information Center

Dudovitz, Rebecca N.; Chung, Paul J.; Wong, Mitchell D.

2017-01-01

Background: Poor academic (eg, "I am a bad student") and behavioral (eg, "I am a troublemaker") self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral…

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

Development of Nurse Self-Concept in Nursing Students: The Effects of a Peer-Mentoring Experience.

PubMed

Ford, Yvonne

2015-09-01

Positive nurse self-concept has been shown to increase job productivity, retention, and job satisfaction. Student participation in peer-mentoring experiences has been shown to increase self-confidence and understanding of the role of the nurse leader. The Nurse Self-Concept Questionnaire (NSCQ) was used to measure the nurse self-concept of senior baccalaureate nursing students before and after completion of a peer-mentoring experience. Female students scored significantly higher on two subscales of the NSCQ than male students prior to the peer-mentoring experience. This difference was not seen after the experience. Mean changes in scores on all six dimensions of self-concept measured by the NSCQ were significantly higher after the mentoring experience. Further investigation of male students' experiences in clinical settings may be warranted. The experience of mentoring lower-level students offers practice for upper-level nursing students in providing direction, exercising leadership and management skills, and working as a member of the health care team. Copyright 2015, SLACK Incorporated.

Two-year study relating adolescents' self-concept and gender role perceptions to achievement and attitudes toward science

NASA Astrophysics Data System (ADS)

Handley, Herbert M.; Morse, Linda W.

To assess the developmental relationship of perceptions of self-concept and gender role identification with adolescents' attitudes and achievement in science, a two-year longitudinal study was conducted. A battery of instruments assessing 16 dimensions of self-concept/gender role identifications was employed to predict students' achievement and attitudes toward science. Specific behaviors studied included self-concept in school and science and mathematics, attitudes toward appropriate gender roles in science activities and careers, and self-perceptions of masculine and feminine traits. One hundred and fifty-five adolescents, enrolled, respectively, in the seventh and eighth grades, participated in the study. Through Fisher z transformations of correlation coefficients, differences in relationships between these two sets of variables were studied for males and females during the two years. Results indicated that students' self-concepts/gender role perceptions were related to both achievement and attitudes toward science, but more related to attitudes than achievement. These relationships became more pronounced for students as they matured from seventh to eighth graders.

Concept analysis of self-mutilation.

PubMed

Hicks, K Madalyn; Hinck, Susan M

2008-11-01

This paper is a report of a concept analysis to define and describe self-mutilation. Although there has been an increased interest in self-mutilation, as evidenced by recent publication of opinion literature, anecdotal reports and a few clinical studies, the concept has not been well developed to guide nursing research and interventions. Definitions and uses of self-mutilation were obtained in a comprehensive review of the health, psychology and education literature up to April 2007 to identify the defining attributes, antecedents and consequences. Walker and Avant's concept analysis strategy was the organizing framework. Self-mutilation is the intentional act of tissue destruction with the purpose of shifting overwhelming emotional pain to a more acceptable physical pain. Antecedents of self-mutilation are impaired coping skills and an unhealthy response to situations that cause unbearable emotional stress. Limited research suggests that risk factors for self-mutilation may be White race, adolescent age, female sex and history of sexual abuse as a child. Although self-mutilation allows the individual to gain control over emotions and provides a diversion from emotional pain, a release of endorphins after the physical damage that contributes to the feeling of relief supports an addictive maladaptive coping cycle of pain, relief, shame and self-hate. The theoretical definition of the concept of self-mutilation offers the basis for nurses to develop interventions to provide competent care when discovering injuries that are self-inflicted.

A study of school adjustment, self-concept, self-esteem, general wellbeing and parent child relationship in Juvenile Idiopathic Arthritis.

PubMed

Yadav, Anita; Yadav, T P

2013-03-01

To assess school adjustment, self-concept, self-esteem, general wellbeing and parent-child relationship in children with Juvenile Idiopathic Arthritis (JIA)and to study the correlation of these parameters with chronicity of disease, number of active joints, laboratory parameters of disease activity and JIA subtypes. A total of 64 children (32 cases and 32 controls) were recruited for analysis. Self report questionnaires which included PGI General Wellbeing Measure, Adjustment Inventory for School Students, Parent Child Relationship Scale, Self Esteem Inventory and Self Concept Questionnaires were used to assess all the enrolled subjects. Cases had significantly lower general physical well being (p < 0.001), self- esteem (p = 0.039), social self-concept (p = 0.023) and poorer social (p = 0.002), educational (p = 0.002) and overall (p = 0.006) adjustment as compared to controls. Both parents of cases were significantly more demanding (p = 0.028, p = 0.004)and mothers were over protective (p = 0.009) and pampering with object rewards (p = 0.02). PGI wellbeing score (p = 0.042, p = 0.019) and self concept (p = 0.002, for social SCQ p = 0.030) correlated well with number of active joints and ESR. As the disease duration increased, fathers tended to neglect their children (p = 0.043) and with persistent disease activity (reflected by CRP positivity) even resorted to punishment (p = 0.022) or remained indifferent (p = 0.048). JIA significantly hampers the child's self-esteem, self-concept, adjustment in school, general wellbeing and evokes disturbed parent-child relationship.

The Impact of Teacher Feedback on Student Self-Talk and Self-Concept in Reading and Mathematics.

ERIC Educational Resources Information Center

Burnett, Paul C.

2003-01-01

Investigated the relationships between teacher feedback and students' self-talk and self-concepts in mathematics and reading. Data collected from students in six rural Australian elementary schools indicated that self-talk (positive and negative) mediated between subject-specific teacher feedback (ability, effort, and negative) and academic…

Comparison of Delinquents and Nondelinquents in Ethnicity, Ordinal Position, and Self-Perception.

ERIC Educational Resources Information Center

Calhoun, Jr., George; And Others

1984-01-01

Compared three groups of Black, White, and Mexican-American delinquent and nondelinquent males (N=135)). Significant main effects were found with respect to delinquency, self-concept, and self-esteem. A significant interaction was present for delinquency and ethnicity for both self-concept and self-esteem. Birth order and ethnicity were related…

Subtypes of Self-Esteem and Self-Concept in Adolescent Violent and Property Offenders

ERIC Educational Resources Information Center

Vermeiren, Robert; Bogaerts, Jef; Ruchkin, Vladislav; Deboutte, Dirk; Schwab-Stone, Mary

2004-01-01

Aim: To investigate the relationship between subtypes of self-esteem/self-concept (familial, academic, social, and personal security) and antisocial behavior in adolescents (violent and property offending). Method: A self-report survey was administered in a representative group of 1466 students aged 12 to 18. Results: Both low family acceptance…

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…

Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.

PubMed

Crampton, Alexandria; Hall, James

2017-09-01

Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. n = 3,172 British children aged 3-10 years and their families. A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years. Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school. Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept. © 2017 The British Psychological Society.

Children's Self-Esteem and Moral Self: Links to Parent-Child Conversations Regarding Emotion

ERIC Educational Resources Information Center

Reese, Elaine; Bird, Amy; Tripp, Gail

2007-01-01

The current study has two aims: (1) to examine associations between the emotional content of parent-child past event conversations and two aspects of children's self-concept--moral self and self-esteem; and (2) to examine the degree to which talk about past events is uniquely associated with self-concept when compared with talk about ongoing…

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

Exploring international gender differences in mathematics self-concept

PubMed Central

Goldman, Amy D.; Penner, Andrew M.

2013-01-01

This study provides an international perspective on mathematics by examnnng mathematics self-concept, achievement, and the desire to enter a career involving mathematics among eighth graders in 49 countries. Using data from the Trends in International Mathematics and Science Study, this study shows that self-concept in mathematics is more closely related to the desire to enter a career using mathematics than achievement is. Further, while gender differences in mathematics self-concept are smaller in more egalitarian countries, both girls and boys have lower mathematics self-concepts and less interest in mathematics careers in these countries. These findings reveal a policy paradox: policies aimed at training the next generation of STEM professionals often highlight the need to close the gender gap, but countries with smaller gender gaps have fewer boys and girls interested in mathematics-intensive careers. We conclude by highlighting the importance of disentangling instrumental and expressive aspects of gender inequality in STEM fields. PMID:27840545

The developmental association of sexual self-concept with sexual behavior among adolescent women.

PubMed

Hensel, Devon J; Fortenberry, J Dennis; O'Sullivan, Lucia F; Orr, Donald P

2011-08-01

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 in sexual self-concept (sexual openness, sexual esteem and sexual anxiety) over a four year time frame; (2) describe the relationship of these trajectories with changes in sexual behavior. We found significant transactional effects between these dimensions and behavior: sexual self-concept evolved during adolescence in a manner consistent with less reserve, less anxiety and greater personal comfort with sexuality and sexual behavior. Moreover, we found that sexual self-concept results from sexual behavior, as well as regulates future behavior. Copyright © 2010 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

[Psychological conceptions of the Self in Nietzsche's writings].

PubMed

Tényi, Tamás

2010-01-01

The author explores the psychological descriptions of the Self in the writings of Nietzsche. He emphasizes that beside the introduction of the body-Self, Nietzsche's conceptions of the Self show similarities with current postmodern views. The author explores the similarities between perspectivism and social constructivism.

Transformative Learning and Concepts of the Self: Insights from Immigrant and Intercultural Journeys

ERIC Educational Resources Information Center

Lange, Elizabeth

2015-01-01

This article examines Canadian immigrant and intercultural learning as an insightful context for examining transformative learning. Theories of intercultural communication are explored, particularly the concept of transculturality and Bhabha's concept of "Third Space". Various concepts of the self are also compared, particularly two…

Parental Self-Efficacy: A Concept Analysis Related to Teen Parenting and Implications for School Nurses.

PubMed

Sims, Debra C; Skarbek, Anita J

2018-01-01

Levels of parental self-efficacy are correlated with both positive and negative care delivery and developmental outcomes for parents and their infants. School nurses are in a unique position to facilitate parenting self-efficacy in teen parents. Using the concept analysis framework of Walker and Avant, parental self-efficacy is analyzed and elucidated to distinguish the concept's defining attributes, antecedents, consequences, and empirical referents. The operational definition of parental self-efficacy arising from this concept review is an individual's belief that he or she is capable of integrating and executing the knowledge and skills necessary to parent their infant. Model, borderline, related, and contrary cases are presented, along with implications for school nursing practice. School nurses are ideally situated to assist teen parents with parental self-efficacy realization tasks.

How expressions of forgiveness, purpose, and religiosity relate to emotional intelligence and self-concept in urban fifth-grade students.

PubMed

Van Dyke, Cydney J; Elias, Maurice J

2008-10-01

This study investigated how the tendency to express forgiveness, purpose, and religiosity in a free-response essay relates to emotional intelligence and self-concept in 89 5th-graders (mean age = 10.84 years) from an urban public school district in New Jersey. Readers coded essays for expressions of forgiveness, purpose, and religiosity using originally developed rubrics. These data were compared with self-reports on scales of emotional intelligence and self-concept. It was hypothesized that expressions of the predictor variables would correlate positively with emotional intelligence and self-concept. In contrast to expressions of purpose, which were common among students, expressions of forgiveness and religiosity were infrequent. Furthermore, forgiveness was not significantly related to either criterion variable; purpose was positively related to self-concept (but not to emotional intelligence); and religiosity was negatively related to emotional intelligence (but not to self-concept). Correlational analyses by gender revealed a possible trend toward more robust relationships being observed among females than males; however, the differences between the correlation coefficients observed among males and females failed to reach statistical significance. Several of the study's unanticipated findings suggest the need for further empirical work investigating the psychological correlates of these constructs in children. PsycINFO Database Record 2009 APA.

Self Concept and Self Esteem: Infancy to Adolescence. A Cognitive Developmental Outline with Some Reference to Behaviour and Health Effects. Unit for Child Studies. Selected Papers Number 27.

ERIC Educational Resources Information Center

Phillips, Shelley

Initially differentiating ideas of self-concept, personality, and self-esteem, this paper discusses the development of the self from infancy through adolescence. The discussion of infancy focuses on learning about bodily self and related disruptions and describes the emergence of the social and independent self. The discussion of toddlers and…

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

PubMed

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

Heart rate variability moderates the association between attachment avoidance and self-concept reorganization following marital separation.

PubMed

Sbarra, David A; Borelli, Jessica L

2013-06-01

Despite substantial evidence indicating that relationships shape people's self-concept, relatively little is known about how people reorganize their sense of self when relationships end and whether this varies as a function of people's beliefs about relationships. In this report, we examine the prospective association between self-report adult attachment style and self-concept recovery among 89 adults following a recent marital separation. People high in attachment avoidance are characterized by the tendency to deactivate (i.e., suppress) painful attachment-related thoughts and feelings, and, following Fagundes, Diamond, and Allen (2012), we hypothesized that highly avoidant people would show better or worse self-concept outcomes depending on their ability to successfully regulate their emotional experience during a divorce-related mental recall task. We operationalized self-regulation using respiratory sinus arrhythmia (RSA) and found that highly avoidant people who showed RSA increases across our divorce-related mental activation task (DMAT) evidenced improvements in their self-concept over three months. In contrast, highly avoidant adults who showed RSA decreases during the DMAT showed no improvement (or a worsening) in their self-concept disruptions over the subsequent three months. These results suggest that RSA, an index of heart rate variability, may provide a window into self-regulation that has the potential to shed new light on why some people cope well or poorly following the loss of a relationship. Discussion centers on the potential mechanisms of action that explain why some people are able to successfully deactivate attachment-related thoughts and feelings whereas other people are not. Copyright © 2012. Published by Elsevier B.V.

Using the Feature Film "American History X" To Teach Principles of Self-Concept in the Introduction to Interpersonal Communication Course.

ERIC Educational Resources Information Center

Siddens, Paul J., III

This paper explores possibilities of using the feature film, "American History X," to illustrate and assist in teaching principles of self-concept in an introduction to interpersonal communication course. The paper: (1) summarizes the plot of the film; (2) outlines and defines principles of self-concept that can be discussed in…

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…

The Stability of Self-Concept between Elementary and Junior High School in Catholic School Children

ERIC Educational Resources Information Center

Scott, Amy; Santos de Barona, Maryann

2011-01-01

Researchers have found that self-concept in students fluctuates during times of change, such as the physical transition between elementary school and junior high. Since Catholic school students typically do not have the physical transition or social network changes in junior high, it was hypothesized that their self-concepts would not fluctuate.…

Influence of Self-Concept, Study Habit and Gender on Attitude and Achievement of Secondary School Students in Mathematics

ERIC Educational Resources Information Center

Kamoru, Usman; Ramon, Olosunde Gbolagade

2017-01-01

This study examined the relationship between self-concept, attitude of the students towards mathematics, and math achievement. Also, this study investigated the influence of study habits on achievement; study habits on attitude of students to mathematics. The influence of gender and self-concept and study habit group on achievement and attitude…

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…

The Self-Concepts of Spanish Children and Adolescents with Low Vision and Their Sighted Peers.

ERIC Educational Resources Information Center

Lopez-Justicia, Maria Dolores; Pichardo, Maria Carmen; Amezcua, Juan Antonio; Fernandez, Eduardo

2001-01-01

Three studies of Spanish students with low vision, aged 4-7, 8-11, and 12-17, found that, overall, the participants' scores for some dimensions of self-concept were lower than those of comparison groups of sighted students. Teaching strategies such as cooperative learning are suggested to help improve the self-concept and academic performance of…

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…

Longitudinal Patterns of Behavioral, Emotional, and Social Difficulties and Self-Concepts in Adolescents with a History of Specific Language Impairment

ERIC Educational Resources Information Center

Lindsay, Geoff; Dockrell, Julie E.

2012-01-01

Purpose: This study explored the prevalence and stability of behavioral difficulties and self-concepts between the ages of 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional, and social difficulties (BESD); self-concepts; and language and literacy…

Student Voice: What Can We Learn from Twice-Exceptional Students about the Teacher's Role in Enhancing or Inhibiting Academic Self-Concept

ERIC Educational Resources Information Center

Townend, Geraldine; Pendergast, Donna

2015-01-01

Academic self-concept relates to students' perceptions of their academic accomplishments, and academic competence and expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement…

Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers

ERIC Educational Resources Information Center

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…

Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects across Five Waves and Three Achievement Tracks

ERIC Educational Resources Information Center

Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; vom Hofe, Rudolf

2017-01-01

This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from…

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…

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 study…

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…

High School Students' Epistemological Beliefs, Conceptions of Learning, and Self-Efficacy for Learning Biology: A Study of Their Structural Models

ERIC Educational Resources Information Center

Sadi, Özlem; Dagyar, Miray

2015-01-01

The current work reveals the data of the study which examines the relationships among epistemological beliefs, conceptions of learning, and self-efficacy for biology learning with the help of the Structural Equation Modeling. Three questionnaires, the Epistemological Beliefs, the Conceptions of Learning Biology and the Self-efficacy for Learning…

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…

Self concept of the cleft lip and or palate child.

PubMed

Kapp, K

1979-04-01

This investigation examined the relationship of the self-concept of children with cleft lip and/or palate to the self-concept of noncleft children. Thirty-four cleft lip and/or palate children between the ages of 11 and 13 were individually matched with thirty-four noncleft school children. Each child was given the Piers-Harris Children's Self Concept Scale. Children with clefts, regardless of sex, reported a significantly greater dissatisfaction with physical appearance. A significant interaction effect between sex and presence or absence of cleft was found on three cluster scores with cleft girls reporting greater unhappiness and dissatisfaction, less success in school, and more anxiety.

The impact of creative tendency, academic performance, and self-concept on creative science problem-finding.

PubMed

Liu, Mingxin; Hu, Weiping; Adey, Philip; Cheng, Li; Zhang, Xingli

2013-04-01

This study was designed to address the impacts of science performance, science self-concept, and creative tendency on the creative science problem-finding (CSPF) ability of a sample of Chinese middle-school students. Structural equation modeling was used to indicate that CSPF could be directly predicted by creative tendency and academic performance, and indirectly predicted by science self-concept. The findings strongly support the idea that curiosity, imagination, and domain-specific knowledge are important for CSPF, and science self-concept could be mediated by knowledge that affects CSPF. © 2012 The Institute of Psychology, Chinese Academy of Sciences and Blackwell Publishing Asia Pty Ltd.

Investigating the interrelationships among conceptions of, approaches to, and self-efficacy in learning science

NASA Astrophysics Data System (ADS)

Zheng, Lanqin; Dong, Yan; Huang, Ronghuai; Chang, Chun-Yen; Bhagat, Kaushal Kumar

2018-01-01

The purpose of this study was to examine the relations between primary school students' conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students' conceptions of learning science, approaches to learning science, and self-efficacy. The exploratory factor analysis and confirmatory factor analysis were adopted to validate three instruments. The path analysis was employed to understand the relationships between conceptions of learning science, approaches to learning science, and self-efficacy. The findings indicated that students' lower level conceptions of learning science positively influenced their surface approaches in learning science. Higher level conceptions of learning science had a positive influence on deep approaches and a negative influence on surface approaches to learning science. Furthermore, self-efficacy was also a hierarchical construct and can be divided into the lower level and higher level. Only students' deep approaches to learning science had a positive influence on their lower and higher level of self-efficacy in learning science. The results were discussed in the context of the implications for teachers and future studies.

A Developmental Examination of the Psychometric Properties and Predictive Utility of a Revised Psychological Self-Concept Measure for Preschool-Aged Children

PubMed Central

Jia, Rongfang; Lang, Sarah N.; Schoppe-Sullivan, Sarah J.

2015-01-01

Accurate assessment of psychological self-concept in early childhood relies on the development of psychometrically sound instruments. From a developmental perspective, the current study revised an existing measure of young children's psychological self-concepts, the Child Self-View Questionnaire (CSVQ, Eder, 1990), and examined its psychometric properties using a sample of preschool-aged children assessed at approximately 4 years old with a follow-up at age 5 (N = 111). The item compositions of lower-order dimensions were revised, leading to improved internal consistency. Factor Analysis revealed three latent psychological self-concept factors (i.e., Sociability, Control, and Assurance) from the lower-order dimensions. Measurement invariance by gender was supported for Sociability and Assurance, not for Control. Test-retest reliability was supported by stability of the psychological self-concept measurement model during the preschool years, although some evidence of increasing differentiation was obtained. Validity of children's scores on the three latent psychological self-concept factors was tested by investigating their concurrent associations with teacher-reported behavioral adjustment on the Social Competence and Behavior Evaluation Scale – Short Form (SCBE-SF, LaFreniere & Dumas, 1996). Children who perceived themselves as higher in Sociability at 5 years old displayed less internalizing behavior and more social competence; boys who perceived themselves as higher in Control at age 4 exhibited lower externalizing behavior; children higher in Assurance had greater social competence at age 4, but displayed more externalizing behavior at age 5. Implications relevant to the utility of the revised psychological self-concept measure are discussed. PMID:26098231

Me, Myself, and Money II: Relative Deprivation Predicts Disordered Gambling Severity via Delay Discounting, Especially Among Gamblers Who Have a Financially Focused Self-Concept.

PubMed

Tabri, Nassim; Will Shead, N; Wohl, Michael J A

2017-12-01

In the current research, we examined whether the known link between relative deprivation and disordered gambling (via delay discounting; i.e., preferences for immediate smaller rewards relative to delayed larger rewards) is moderated by the extent to which gamblers have a financially focused self-concept. Specifically, we hypothesized that delay discounting would be a strong predictor of disordered gambling among those who base their self-worth on their financial success. To test this moderated-mediation model, a community sample of gamblers (N = 239) completed measures that assessed relative deprivation, delay discounting, financially focused self-concept, and disordered gambling severity. As predicted, people who felt more relative deprivation reported more severe symptoms of disordered gambling and this association was mediated by delay discounting. Importantly, this mediated relationship was moderated by the extent to which participants' self-concept was focused on financial success. Among participants whose self-concept was high in financial focus, greater delay discounting (stemming from relative deprivation) was a strong predictor of disordered gambling. Among people whose self-concept was low in financial focus, delay discounting (stemming from relative deprivation) was a weak predictor of disordered gambling. Thus, the magnitude of the indirect effect of relative deprivation on disordered gambling severity was larger among people with a more financially focused self-concept-an effect mediated by delay discounting. These findings suggest that targeting gamblers' financial focus in prevention and treatment interventions may be instrumental in curtailing the development and maintenance of disordered gambling.

Coping, adapting or self-managing - what is the difference? A concept review based on the neurological literature.

PubMed

Audulv, Åsa; Packer, Tanya; Hutchinson, Susan; Roger, Kerstin S; Kephart, George

2016-11-01

The aim of this study was to report: (1) an analysis of the concepts of coping, adaptation and self-management in the context of managing a neurological condition; and (2) the overlap between the concepts. The three concepts are often confused or used interchangeably. Understanding similarities and differences between concepts will avoid misunderstandings in care. The varied and often unpredictable symptoms and degenerative nature of neurological conditions make this an ideal population in which to examine the concepts. Concept analysis. Articles were extracted from a large literature review about living with a neurological condition. The original searches were conducted using SCOPUS, EMBASE, CINAHL and Psych INFO. Seventy-seven articles met the inclusion criteria of: (1) original article concerning coping, adaptation or self-management of a neurological condition; (2) written in English; and (3) published between 1999-2011. The concepts were examined according to Morse's concept analysis method; structural elements were then compared. Coping and adaptation to a neurological condition showed statistically significant overlap with a common focus on internal management. In contrast, self-management appears to focus on disease-controlling and health-related management strategies. Coping appears to be the most mature concept, whereas self-management is least coherent in definition and application. All three concepts are relevant for people with neurological conditions. Healthcare teams need to be cautious when using these terms to avoid miscommunication and to ensure clients have access to all needed interventions. Viewing the three concepts as a complex whole may be more aligned with client experience. © 2016 John Wiley & Sons Ltd.

Self-Constructs and Anxiety Across Cultures. Research Report. ETS RR-09-12

ERIC Educational Resources Information Center

Lee, Jihyun

2009-01-01

This study examined the factorial structure of three related constructs, math self-concept, math self-efficacy, and math anxiety, across 41 countries. One factorial structure was achieved at both between- and within-country levels. Within-country variations of the self-constructs were also noted in relation to math performance: Self-concept showed…

3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School.

PubMed

Méndez-Giménez, Antonio; Cecchini-Estrada, José-Antonio; Fernández-Río, Javier; Prieto Saborit, José Antonio; Méndez-Alonso, David

2017-09-20

The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The other-approach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p < .01; p < .001, respectively; R 2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept (p < .05; p < .001; p < .01, respectively; R 2 = .064). Physical self-concept was predicted by the task-approach and other-approach CGS's (p < .05; p < .001, respectively; R 2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS's (p < .001; R 2 = .137), whereas negative affect was predicted by other-approach (positively) and self-approach (negatively) CGS (p < .001; p < .05, respectively; R 2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and task-based goals for students in their classes.

Self-care among older people living with chronic conditions.

PubMed

LeBlanc, Raeann G; Jacelon, Cynthia S

2018-03-24

The aim of this study was to clarify the concept of self-care among older people living with chronic health conditions. This concept clarification will assist nurses in addressing self-care among older people through research, policy and practice in offering an expanded conceptual model. Several policy influences over the past decade directly relate to the increased importance and economic necessity to require self-directed care for older people living with chronic health conditions to maintain their care at home in the community. A selective review of literature on the concept of self-care included 31 sources. The Norris Concept Clarification method (1982) was used for clarification. The phenomenon is described historically according to its antecedents, attributes and consequences. A proposed definition is provided based on the clarification of this concept. A conceptual model is presented through an ecological framework. Self-care among older people living with chronic conditions is multidimensional and has multilevel influences (individual, community, system levels) and is mediated by the contexts and processes of ageing. Self-care originates along one's life course and is learned. Self-care responses are based on care needs when living with chronic health conditions. Self-care is an individual capacity, disposition and activity older people manifest in living with multiple chronic conditions. These features (capacity, disposition, action) influence one another and are hierarchical and continuous. Research, practice and policies that promote self-care among older people can focus on these features to improve health outcomes and promote new models of care consistent with personal development and chronic care needs in older age. This concept clarification can offer a model to support self-care among older people living with chronic conditions. © 2018 John Wiley & Sons Ltd.

Self-Discrepancies as Predictors of Self-Concept in Mathematics and Related Emotional Consequences among LD and Regular Education High School Students

ERIC Educational Resources Information Center

Mandel, Shawn

2011-01-01

Guided by the Self Discrepancy Theory (Higgins, 1987), the present study examines the nature of self-discrepancies, related emotional consequences, and math self-concept among high school students with and without learning disabilities. A total of 104 students in New York area participated in the present study. Math-Self Discrepancy Measure, Math…

Self-Concept Structure and the Quality of Self-Knowledge.

PubMed

Showers, Carolin J; Ditzfeld, Christopher P; Zeigler-Hill, Virgil

2015-10-01

This article explores the hidden vulnerability of individuals with compartmentalized self-concept structures by linking research on self-organization to related models of self-functioning. Across three studies, college students completed self-descriptive card sorts as a measure of self-concept structure and either the Contingencies of Self-Worth Scale, Likert ratings of perceived authenticity of self-aspects, or a response latency measure of self-esteem accessibility. In all, there were 382 participants (247 females; 77% White, 6% Hispanic, 5% Black, 5% Asian, 4% Native American, and 3% other). Consistent with their unstable self-evaluations, compartmentalized individuals report greater contingencies of self-worth and describe their experience of multiple self-aspects as less authentic than do individuals with integrative self-organization. Compartmentalized individuals also make global self-evaluations more slowly than do integrative individuals. Together with previous findings on self-clarity, these results suggest that compartmentalized individuals may experience difficulties in how they know the self, whereas individuals with integrative self-organization may display greater continuity and evaluative consistency across self-aspects, with easier access to evaluative self-knowledge. © 2014 Wiley Periodicals, Inc.

Self-Concept Structure and the Quality of Self-Knowledge

PubMed Central

Showers, Carolin J.; Ditzfeld, Christopher P.; Zeigler-Hill, Virgil

2014-01-01

Objective Explores the hidden vulnerability of individuals with compartmentalized self-concept structures by linking research on self-organization to related models of self functioning. Method Across three studies, college students completed self-descriptive card sorts as a measure of self-concept structure and either the Contingencies of Self-Worth Scale; Likert ratings of perceived authenticity of self-aspects; or a response latency measure of self-esteem accessibility. In all, there were 382 participants (247 females; 77% White, 6% Hispanic, 5% Black, 5% Asian, 4% Native American, and 3% Other). Results Consistent with their unstable self-evaluations, compartmentalized individuals report greater contingencies of self-worth and describe their experience of multiple self-aspects as less authentic than do individuals with integrative self-organization. Compartmentalized individuals also make global self-evaluations more slowly than do integrative individuals. Conclusions Together with previous findings on self-clarity, these results suggest that compartmentalized individuals may experience difficulties in how they know the self, whereas individuals with integrative self-organization may display greater continuity and evaluative consistency across self-aspects, with easier access to evaluative self-knowledge. PMID:25180616

Identity impairment and the eating disorders: content and organization of the self-concept in women with anorexia nervosa and bulimia nervosa.

PubMed

Stein, Karen Farchaus; Corte, Colleen

2007-01-01

The cognitive model of the self-concept was used to test the theoretical proposition that disturbances in overall identity development are a core vulnerability that lead to formation of a fat body weight self-definition and eating disorder symptomatology. Structural properties of the self-concept, availability in memory of a fat body weight self-schema, and eating disordered attitudes and behaviours were measured in women with anorexia nervosa (AN) (n = 26), bulimia nervosa (BN) (n = 53) and controls (n = 32). Women with (AN) and (BN) had fewer positive and more negative and highly interrelated self-schemas compared to controls, and women with BN showed information processing evidence of a fat self-schema available in memory. These self-concept properties predicted eating disordered attitudes and behaviour. Disturbances in the overall collection of identities--an impoverished self--is an important contributor to eating disorder symptomatology. The development of new positive selves may be an important factor in recovery. 2006 John Wiley & Sons, Ltd and Eating Disorders Association

The neural basis of self-face recognition after self-concept threat and comparison with important others.

PubMed

Guan, Lili; Qi, Mingming; Zhang, Qinglin; Yang, Juan

2014-01-01

The implicit positive association (IPA) theory attributed self-face advantage to the IPA with self-concept. Previous behavioral study has found that self-concept threat (SCT) could eliminate the self-advantage in face recognition over familiar-face, without taking levels of facial familiarity into account. The current event-related potential study aimed to investigate whether SCT could eliminate the self-face advantage over stranger-face. Fifteen participants completed a "self-friend" comparison task in which participants identified the face orientation of self-face and friend-face after SCT and non-self-concept threat (NSCT) priming, and a "self-stranger" comparison task was also completed in which participants identified the face orientation of self-face and stranger-face after SCT and NSCT priming. The results showed that the N2 amplitudes were more negative for processing friend-face than self-face after NSCT priming, but there was no significant difference between them after SCT priming. Moreover, the N2 amplitudes were more negative for processing stranger-face than self-face both after SCT priming and after NSCT priming. Furthermore, SCT manipulated the N2 amplitudes of friend-face rather than self-face. Overall, the present study made a supplementary to the current IPA theory and further indicated that SCT would only eliminate this self-face recognition advantage when comparing with important others.

The Vicious Cycle of Family Atmosphere, Interpersonal Self-concepts, and Paranoia in Schizophrenia-A Longitudinal Study.

PubMed

Hesse, Klaus; Kriston, Levente; Mehl, Stephanie; Wittorf, Andreas; Wiedemann, Wolfgang; Wölwer, Wolfgang; Klingberg, Stefan

2015-11-01

Recent cognitive models of paranoid delusions highlight the role of self-concepts in the development and maintenance of paranoia. Evidence is growing that especially interpersonal self-concepts are relevant in the genesis of paranoia. In addition, negative interpersonal life-experiences are supposed to influence the course of paranoia. As dysfunctional family atmosphere corresponds with multiple distressing dyadic experiences, it could be a risk factor for the development and maintenance of paranoia. A total of 160 patients with a diagnosis of schizophrenia were assessed twice within 12 months. Standardized questionnaires and symptom rating scales were used to measure interpersonal self-concepts, perceived family atmosphere, and paranoia. Data were analyzed using longitudinal cross-lagged structural equation models. Perceived negative family atmosphere was associated with the development of more pronounced negative interpersonal self-concepts 12 months later. Moreover, paranoia was related to negative family atmosphere after 12 months as well. As tests revealed that reversed associations were not able to explain the data, we found evidence for a vicious cycle between paranoia, family atmosphere, and interpersonal self-concepts as suggested by theoretical/cognitive model of paranoid delusions. Results suggest that broader interventions for patients and their caretakers that aim at improving family atmosphere might also be able to improve negative self-concepts and paranoia. © The Author 2015. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Social anxiety and self-concept in children with epilepsy: a pilot intervention study.

PubMed

Jones, Jana E; Blocher, Jacquelyn B; Jackson, Daren C; Sung, Connie; Fujikawa, Mayu

2014-10-01

The purpose of this study was to assess the impact of a cognitive behavioral therapy (CBT) anxiety intervention on social phobia, social skill development, and self-concept. Fifteen children with epilepsy and a primary anxiety disorder participated in a CBT intervention for 12 weeks plus a 3-month follow-up visit. Children were assessed at baseline, week 7, week 12, and 3 months post treatment to measure changes in social phobia using the Screen for Child Anxiety Related Emotional Disorders (SCARED). Self-concept was also assessed by using the Piers-Harris Children's Self-Concept Scale II (Piers-Harris 2). There was a significant reduction in symptoms of social phobia and improved self-concept at the end of the 12-week intervention and at the 3 month follow-up. Repeated measures ANOVA's of child ratings revealed significant change over time on the SCARED-Social Phobia/Social Anxiety subscale score (p=0.024). In terms of self-concept, significant change over time was detected on the Piers-Harris 2-Total score (p=0.015) and several subscale scores of Piers-Harris 2, including: Physical Appearance and Attributes (p=0.016), Freedom from Anxiety (p=0.005), and Popularity (p=0.003). This pilot investigation utilized an evidenced based CBT intervention to reduce symptoms of social phobia, which in turn provided a vehicle to address specific social skills improving self-concept in children with epilepsy. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

The Relationship Between Self-Esteem and Sexual Self-Concept in People With Physical-Motor Disabilities

PubMed Central

Salehi, Mehrdad; Kharaz Tavakol, Hooman; Shabani, Maede; Ziaei, Tayebe

2015-01-01

Background: Self-esteem is the value that the individuals give themselves, and sexual self-concept is also a part of individuality or sexual-self. Impairment or disability exists not only in the physical body of disabled people but also in their attitudes. Negative attitudes affect the mental health of disabled people, causing them to have lower self-esteem. Objectives: This study aimed to examine the relationship between self-esteem and sexual self-concept in people with physical-motor disabilities. Patients and Methods: This cross-sectional study was conducted on 200 random samples with physical-motor disabilities covered by Isfahan Welfare Organization in 2013. Data collection instruments were the Persian Eysenck self-esteem questionnaire, and five domains (sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear and sexual depression) of the Persian multidimensional sexual self-concept questionnaire. Because of incomplete filling of the questionnaires, the data of 183 people were analyzed by the SPSS 16.0 software. Data were analyzed using the t-test, Man-Whitney and Kruskal-Wallis tests and Spearman correlation coefficient. Results: The mean age was 36.88 ± 8.94 years for women and 37.80 ± 10.13 for men. The mean scores of self-esteem among women and men were 15.80 ± 3.08 and 16.2 ± 2.90, respectively and there was no statistically significance difference. Comparison of the mean scores of sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear and sexual depression among men and women showed that women scored higher than men in all domains. This difference was statistically significant in other domains except the sexual self-esteem (14.92 ± 3.61 vs. 13.56 ± 4.52) (P < 0.05). The Kruskal-Wallis test showed that except for sexual anxiety and sexual self-esteem, there was a statistical difference between other domains of people’s sexual self-concept and degree of disability (P < 0.05). Moreover, Spearman coefficient showed that there was only a correlation between men’s sexual anxiety, sexual self-esteem and sexual self-efficacy with their self-esteem. This correlation was positive in sexual anxiety and negative in two other domains. Conclusions: Lack of difference in self-esteem of disabled people in different degrees of disability and in both men and women suggests that disabled people should not be presumed to have low self-esteem, and their different aspects of life should be attended to, just like others. Furthermore, studies should be designed and implemented based on psychological, social and environmental factors that can help disabled people to promote their positive sexual self-concept through marriage, and reduce their negative self-concept. PMID:25763279

The relationship between self-esteem and sexual self-concept in people with physical-motor disabilities.

PubMed

Salehi, Mehrdad; Kharaz Tavakol, Hooman; Shabani, Maede; Ziaei, Tayebe

2015-01-01

Self-esteem is the value that the individuals give themselves, and sexual self-concept is also a part of individuality or sexual-self. Impairment or disability exists not only in the physical body of disabled people but also in their attitudes. Negative attitudes affect the mental health of disabled people, causing them to have lower self-esteem. This study aimed to examine the relationship between self-esteem and sexual self-concept in people with physical-motor disabilities. This cross-sectional study was conducted on 200 random samples with physical-motor disabilities covered by Isfahan Welfare Organization in 2013. Data collection instruments were the Persian Eysenck self-esteem questionnaire, and five domains (sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear and sexual depression) of the Persian multidimensional sexual self-concept questionnaire. Because of incomplete filling of the questionnaires, the data of 183 people were analyzed by the SPSS 16.0 software. Data were analyzed using the t-test, Man-Whitney and Kruskal-Wallis tests and Spearman correlation coefficient. The mean age was 36.88 ± 8.94 years for women and 37.80 ± 10.13 for men. The mean scores of self-esteem among women and men were 15.80 ± 3.08 and 16.2 ± 2.90, respectively and there was no statistically significance difference. Comparison of the mean scores of sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear and sexual depression among men and women showed that women scored higher than men in all domains. This difference was statistically significant in other domains except the sexual self-esteem (14.92 ± 3.61 vs. 13.56 ± 4.52) (P < 0.05). The Kruskal-Wallis test showed that except for sexual anxiety and sexual self-esteem, there was a statistical difference between other domains of people's sexual self-concept and degree of disability (P < 0.05). Moreover, Spearman coefficient showed that there was only a correlation between men's sexual anxiety, sexual self-esteem and sexual self-efficacy with their self-esteem. This correlation was positive in sexual anxiety and negative in two other domains. Lack of difference in self-esteem of disabled people in different degrees of disability and in both men and women suggests that disabled people should not be presumed to have low self-esteem, and their different aspects of life should be attended to, just like others. Furthermore, studies should be designed and implemented based on psychological, social and environmental factors that can help disabled people to promote their positive sexual self-concept through marriage, and reduce their negative self-concept.

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)

Self-Discrepancy: Comparisons of the Psychometric Properties of Three Instruments

ERIC Educational Resources Information Center

Watson, Neill; Bryan, Brandon C.; Thrash, Todd M.

2010-01-01

In 2 studies, the psychometric properties of 3 methods for measuring real-ideal and real ought self-discrepancies were compared: the idiographic Self-Concept Questionnaire--Personal Constructs, the nonidiographic Self-Concept Questionnaire--Conventional Constructs, and the content-free Abstract Measures. In the 1st study, 125 students at a…

Possible Science Selves: Informal Learning and the Career Interest Development Process

ERIC Educational Resources Information Center

Mills, Leila A.

2014-01-01

This research examines the relationship between career related self-concept and dimensions of informal learning of science. The overlapping dimensions of career interest development and informal learning suggest that self-directed informal learning of science can advance individual self-concept for "possible scientific self." Possible…

Self-consciousness concept and assessment in self-report measures

PubMed Central

DaSilveira, Amanda; DeSouza, Mariane L.; Gomes, William B.

2015-01-01

This study examines how self-consciousness is defined and assessed using self-report questionnaires (Self-Consciousness Scale (SCS), Self-Reflection and Insight Scale, Self-Absorption Scale, Rumination-Reflection Questionnaire, and Philadelphia Mindfulness Scale). Authors of self-report measures suggest that self-consciousness can be distinguished by its private/public aspects, its adaptive/maladaptive applied characteristics, and present/past experiences. We examined these claims in a study using 602 young adults to whom the aforementioned scales were administered. Data were analyzed as follows: (1) correlation analysis to find simple associations between the measures; (2) factorial analysis using Oblimin rotation of total scores provided from the scales; and (3) factorial analysis considering the 102 items of the scales all together. It aimed to clarify relational patterns found in the correlations between SCSs, and to identify possible latent constructs behind these scales. Results support the adaptive/maladaptive aspects of self-consciousness, as well as distinguish to some extent public aspects from private ones. However, some scales that claimed to be theoretically derived from the concept of Private Self-Consciousness correlated with some of its public self-aspects. Overall, our findings suggest that while self-reflection measures tend to tap into past experiences and judged concepts that were already processed by the participants’ inner speech and thoughts, the Awareness measure derived from Mindfulness Scale seems to be related to a construct associated with present experiences in which one is aware of without any further judgment or logical/rational symbolization. This sub-scale seems to emphasize the role that present experiences have in self-consciousness, and it is argued that such a concept refers to what has been studied by phenomenology and psychology over more than 100 years: the concept of pre-reflective self-conscious. PMID:26191030

Self-consciousness concept and assessment in self-report measures.

PubMed

DaSilveira, Amanda; DeSouza, Mariane L; Gomes, William B

2015-01-01

This study examines how self-consciousness is defined and assessed using self-report questionnaires (Self-Consciousness Scale (SCS), Self-Reflection and Insight Scale, Self-Absorption Scale, Rumination-Reflection Questionnaire, and Philadelphia Mindfulness Scale). Authors of self-report measures suggest that self-consciousness can be distinguished by its private/public aspects, its adaptive/maladaptive applied characteristics, and present/past experiences. We examined these claims in a study using 602 young adults to whom the aforementioned scales were administered. Data were analyzed as follows: (1) correlation analysis to find simple associations between the measures; (2) factorial analysis using Oblimin rotation of total scores provided from the scales; and (3) factorial analysis considering the 102 items of the scales all together. It aimed to clarify relational patterns found in the correlations between SCSs, and to identify possible latent constructs behind these scales. Results support the adaptive/maladaptive aspects of self-consciousness, as well as distinguish to some extent public aspects from private ones. However, some scales that claimed to be theoretically derived from the concept of Private Self-Consciousness correlated with some of its public self-aspects. Overall, our findings suggest that while self-reflection measures tend to tap into past experiences and judged concepts that were already processed by the participants' inner speech and thoughts, the Awareness measure derived from Mindfulness Scale seems to be related to a construct associated with present experiences in which one is aware of without any further judgment or logical/rational symbolization. This sub-scale seems to emphasize the role that present experiences have in self-consciousness, and it is argued that such a concept refers to what has been studied by phenomenology and psychology over more than 100 years: the concept of pre-reflective self-conscious.

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)

Analysis of Effects of Distance Running on Self-Concepts of Elementary Students.

ERIC Educational Resources Information Center

Percy, Lance E.; And Others

1981-01-01

Thirty fifth- and sixth graders were administered the Coopersmith Self-Esteem Inventory before and after participating in a seven-week distance running program. A marked increase in self-concept was noted. (SJL)

The impact of self-imagery on aspects of the self-concept in individuals with high levels of eating disorder cognitions.

PubMed

Harlowe, Jodie; Farrar, Stephanie; Stopa, Lusia; Turner, Hannah

2018-05-08

Low self-esteem has been identified as a maintaining factor in Cognitive Behavioural models of eating disorders and links have been identified between early memories, negative core beliefs and mental imagery. This study explored the impact of positive and negative self-imagery on aspects of the working self (implicit and explicit self-esteem, self-concept clarity and self-discrepancy) and affect. Participants with high levels of eating disorder cognitions completed measures of explicit self-esteem, self-concept clarity, self-discrepancy and affect prior to completing a positive or negative self-imagery retrieval task. Baseline measures were then repeated and a measure of implicit self-esteem completed. Positive self-imagery retrieval led to a significant increase in positive explicit self-esteem and a significant reduction in negative explicit self-esteem and actual-ideal self-discrepancies. Negative self-imagery retrieval led to a significant increase in negative explicit self-esteem and actual-ideal self-discrepancies and a significant reduction in positive explicit self-esteem. Levels of implicit self-esteem did not differ between the two groups post imagery manipulation. Retrieving a positive self-image also led to an improvement in state self-concept clarity; however, no effect was found for the negative self-imagery intervention. Holding a positive self-image in mind led to an increase in state positive affect and a reduction in state negative affect. The opposite was found for negative self-image retrieval. The study did not measure implicit self-esteem at baseline. Imagery techniques that involve the retrieval of a positive self-image may help to improve aspects of the working-self and affect in those with eating difficulties. Copyright © 2018 Elsevier Ltd. All rights reserved.

Understanding Negative Self-Evaluations in Borderline Personality Disorder-a Review of Self-Related Cognitions, Emotions, and Motives.

PubMed

Winter, Dorina; Bohus, Martin; Lis, Stefanie

2017-03-01

Self-conscious emotions, such as guilt, shame, or self-disgust, as well as self-related motives, such as self-enhancement or self-verification, influence how people perceive, evaluate, memorize, and respond to self-related information. They not only influence peoples' concepts of themselves but may also affect their behavior in social environments. In the current review, we describe alterations of self-related processing in borderline personality disorder (BPD). We chose BPD as an example of a mental disorder of which impairments in self-functioning and identity constitute a major feature. Since terminology used in clinical research on self-referential processing is diverse and often confusing, we start with reviewing some of the main concepts in this area of research using a conceptual framework provided from social psychology. Most studies on self-referential processing in BPD focused on descriptions of self-esteem and revealed a negative self-concept, particularly expressed by explicitly reported low self-esteem. Moreover, self-esteem is unstable in BPD and likely reactive to self-relevant cues. BPD patients are prone to negative emotions with respect to themselves, such as self-disgust and shame. First data point to altered self-related motives, too. In conclusion, although explicit self-esteem is widely studied as a global and trait-like feature of BPD, there is a strong lack of studies that take the complexity of the construct self-esteem into account. Further studies on alterations in self-related processes are required to deepen our understanding of impairments of the self-concept in BPD and enable the improvement of psychosocial therapeutic approaches.

Homesickness at Summer Camp: Associations with the Mother-Child Relationship, Social Self-Concept, and Peer Relationships in Middle Childhood

ERIC Educational Resources Information Center

Kerns, Kathryn A.; Brumariu, Laura E.; Abraham, Michelle M.

2008-01-01

The goal of the present study was to investigate how the quality of the mother-child relationship, social self-concept, and the quality of peer relationships predict girls' feelings of homesickness at a residential summer camp. We expected that children with secure attachments to their mothers, a more positive social self-concept, and better…

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…

Relations among Teacher Expectancies, Student Perceptions of Teacher Oral Feedback, and Student Self-Concept: An Empirical Study in Taiwanese Elementary Schools.

ERIC Educational Resources Information Center

Chen, Yi-Hsin; Thompson, Marilyn S.

This research investigated the relationships among teacher expectancy, student perception, and student self-concept. A sample of 1,598 Taiwanese elementary school children in grades 3-6 were administered a school self-concept scale and a measure of their perceptions of teachers' positive and negative oral feedback in academic and nonacademic…

Self-Concept of the Mentally Retarded Compared to Other Pupils of Similar Age.

ERIC Educational Resources Information Center

Richmond, Bert O.; And Others

Compared were the self concepts of 34 educable retarded children (mean age 11 years) with the self concepts of 34 fifth and sixth grade Blacks in an all Black school, 32 fifth and sixth grade Blacks in integrated classrooms, 31 sixth grade whites in an all white rural school, and 31 fifth grade whites in an all white suburban school. Results of…

Investigating Pre-Service EFL Teachers' Self-Concepts within the Framework of Teaching Practicum in Turkish Context

ERIC Educational Resources Information Center

Yilmaz, Cevdet

2018-01-01

The present study aimed at understanding the nature and potential dynamism of five pre-service EFL teachers' self-concepts in the domain of English as a foreign language (EFL). To this end, the effects of pre-service teachers' experiences gained alongside the practicum on their EFL self-concept development were also discussed. Data were generated…

The Mediating Role of Socio-Motivational Support in the Association between Individual School Self-Concept and Achievement Motivation amongst Adolescent Students

ERIC Educational Resources Information Center

Bakadorova, Olga; Raufelder, Diana

2014-01-01

It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation.…

The Effects of Intelligence, Self-Concept, and Attributional Style on Metamemory and Memory Behavior: A Developmental Study. Paper 1.

ERIC Educational Resources Information Center

Schneider, Wolfgang; And Others

The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behavior relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 105 children each from grades 3, 5, and 7 were given a metamemory interview and a sort-recall task.…

Evaluation of the Effects of Head Start Experience in the Area of Self-Concept, Social Skills, and Language Skills. Pre-Publication Draft.

ERIC Educational Resources Information Center

McNamara, J. Regis; And Others

About 180 Negro Head Start children in Dade County, Florida, were tested (1) to discover if the county's program contributed significantly to language skills, social skills, and self-concept development and (2) to determine if an efficient instrument could be developed to measure self-concept in the disadvantaged child. Pretests and posttests used…

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…

Effects of the Higher Order Thinking Skills Program on At-Risk Young Adolescents' Self-Concept, Reading Achievement, and Thinking Skills.

ERIC Educational Resources Information Center

Eisenman, Gordon; Payne, Beverly D.

1997-01-01

Contrasted effects of Higher Order Thinking Skills (HOTS) program to those of Chapter 1 programs on fourth and fifth graders' reading achievement, self-concept, and higher-order thinking skills. Found that HOTS is more effective in raising self-concept and some higher-order thinking skills in fifth grade and after two years of treatment, with…

Verbal and Math Self-Concepts: An Extension of the Internal/External Frame of Reference Model.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Byrne, Barbara M.

The internal/external (I/E) frame of reference model describes relations among Verbal self-concept (VSC), Math self-concept (MSC), and corresponding achievement scores (VACH, MACH). In support of the model Marsh (1986) found that: (1) VSC and MSC were nearly uncorrelated; (2) the effect of VACH on VSC, and of MACH on MSC, were positive; but (3)…

Differences in Achievement Motivation and Academic and Social Self-Concept in Gifted Students of Higher Education

ERIC Educational Resources Information Center

Sierra, María Dolores Valadez; Cuervo, Angel Alberto Valdés; Amezaga, Teodoro Rafael Wendlandt; Sánchez, Ana Carolina Reyes; Guzmán, Rogelio Zambrano; Agraz, Juan Pedro Navarro

2015-01-01

The purpose of this study is to identify groups of gifted university students that differ in their self-concept and achievement motivation. For this, 80 students who achieved scores of the 95th percentile or higher in the Raven's Progressive Matrices test were selected. Two groups were identified in terms of their social self-concept and the…

Do Socio-Motivational Relationships Predict Achievement Motivation in Adolescents with High and Low School Self-Concepts?

ERIC Educational Resources Information Center

Bakadorova, Olga; Raufelder, Diana

2016-01-01

Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; M[subscript Age]= 13.7) in secondary…

Mapping Changes in Students' English and Math Self-Concepts: A Latent Growth Model Study

ERIC Educational Resources Information Center

King, Ronnel B.; McInerney, Dennis M.

2014-01-01

The aims of this study were to examine changes in students' English and math self-concepts and to investigate the effects of gender and school ability level on these changes. Self-concept in English and math were measured thrice across three years among a sample of 2618 secondary school students from Hong Kong. Gender and school ability level were…

A Construct Validity Investigation of Scores on the Japanese Version of an Academic Self-Concept Scale for a Sample of College Students.

ERIC Educational Resources Information Center

Paik, Chie Matsuzawa; Michael, William B.

The twofold purpose of this study was to investigate the reliability and construct validity of scores on the Japanese version of an academic self-concept scale titled the Dimensions of Self-Concept (DOSC) Form H and ascertain any relationships between scores on the DOSC scale and selected demographic variables, including class, gender, and…

Reliability and Validity Evidence of the Chinese Piers-Harris Children's Self-Concept Scale Scores among Taiwanese Children

ERIC Educational Resources Information Center

Flahive, Mon-hsin Wang; Chuang, Ying-Chih; Li, Chien-Mo

2011-01-01

The Piers-Harris Children's Self-Concept Scale-Second Edition (Piers-Harris 2) was designed to measure self-concept among children and adolescents. This study aimed to assess the reliability and validity of the scores of the Chinese version of the Piers-Harris 2 (Chinese Piers-Harris). The Chinese Piers-Harris 2 was administered to 243 Taiwanese…

African American Students in a California Community College: Perceptions of Cultural Congruity and Academic Self-Concept within a Black Culture Center

ERIC Educational Resources Information Center

James, Tenisha Celita

2017-01-01

This study focused on the cultural congruity and academic self-concept of African American students in a community college setting who participated in a Black Culture Center. The purpose of this quantitative correlational study was to examine the relationship between cultural congruity and academic self-concept through the following two research…

The Transition from Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement.

ERIC Educational Resources Information Center

Marsh, Herbert W.; And Others

1988-01-01

Self-concept measures and state certificate program achievement grades were used to determine the effects on 7th through 11th graders in Sydney (Australia) of converting two single-sex high schools to coeducational institutions. Pre- to post-transition data were collected from 1982 to 1985. Coeducational organizations benefit self-concept, while…

Mapping the Interrelationships between Self-Concept, Motivation and University Experience among Students of Self-Financing Higher Education Institutions in Hong Kong

ERIC Educational Resources Information Center

Wong, Phoebe; Mak, Connie; Ng, Peggy M. L.; Zhao, Jessie

2017-01-01

This study explores the interrelationships between self-concept, motivation and academic and social experience among students from self-financing higher education institutions in Hong Kong. Although prior studies have investigated different aspects of self that drive various types of motivation in students' academic and social experience, most of…

Promoting Self-Esteem in Integrated Early Childhood Settings. AECA Resource Book Series, Volume 1, Number 3.

ERIC Educational Resources Information Center

Tarrant, Sue; Konza, Deslea

The development of a positive self-concept and self-esteem can affect thinking, feeling, attitudes, and behavior, and determine what children are and their successes in later life. Noting the importance of development of self-concept and self-esteem in the early years, this booklet provides some background information and specific strategies to…

Piers Harris and Coopersmith Measure of Self-Esteem: A Comparative Analysis

ERIC Educational Resources Information Center

Lynch, Mervin D.; Foley-Peres, Kathleen D.; Sullivan, Stefanie S.

2008-01-01

The purposes of this study were to see if the items from the Piers Harris Self Concept Scale and the Coopersmith Self Esteem Inventory had construct and predictive validity. Items used in this study were 50 items from the Coopersmith Self-Esteem Inventory and 80 items from the Piers Harris Self-Concept Scale. Construct measures were obtained using…

The influence of role-specific self-concept and sex-role identity on career choices in science

NASA Astrophysics Data System (ADS)

Baker, Dale R.

Despite much effort on the part of educators the number of females who choose science careers remains low. This research focuses on two factors which may be influencing females in their choice of careers. These factors are role-specific self-concept in science and self perception in terms of stereotypical masculine and feminine characteristics. In addition logical ability and mathematics and science courses were also examined as factors in career choice. Females preferring science related careers and females preferring nontraditional careers such as police, military and trades were found to have a positive role-specific self-concept and a masculine perception of themselves. Females preferring traditional careers such as teacher or hairdresser had a poor role-specific self-concept and a more feminine perception of themselves. Males as a group were found to have a more positive role-specific self-concept than females. Logical ability was also related to a science career preference for both males and females. Males expected to take more higher level math courses than females, while females preferring science careers expected to take the most higher level science courses.

Birth Order and Self-Concept in Adolescence.

ERIC Educational Resources Information Center

Gecas, Viktor; Pasley, Kay

1983-01-01

Very little support was found for any of several hypotheses concerning the effect of birth order on self-concept in adolescents. The strongest support was found for the hypothesis that middle-borns have the lowest self-evaluations. (Author/BW)

Development and Validation of an Instrument to Measure the Impact of Genetic Testing on Self-Concept in Lynch Syndrome (LS)

PubMed Central

Esplen, Mary Jane; Stuckless, Noreen; Wong, Jiahui; Gallinger, Steve; Aronson, Melyssa; Rothenmund, Heidi; Semotiuk, Kara; Stokes, Jackie; Way, Chris; Green, Jane; Butler, Kate; Petersen, Helle Vendel

2011-01-01

Background A positive genetic test result may impact on a person’s self-concept and affect quality of life. Purpose The purpose of the study was to develop a self concept scale to measure such impact for individuals carrying mutations for a heritable colorectal cancer- Lynch Syndrome (LS). Methods Two distinct phases were involved: Phase 1 generated specific colorectal self-concept candidate scale items from interviews with eight LS carriers and five genetic counselors which were added to a previously developed self-concept scale for BRCA1/2 mutation carriers. Phase II had 115 LS carriers complete the candidate scale and a battery of validating measures. Results A 20 item scale was developed with two dimensions identified through factor analysis: stigma/vulnerability and bowel symptom-related anxiety. The scale demonstrated excellent reliability (Cronbach’s α = .93), good convergent validity by a high correlation with impact of event scale (r(102) = .55, p< .001) and Rosenberg Self-Esteem Scale (r(108) = −.59, p< .001), and a low correlation with the Fear questionnaire (r(108)=.37 p< .001). The scale’s performance was stable across participant characteristics. Conclusions This new scale for measuring self-concept has potential to be used as a clinical tool and as a measure for future studies. PMID:21883167

Bio-psycho-social factors affecting sexual self-concept: A systematic review

PubMed Central

Potki, Robabeh; Ziaei, Tayebe; Faramarzi, Mahbobeh; Moosazadeh, Mahmood; Shahhosseini, Zohreh

2017-01-01

Background Nowadays, it is believed that mental and emotional aspects of sexual well-being are the important aspects of sexual health. Sexual self-concept is a major component of sexual health and the core of sexuality. It is defined as the cognitive perspective concerning the sexual aspects of ‘self’ and refers to the individual’s self-perception as a sexual creature. Objective The aim of this study was to assess the different factors affecting sexual self-concept. Methods English electronic databases including PubMed, Scopus, Web of Science and Google Scholar as well as two Iranian databases including Scientific Information Database and Iranmedex were searched for English and Persian-language articles published between 1996 and 2016. Of 281 retrieved articles, 37 articles were finally included for writing this review article. Results Factors affecting sexual self-concept were categorized to biological, psychological and social factors. In the category of biological factors, age gender, marital status, race, disability and sexual transmitted infections are described. In the psychological category, the impact of body image, sexual abuse in childhood and mental health history are present. Lastly, in the social category, the roles of parents, peers and the media are discussed. Conclusion As the development of sexual self-concept is influenced by multiple events in individuals’ lives, to promotion of sexual self-concept, an integrated implementation of health policies is recommended. PMID:29038693

Development and validation of an instrument to measure the impact of genetic testing on self-concept in Lynch syndrome.

PubMed

Esplen, M J; Stuckless, N; Gallinger, S; Aronson, M; Rothenmund, H; Semotiuk, K; Stokes, J; Way, C; Green, J; Butler, K; Petersen, H V; Wong, J

2011-11-01

A positive genetic test result may impact on a person's self-concept and affect quality of life. The purpose of the study was to develop a self-concept scale to measure such impact for individuals carrying mutations for a heritable colorectal cancer Lynch syndrome (LS). Two distinct phases were involved: Phase 1 generated specific colorectal self-concept candidate scale items from interviews with eight LS carriers and five genetic counselors, which were added to a previously developed self-concept scale for BRCA1/2 mutation carriers, Phase II had 115 LS carriers complete the candidate scale and a battery of validating measures. A 20-item scale was developed with two dimensions identified through factor analysis: stigma/vulnerability and bowel symptom-related anxiety. The scale showed excellent reliability (Cronbach's α = 0.93), good convergent validity by a high correlation with impact of event scale (r(102) = 0.55, p < 0.001) and Rosenberg self-esteem scale (r(108) = -0.59, p < 0.001), and a low correlation with the Fear questionnaire (r(108) = 0.37, p < 0.001). The scale's performance was stable across participant characteristics. This new scale for measuring self-concept has potential to be used as a clinical tool and as a measure for future studies. © 2011 John Wiley & Sons A/S.

Shame and implicit self-concept in women with borderline personality disorder.

PubMed

Rüsch, Nicolas; Lieb, Klaus; Göttler, Ines; Hermann, Christiane; Schramm, Elisabeth; Richter, Harald; Jacob, Gitta A; Corrigan, Patrick W; Bohus, Martin

2007-03-01

Shame is considered to be a central emotion in borderline personality disorder and to be related to self-injurious behavior, chronic suicidality, and anger-hostility. However, its level and impact on people with borderline personality disorder are largely unknown. The authors examined levels of self-reported shame, guilt, anxiety, and implicit shame-related self-concept in women with borderline personality disorder and assessed the association of shame with self-esteem, quality of life, and anger-hostility. Sixty women with borderline personality disorder completed self-report measures of shame- and guilt-proneness, state shame, anxiety, depression, self-esteem, quality of life, and clinical symptoms. Comparison groups consisted of 30 women with social phobia and 60 healthy women. Implicit shame-related self-concept (relative to anxiety) was assessed by the Implicit Association Test. Women with borderline personality disorder reported higher levels of shame- and guilt-proneness, state shame, and anxiety than women with social phobia and healthy comparison subjects. The implicit self-concept in women with borderline personality disorder was more shame-prone (relative to anxiety-prone) than in women in the comparison groups. After depression was controlled for, shame-proneness was negatively correlated with self-esteem and quality of life and positively correlated with anger-hostility. Shame, an emotion that is prominent in women with borderline personality disorder, is associated with the implicit self-concept as well as with poorer quality of life and self-esteem and greater anger-hostility. Psychotherapeutic approaches to borderline personality disorder need to address explicit and implicit aspects of shame.

High adiposity is associated cross-sectionally with low self-concept and body size dissatisfaction among indigenous Cree schoolchildren in Canada

PubMed Central

2013-01-01

Background Obesity and mental health problems are prevalent among indigenous children in Canada and the United States. In this cross-sectional study the associations between adiposity and body size satisfaction, body image and self-concept were examined in indigenous children in grades four to six living in Cree communities in the Province of Quebec (Canada). Methods Weight status and body mass index (BMI) z-scores were derived from children’s measured height and weight using the World Health Organization growth reference. Multivariate regression models that included child’s age and sex were used to assess the association between (a) weight status and physical appearance satisfaction using pictorial and verbal body rating measures in 202 of 263 children, and (b) BMI z-score and self-concept measured using the Piers-Harris Children’s Self-Concept Scale in a subset of 78 children. Results Children (10.67 ± 0.98 years) were predominantly overweight (28.2%) or obese (45.0%). Many (40.0%) children had low global self-concept indicating that they had serious doubts about their self-worth and lacked confidence. About one-third (34.7%) of children did not like the way they looked and 46.3% scored low on the physical appearance and attributes domain of self-concept indicating poor self-esteem in relation to their body image and physical strength, feeling unattractive, or being bothered by specific aspects of their physical appearance. Compared to normal weight children, overweight and obese children were more likely to desire being smaller (OR=4.3 and 19.8, respectively), say their body size was too big (OR=7.7 and 30.6, respectively) and not liking the way they looked (OR=2.4 and 7.8, respectively). Higher BMI z-score was associated with lower scores for global self-concept (β=−1.3), intellectual and school status (β=−1.5) and physical appearance and attributes (β=−1.3) indicating negative self-evaluations in these areas. Despite comparable weight status to boys, girls were more likely to have lower scores for global self-concept (β=−3.8), physical appearance and attributes (β=−4.2), desiring to be smaller (OR=4.3) and not liking the way they looked (OR=2.3). Conclusions The psychosocial correlates of obesity are important considerations for indigenous children, particularly girls, given that poor self-concept and body size dissatisfaction negatively impact mental and emotional qualities of life. PMID:23937909

Enhanced Aircraft Platform Availability Through Advanced Maintenance Concepts and Technologies (Amelioration de la Disponibilite des Plateformes D’Aeronefs par L’Utilisation des Technologies et des Concepts Evolues de Maintenance)

DTIC Science & Technology

2011-06-01

DeLong, W., Yepez, S., Reedy, D. and White, S., “Use of Composite Materials, Health Monitoring and Self Healing Concepts to Refurbish our Civil and...Health Monitoring and Self Healing Concepts to Refurbish Our Civil and Military Infrastructure”, Sandia National Laboratories Report SAND2007-5547...failure without the need for the system to go off-line. Recovery Blocks and Self - Healing (Software) The backwards

Self-transcendence: a concept analysis for nursing praxis.

PubMed

Teixeira, M Elizabeth

2008-01-01

Self-transcendence is a quality inherent in every human being. This process toward personal transformation is instrumental in finding true meaning and purpose in life. When faced with adversity, self-transcendence can be a powerful coping strategy. Clarity of this concept will assist nurses in providing holistic interventions that promote and facilitate self-transcendence.

Impact of Self-Concept of Disabled Learners on Inclusive Physical Education

ERIC Educational Resources Information Center

Ali, Mohammed Y.

2012-01-01

This paper examines the conceptual foundations of self-concept, self-esteem and the self as they relate to disabled students in the context of physical education. Disable school children experience severe discriminations in society and within the school system, especially if the school is the mainstream type. With increasing emphasis on…

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".…

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…

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…

Situated Self-Esteem

ERIC Educational Resources Information Center

Cigman, Ruth

2004-01-01

Pervasive though it is in modern life, the concept of self-esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self-esteem is explored within four homes: the self-help industry, social science, therapy and education. It is…