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

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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…

Exploring the Impact of Historically Black Colleges in Promoting the Development of Undergraduates' Self-Concept.

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Berger, Joseph B.; Milem, Jeffrey F.

2000-01-01

Study explores how institutional context affects the development of self-concept in a sample of 273 African American college students. Findings suggest that students attending church affiliated historically Black colleges develop significantly higher self-ratings in three domains of self-concept-psychosocial wellness, academic, and achievement…

Developing self-concept instrument for pre-service mathematics teachers

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Afgani, M. W.; Suryadi, D.; Dahlan, J. A.

2018-01-01

This study aimed to develop self-concept instrument for undergraduate students of mathematics education in Palembang, Indonesia. Type of this study was development research of non-test instrument in questionnaire form. A Validity test of the instrument was performed with construct validity test by using Pearson product moment and factor analysis, while reliability test used Cronbach’s alpha. The instrument was tested by 65 undergraduate students of mathematics education in one of the universities at Palembang, Indonesia. The instrument consisted of 43 items with 7 aspects of self-concept, that were the individual concern, social identity, individual personality, view of the future, the influence of others who become role models, the influence of the environment inside or outside the classroom, and view of the mathematics. The result of validity test showed there was one invalid item because the value of Pearson’s r was 0.107 less than the critical value (0.244; α = 0.05). The item was included in social identity aspect. After the invalid item was removed, Construct validity test with factor analysis generated only one factor. The Kaiser-Meyer-Olkin (KMO) coefficient was 0.846 and reliability coefficient was 0.91. From that result, we concluded that the self-concept instrument for undergraduate students of mathematics education in Palembang, Indonesia was valid and reliable with 42 items.

The Needs Analysis in Self-Concept Module Development

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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…

Self-concept and Ego Development in Deaf Adolescents: A Comparative Study

NARCIS (Netherlands)

Gent, T. van; Goedhart, A.W.; Knoors, H.E.T.; Westenberg, P.M.; Treffers, P.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

Factors relating to professional self-concept among nurse managers.

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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.

Early Childhood Curriculum Development: The Role of Play in Building Self-Regulatory Capacity in Young Children

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Kroll, Linda R.

2017-01-01

This case study examines the development of self-regulation, socially, cognitively and emotionally, through the use of play in the curriculum in five preschool classrooms for children ages 2-5 years old at a university laboratory school. Five teachers were interviewed about their deliberate use of play to support the development of self-regulation…

Evaluating Self-Concept and Ego Development within Erikson's Psychosocial Framework: A Formulation.

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Hamachek, Don E.

1988-01-01

Suggests criteria developed within context of Erikson's first five psychosocial stages that may help in evaluating self-concept and ego development. To assess strengths and weaknesses in self's growth as it progresses through the stages, five behavioral expressions tables are presented, each illustrating possible behaviors and implicit attitudes…

Concepts of Play and Play Culture for the 21st Century

DEFF Research Database (Denmark)

Nørgård, Rikke Toft; Toft, Herdis; Karoff, Helle Skovbjerg

2014-01-01

, Associate professor Carsten Jessen, Aarhus University, Assistant professor Helle Skovbjerg Karoff, University of Aalborg and Assistant professor Rikke Toft Nørgård, Aarhus University. This panel represents and discusses different concepts of play and play culture in both diachronic and synchronic dimensions......BIN Norden conference 2014 Accepted panel ________________________________________ Concepts of Play and Play Culture for the 21st Century Participants in the panel are: Associate professor Herdis Toft, University of Southern Denmark (organizer), Professor Beth Juncker, University of Copenhagen....... For several centuries western theorists, for instance Baumgarten, Schiller, Huizinga, Caillois, Sutton Smith, Vygotsky, Bateson, Salen & Zimmerman, Flemming Mouritsen and later on the panel participants, have discussed the concept of play and play culture. They have presented their own theoretical...

Self-concept of people with intellectual disabilities: Implications for support program development

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Petrović Boban

2012-01-01

Full Text Available Self-concept is defined as a sum of perception, thoughts, feelings, evaluation and prediction about oneself as an experienced object, as a participant in the interaction with physical and social environment. As such, this topic is often encountered in working with children, young people and adults with intellectual disabilities (PWID. However, self-concept of PWID has been investigated mainly through psychometric paradigm, using different types of questionnaires for assessment. This did not provide either enough possibilities for active participation of people with ID in the research process, or the possibilities to reach adequate initial information about self-concept of PWID, which may serve as a baseline for development of support programs for self-determination of PWID. Therefore, this study aimed to examine self-concept of PWID in various domains of interest for PWID: global self-image, personality traits, competencies, difficulties in everyday life, awareness of one's own (intellectual disabilities. The research was conducted through a series of five focus groups, with active participation of PWID, through combined workshop activities and discussions in small groups. Focus groups were conducted once a week and 16 participants were divided into two groups, of different ages (22 to 53 years, sex, type and degree of difficulties. All participants spent most of their lives in institutions. Since 2004, they have been living at supported housing for people with disabilities. Based on the analysis of the participants' testimony, there were three global issues with regard to general self-concept: competences and interests, physical appearance, and social roles. With regard to personality traits, attributes such as 'good', 'obedient', 'valuable' occur most frequently. With regard to their competencies and difficulties, those which are most important for full daily life in supported housing have been cited most often. While they recognize their

Word Play: Scaffolding Language Development through Child-Directed Play

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Wasik, Barbara A.; Jacobi-Vessels, Jill L.

2017-01-01

Play is an important activity in young children's lives. It is how children explore their world and build knowledge. Although free play, which is play that is totally child directed, contributes to children's learning, self-regulation and motivation, adults' participation in children's play is critical in their development, especially their…

The Self-Concept of Spanish Young Adults with Retinitis Pigmentosa

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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…

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

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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.

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

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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.

The Musical Self-Concept of Chinese Music Students

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Suse ePetersen

2016-05-01

Full Text Available 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 (MUSCI—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.

The Musical Self-Concept of Chinese Music Students.

Science.gov (United States)

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.

The Musical Self-Concept of Chinese Music Students

Science.gov (United States)

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

Investigating Students' Perceived Discipline Relevance Subsequent to Playing Educational Computer Games: A Personal Interest and Self-Determination Theory Approach

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Sorebo, Oystein; Haehre, Reidar

2012-01-01

The purpose of this study is to explain students' perceived relevance of playing an educational game as a means for development of discipline competence. Based on self-determination theory and the concept of personal interest, we propose that: Satisfying students' basic needs for competence, autonomy, and relatedness when playing educational games…

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

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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.

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

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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…

Play as Self-Realization: Toward a General Theory of Play

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Henricks, Thomas S.

2014-01-01

In a wide-ranging essay that reviews the major theories of plays and relates them to significant notions of the self, the author addresses the question of why we play. He does so to argue that play is a biologically driven project of self-understanding and self-realization, one that humans--although they also share the experience with other…

What's Next in Complex Networks? Capturing the Concept of Attacking Play in Invasive Team Sports.

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Ramos, João; Lopes, Rui J; Araújo, Duarte

2018-01-01

The evolution of performance analysis within sports sciences is tied to technology development and practitioner demands. However, how individual and collective patterns self-organize and interact in invasive team sports remains elusive. Social network analysis has been recently proposed to resolve some aspects of this problem, and has proven successful in capturing collective features resulting from the interactions between team members as well as a powerful communication tool. Despite these advances, some fundamental team sports concepts such as an attacking play have not been properly captured by the more common applications of social network analysis to team sports performance. In this article, we propose a novel approach to team sports performance centered on sport concepts, namely that of an attacking play. Network theory and tools including temporal and bipartite or multilayered networks were used to capture this concept. We put forward eight questions directly related to team performance to discuss how common pitfalls in the use of network tools for capturing sports concepts can be avoided. Some answers are advanced in an attempt to be more precise in the description of team dynamics and to uncover other metrics directly applied to sport concepts, such as the structure and dynamics of attacking plays. Finally, we propose that, at this stage of knowledge, it may be advantageous to build up from fundamental sport concepts toward complex network theory and tools, and not the other way around.

Aberrant salience, self-concept clarity, and interview-rated psychotic-like experiences.

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

2015-02-01

Many social-cognitive models of psychotic-like symptoms posit a role for self-concept and aberrant salience. Previous work has shown that the interaction between aberrant salience and self-concept clarity is associated with self-reported psychotic-like experiences. In the current research with two structured interviews, the interaction between aberrant salience and self-concept clarity was found to be associated with interview-rated psychotic-like experiences. The interaction was associated with psychotic-like experiences composite scores, delusional ideation, grandiosity, and perceptual anomalies. In all cases, self-concept clarity was negatively associated with psychotic-like experiences at high levels of aberrant salience, but unassociated with psychotic-like experiences at low levels of aberrant salience. The interaction was specific to positive psychotic-like experiences and not present for negative or disorganized ratings. The interaction was not mediated by self-esteem levels. These results provide further evidence that aberrant salience and self-concept clarity play an important role in the generation of psychotic-like experiences.

Self-Concept Is a Concept Worth Considering

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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…

Effects of professional development seminars on role conception, role deprivation, and self-esteem of generic baccalaureate students.

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Lengacher, C A

1994-01-01

This study compared differences in role conception (professional, bureaucratic, and service), role deprivation, and self-esteem among baccalaureate students enrolled in specially designed professional development seminars. More than 100 students participated in the pretests, given on entry to the program, of which 63 completed both the pretest and the posttest given on program exit. The Corwin Role Conception Scale assessed role conceptions and role deprivation and the Coopersmith Adult Form Self-Esteem Inventory assessed self-esteem. Statistically significant differences were found within groups in bureaucratic role conceptions (P = .0009) and self-esteem (P = .0019) and between groups in professional role conception (P = .0057). No differences were found between or within groups for service role conception or role deprivation.

Academic Self-Concept, Gender and Single-Sex Schooling

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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 Learning Disabled Adolescent: Eriksonian Psychosocial Development, Self-Concept, and Delinquent Behavior.

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Pickar, Daniel B.; Tori, Christopher D.

1986-01-01

Using a developmental perspective, this study contrasted learning and nonlearning disabled adolescents on three variables: Erikson's stages of psychosocial development; self-concept; and delinquent behavior. The results indicated that the learning disabled subjects, due to years of failing, were unable to develop a sense of industry and…

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

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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…

Reading acquisition and self-concept

OpenAIRE

Taube, Karin

1988-01-01

The main purpose of the present dissertation was to dismember and reconstruct some aspects of the complex relationship between literacy development and self-concept. Two main principles were included in the general design of the longitudinal investigation. The first principle involved an increasing level of specificity in three steps where the starting point was an overall picture of 700 pupils' reading acquisition and self-concept. The second step was a more detailed analysis with the focus ...

Literacy-Related Play Activities and Preschool Staffs' Strategies to Support Children's Concept Development

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Norling, Martina; Lillvist, Anne

2016-01-01

This study investigates language-promoting strategies and support of concept development displayed by preschool staffs' when interacting with preschool children in literacy-related play activities. The data analysed consisted of 39 minutes of video, selected systematically from a total of 11 hours of video material from six Swedish preschool…

Neurobiological correlates of physical self-concept and self-identification with avatars in addicted players of Massively Multiplayer Online Role-Playing Games (MMORPGs).

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Leménager, Tagrid; Dieter, Julia; Hill, Holger; Koopmann, Anne; Reinhard, Iris; Sell, Madlen; Kiefer, Falk; Vollstädt-Klein, Sabine; Mann, Karl

2014-12-01

MMORPG addiction has been associated with self-concept impairments and increased identification with the own avatar. Yet, the underlying neurobiological mechanisms of self-identification with avatars, especially reflected in the left angular gyrus (AG), have only been assessed in regular gamers. Therefore, the study aims to examine neurobiological processes in addicted MMORPG players while evaluating their own and their personal avatar's body image (physical self-concept). Sixteen addicted and seventeen non-addicted gamers underwent functional Magnetic Resonance Imaging (fMRI) while viewing images of themselves, their own avatar and unfamiliar persons. The Body Image Questionnaire (FKB-20) and Visual Analog Scales (VAS) assessing the degree of attractiveness, sympathy and gender identity of the self, of the avatar as well as of the unfamiliar persons were applied. Addicts showed a significantly extended negative body image and lower gender identity levels as well as decreased bilateral brain activations in the AG and the middle occipital gyrus during self-perception. They further exhibited higher activations in the left AG during avatar-perception. Regression analyses in the overall group and in addicted gamers indicated a significant positive correlation between gender identity and brain activation in the left AG during self-perception. Our results confirm addicted MMORPG players to have physical self-concept deficits which may be related to hypoactivations in the AG. The findings further indicate addicted gamers to have a tendency to identify themselves easier with their own avatar than with their real self. Lower gender identity levels might be associated with physical self-concept deficits in MMORPG addiction. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

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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.

Significance of librarian’s self-concept in the communication process

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Darja Kobal-Grum

2004-01-01

Full Text Available The article deals with the significance of the librarian’s self-concept in the communication process. First, it underlines the meaning of reference interviews, and second, it focuses on other micro and macro aspects of communication. The analysis shows that the librarian’s self-concept is hierarchically organised, structured, and therefore it consists of different areas. Each area equally contributes to the development and preservation of the appropriate librarian’s self-concept; although some areas have more direct influence than others. To attain a high self-concept, it is of fundamental importance, that the librarian develops all self-concept areas, from individual ones to social ones. It was found that a structured and positive specialist’s self-concept is highly significant for the contribution of effective reference interviews, and finally, the article offers some directions for a successful development of the communication process.

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

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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.

Correlation of self-concept and self-esteem with aggressiveness

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Renata Marčič

2010-01-01

Full Text Available We were interested in the correlation of aggressiveness with independent self-concept, codependent self-concept and level of self-esteem. Some previous research gave contradictory results about correlations between aggressiveness, self-concept and self-esteem. Researchers report of negative correlation, but also of positive and no correlation. One hundred and fifty-eight participants, aged from 19 to 51, with average age of 21 participated in the research. Fifty participants were males and 108 were females. Self-concept was measured with the Adult Sources of Self-Esteem Inventory – ASSEI (Elovson & Fleming, 1989, level of self-esteem with the Rosenberg Self-Esteem Scale – RSES (Rosenberg, 1965 and aggressiveness with The Aggression Questionnaire – AQ (Buss & Perry, 1992. The results showed that aggressiveness is negatively correlated with co-dependent self-concept, but is not correlated with independent self-concept, even if we control for the level of self-esteem. The level of self-esteem is negatively correlated with anger, hostility, and overall aggression, but not with physical and verbal aggression, even if we control for the self-concept. We can conclude that only certain areas of self-concept are relevant in the research of the relationship between self-concept and aggressiveness, and that the level of self-esteem is to be taken into account only in some forms of aggressiveness, like anger and hostility, but not in physical and verbal aggression.

Self-Concept and Achievement Motivation of High School Students

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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)…

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

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

2013-12-01

Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Development and validation of an instrument to measure the impact of genetic testing on self-concept in Lynch syndrome.

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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 Rosenberg self-esteem scale (r(108) = -0.59, p 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.

Biological aspects of the development and self-concept in adolescents living in single-parent families.

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Vecek, Andrea; Vidović, Vesna; Milicić, Jasna; Spoljar-Vrzina, Sanja; Vecek, Nenad; Arch-Vecek, Branka

2009-09-01

In this study we investigate whether there are differences between adolescents who grow up in single-parent families and those who grow up in nucleus families. We have decided that there are no differences in the physical development between the adolescents who are growing up in single parent families and those growing up in nucleus families. There is no difference in the self-concept between these two groups, except in the ethical and moral self-image of adolescents living with one parent. Adolescents living in single-parent families have a weaker moral self-image. It can thus be concluded that physical development and positive self-concept (a favorable image of oneself) in adolescents do not depend on whether an adolescent is growing up in a single-parent or a nucleus family, but on the different characteristics of parents and their relationship with children, whether they are married or not. For the children development the best is healthy marriage of their parents.

Mengembangkan Self Concept Siswa Melalui Model Pembelajaran Concept Attainment

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Sumartini, Tina Sri

2015-01-01

Dalam pembelajaran matematika, siswa masih kurang memiliki self concept yang positif. Salah satu model pembelajaran yang dapat diterapkan untuk mengembangkan self concept siswa adalah model concept attainment. Tujuan penelitian ini adalah untuk mengetahui perkembangan self concept siswa setelah mendapatkan model pembelajaran concept attainment. Penelitian ini berbentuk one shot case study. Populasi dalam penelitian ini adalah siswa di salah satu SMK di Kabupaten Garut. Pengambilan sampel d...

Exploring the self-concepts of persons with intellectual disabilities.

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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 esteem : concept analysis.

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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.

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

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Wood, Melinda

1991-01-01

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

Academic Self-Concept: Modeling and Measuring for Science

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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.

Development and Validation of an Instrument to Measure the Impact of Genetic Testing on Self-Concept in Lynch Syndrome (LS)

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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, pRosenberg Self-Esteem Scale (r(108) = −.59, pscale’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

Development of Self-Recognition, Personal Pronoun Use, and Pretend Play During the 2nd Year

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Lewis, Michael; Ramsay, Douglas

2004-01-01

This study examined the relation of visual self-recognition to personal pronoun use and pretend play. For a longitudinal sample (N66) at the ages when self-recognition was emerging (15, 18, and 21 months), self-recognition was related to personal pronoun use and pretend play such that children showing self-recognition used more personal pronouns…

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

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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…

Family Relationships and Adolescent Self-Concept.

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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.…

Multitrait-Multimethod Analyses of Two Self-Concept Instruments.

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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…

Gender differences in the causal relation between adolescents' maths self-concept and scholastic performance

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Cristina Antunes

2007-05-01

Full Text Available Mathematics is a core subject in every school curriculum and it is strongly correlated with maths self-concept, which is defined as the subjective feelings and beliefs about one's competence in maths. In general, boys tend to report higher maths self-concept than girls, but the difference between boys and girls' maths scholastic performance is low or even inexistent. Some authors maintain that academic self-concept can play an important role as a motivational variable, promoting self-confidence and investment in the learning process. This study examined the causal relations between maths self-concept and maths scholastic performance in four cohorts of boys and girls within a three-wave longitudinal study. The first two cohorts were composed of 187 girls and 139 boys attending grades 7 and 8 at Time 1 and the third and fourth cohorts were composed of 167 girls and 123 boys attending grades 9 and 10 at Time 1. Structural Equation Modelling was used to test the fit of several models of causal relations. The results revealed that for the first two cohorts the best models were reciprocal and skill-development for both boys and girls. However, for the older students, a reciprocal model gave a best fit for the boys, but for the girls there was only one significant effect from maths self-concept to maths scholastic performance. Results are discussed on the basis of gender-related differential learning expectancies.

Behavioral self-concept as predictor of teen drinking behaviors.

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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.

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

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

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

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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.

Visual Impairment and Its Effect on the Development of the Self-Concept.

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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,…

Academic Self-Concept: Modeling and Measuring for Science

Science.gov (United States)

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…

Proto-Acting as a New Concept: Personal Mimicry and the Origins of Role Playing

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Steven Brown

2017-06-01

Full Text Available Proto-acting is introduced here as a new concept that refers to a set of processes that are intermediate between everyday role playing (in the Erving Goffman sense and dramatic acting. Its most characteristic process is the voluntary act of personal mimicry, which can occur in everyday contexts, such as quoting someone during conversation, or in performance contexts, such as impressionism. Proto-acting involves character portrayal, but on a much simpler and more transient scale than in dramatic acting, where a person may portray a character for an extended period of time during a stage performance. For example, this might involve impersonating the characters while reading a bedtime story to a child, or children themselves portraying characters while engaging in pretend play. Other key features of proto-acting are that it tends to be driven by gesture, have minimal scripting, and involve short bouts of alternation between the self and characters. Proto-acting, as based on personal mimicry, might provide a cognitive foundation for dramatic acting in human development. Moreover, proto-acting itself might be underlain evolutionarily by the process of pantomime, which often involves intentional mimicry of the actions of other people. Hence, the proto-acting concept is able to shed light on processes relevant to cognition, development, the performing arts, and human evolution.

Self-Concept Changes in Multiple Self-Concept Domains of Gifted Students Participating in a Summer Residential School

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Preckel, Franzis; Rach, Hannah; Scherrer, Vsevolod

2016-01-01

The present study investigated changes in self-esteem, academic self-concept, intellectual self-concept, and social self-concepts of acceptance, assertion, relations with same-sex peers and relations with other-sex peers with 177 gifted students participating in a 16-day summer school in Germany. Students were assessed three times by self-report…

Self-concept and academic achievement: a meta-analysis of longitudinal relations.

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Huang, Chiungjung

2011-10-01

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 .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

UNEMPLOYMENT AND SELF-CONCEPT

OpenAIRE

Redek, Tjaša; Sušjan, Andrej; Kostevc, Črt

2013-01-01

The article analyses the position of the unemployed in the labour market, primarily relationship between self-concept and self-esteem of workers and their motivation to seek work. The current crisis dramatically worsened labour market situation, making employment almost impossible for many, primarily the vulnerable groups (older, women). Survey data used in cluster analysis reveal that the unemployment is related to self-concept, but besides unemployment also other ...

Variation in Students' Conceptions of Self-Assessment and Standards

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Heng Kiat Kelvin Tan

2011-01-01

Full Text Available This paper reports the results of a phenomenographic study on the different ways that secondary students understood and utilized student self-assessment and how various ego types could affect the accuracy of self-assessment. The study sought to contribute to the growing literature which recognizes the critical role that students play in assessment processes, and in particular the different roles that they assume in student self-assessment. The results of the study provide insights into how different students experience self-assessment by articulating the variation in the perception and purposes of assessing one's own learning. This variation is depicted as a hierarchy of logically related students' conceptions of self-assessment.

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

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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 (Pself-concept (PSelf-concept was negatively correlated with mental health (PSelf-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.

Young Children's Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play

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Sliogeris, Marija; Almeida, Sylvia Christine

2017-09-01

Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in context. Acknowledging the crucial role of the teacher in facilitating science learning through play, the purpose of this qualitative study was to examine how teacher-guided play, in conjunction with child-guided play, supports children's development of science concepts. While previous research on play-based science learning has mainly focused on preschool settings, this study explores the possibilities of play-based approaches to science in primary school contexts. Using a qualitative methodology grounded in the cultural-historical theoretical perspective, children's learning was examined during a science learning sequence that combined teacher-guided and child-guided play. This study revealed that the teacher-guided play explicitly introduced science concepts which children then used and explored in subsequent child-guided play. However, intentional teaching during the child-guided play continued to be important. Play-based approaches to science allowed children to make sense of the science concepts using familiar, everyday knowledge and activities. It became evident that the expectations and values communicated through classroom practices influenced children's learning through play.

Attachment to parents and friends as a context for development of self-concept in adolescence: The personality traits as mediators

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Krstić Ksenija

2016-01-01

Full Text Available The aim of the research is to study developmental relations between attachment to mother, father and friends and dimensions of adolescents’ self-concept. More specifically, we examine if this relation is direct or mediated by some personality construct. A sample of 878 students (13 and 16 years old from Belgrade urban lower secondary and upper secondary schools participated in this research. Participants completed ECR for mother, father and friend; Selfperception profile for adolescents and NEOFFI. The results have indicated that dimensions of attachment are correlated with dimensions of self-concept, and that they can explain 13% of variance in dimensions of self-concept. When the personality traits are introduced as mediators, attachment dimensions explain only 4.5% of variance in self-concept. The quality of attachment relations with parents is not related to adolescents’ self-concept, while attachment to friends is correlated with social dimensions of self-concept. Hence, this study suggests that adolescents with particular parental attachment styles differ according to their self-concept profiles, but that peer attachment is important for adolescents’ social self. Beside that, this study reveals significant gender differences: relation between parental and peer attachment and adolescents’ self-concepts is not the same for boys and girls. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identification, measurement and development of cognitive and emotional competences important for a society oriented toward European integrations

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

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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…

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

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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.

Supporting the self-concept with memory: insight from amnesia

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Verfaellie, Mieke

2015-01-01

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

The Self-Education Concept: General Notions and Structure

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I. F. Medvedev

2012-01-01

Full Text Available The paper is devoted to the developing approach to students’ training based on the concept of self-education. The aim of the study is defined as developing the theoretical basis for self-education at Higher School. The initial research positions are derived from the methodology approach; the terminology analysis is being applied for defining the conceptual field of the research; the systematic approach gives the ground for the integral consideration of the self-education issue. The author specifies the categories and attributes of the self-education concept, its methodology basis, as well as the essence and practical conclusions, including the didactic conformities, principles and method requirements. The content of the concept in question substantiates organizational methodic arrangements of educational process including the complex of procedures for working out the normative documents, planning and organizing students’ self-educational activity, application of modern educational technologies. The re- search findings can be used by scientists, lectures, teaching staff and post-graduates in the process of implementing the innovation education technologies at Higher School. 

Beck Self-Esteem Scale-Short Form: Development and psychometric evaluation of a scale for the assessment of self-concept in schizophrenia.

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Thomas, Elizabeth C; Murakami-Brundage, Jessica; Bertolami, Nina; Beck, Aaron T; Grant, Paul M

2018-05-01

A requisite step for testing cognitive theories regarding the role of self-concept in schizophrenia is the development of measures that follow a cognitive conceptualization and better capture the multifaceted nature of this construct. The purpose of this study was to examine the psychometric properties a new self-concept measure, the Beck Self-Esteem Scale-Short Form (BSES-SF), based on a sample of 204 individuals with schizophrenia or schizoaffective disorder. We evaluated the BSES-SF's dimensionality, internal consistency reliability, and construct and divergent validity using confirmatory factor analysis, Cronbach's alpha, Pearson correlations, independent samples t-tests, and one-way analysis of variance. Findings indicate that the 10-item BSES-SF is a reliable and valid measure of self-concept that is appropriate for a broad group of individuals with schizophrenia spectrum disorders. Following cognitive theory, the scale demonstrated significant relationships with delusion severity, motivation, and depression, further signifying its utility for research and practice efforts that are designed to address psychopathology in schizophrenia. Copyright © 2018 Elsevier B.V. All rights reserved.

Mini Literature Review of Self-Concept

OpenAIRE

Mehrad, Aida

2016-01-01

The aim of the current literature review is to focus on individuals´ self-concept. The results of the present study reveal that self-concept assumed as an important factor for each and can change his or her belief, attitude, and reaction toward personal and social life. This study likewise explained the beginning of self-concept, different views toward this vital factor, the role of introspection, and multicultural. Furthermore, this paper supported the imperative of self-concept; additiona...

Variability of Self-Regulatory Strategies in Children with Intellectual Disability and Typically Developing Children in Pretend Play Situations

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Nader-Grosbois, N.; Vieillevoye, S.

2012-01-01

Objective: This study has examined whether or not self-regulatory strategies vary depending on pretend play situations in 40 children with intellectual disability and 40 typically developing children. Method: Their cognitive, linguistic and individual symbolic play levels were assessed in order to match the children of the two groups. During two…

Self-concept of adults with cerebral palsy.

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Gannotti, Mary E; Minter, Christin L; Chambers, Henry G; Smith, Peter A; Tylkowski, Chester

2011-01-01

To describe the self-concept of adults with cerebral palsy (CP). Cross-sectional design included the Tennessee Self-Concept Scale, version 2 (TSCS:2), Functional Independence Measure (FIM™), Beck Depression Index II (BDI®-II), Craig Hospital Inventory of Environmental Factors (CHIEF), Diener's Satisfaction with Life Scale (SWLS), Gross Motor Functional Classification System (GMFCS) levels and demographic questions. One hundred and two people with CP (52 females, mean age=26) participated. Thirty-eight participants had unreliable answers as indicated by validity scales and were excluded from the analysis. Ten participants had high self-concept; 41 had average self-concept and 13 had low total self-concept. Self-concept had a fair and inverse association with the BDI-II (Pearson's r= -0.3, pSelf-concept was not associated with GMFCS level or FIM score. Family and Personal sub-domain scores were lowest sub-domain scores for people with low self-concept (pself-concept; and self-concept was not associated with severity of CP, but with lack of depression and life satisfaction. Results suggest the need for family centred care into adulthood. © 2011 Informa UK, Ltd.

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

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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.

Ecological literacy and concepts formation in childhood education through playful activities

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Ana Célia de Brito Miranda

2010-07-01

Full Text Available This study aimed to investigate the concept formation involved in the study of food chain by utilizing the vygotskian referential and playful activities. The teacher-researcher planned the activities that were experienced by a group of children in an elementary school aged 4 to 5. The topic chosen intended to support ecological literacy and the construction of scientific concepts in children. For the data collect, the study employed diverse instruments of a playful nature, such as theatre, games, drawings, and video-recorded interviews. The study showed a generally positive influence of playful activities to develop a perception of belonging to the food chain and becoming aware of the importance of caring for animals in order to preserve life, as well as an evolution inside the phases proposed by Vygotsky.

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

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

2015-03-01

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

Self-concept in overweight adolescents

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Sandra Vuk Pisk; Mate Mihanovic; Ante Silic; Anamarija Bogovic; Vesna Vidovic

2012-01-01

Background and objective. Adolescence is considered a critical stage of life, and one during which body image and self-concept are of particular importance for peer acceptance and approval. Body weight may impact on satisfaction or dissatisfaction in adolescent girls’ self-concept. The aim of this research was to determine the association between obesity and self-concept among adolescent girls. Methods. The study sample consisted of 40 overweight (BMI 25 - 30) 18-year-old girls in their la...

Increasing Educational Achievement via Self Concept Change.

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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.…

The mediational role of identification in the relationship between experience mode and self-efficacy: Enactive role-playing versus passive observation.

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Peng, Wei

2008-12-01

Abstract Based on Social Cognitive Theory, this study proposes a new concept-mediated enactive experience to understand game playing effects on self-efficacy in the context of a health promotion role-playing game. An experiment demonstrated that a mediated enactive experience afforded by game playing was more effective than a mediated observational experience provided by game watching in influencing self-efficacy. It was found that identification with the game character partially mediated the relationship between experience mode and self-efficacy.

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

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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.

Self-concept in overweight adolescents

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Sandra Vuk Pisk

2012-02-01

Full Text Available Background and objective. Adolescence is considered a critical stage of life, and one during which body image and self-concept are of particular importance for peer acceptance and approval. Body weight may impact on satisfaction or dissatisfaction in adolescent girls’ self-concept. The aim of this research was to determine the association between obesity and self-concept among adolescent girls. Methods. The study sample consisted of 40 overweight (BMI 25 - 30 18-year-old girls in their last year of high school. A further 40 girls of the same age with a BMI of 18 - 25 formed a control group. The Offer Self-Image Questionnaire for Adolescents (OSIQ was used to evaluate their self-concept. Descriptive statistical methods used in analysing the data included calculation of the median and standard deviation of variables, and t-tests were used to compare group differences, with p

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

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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…

A Semantic Representation Of Adult Learners' Developing Conceptions Of Self Realisation Through Learning Process

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Badie, Farshad

2016-01-01

based on educational informatics. I shall draw your attention to the fact that in information sciences an ontology is described as an explicit (and formal) specification of a shared conceptualisation on the domain of interest. Ontologies of a thing/phenomenon support different researchers in providing......Learning is the reflective activity that enables the learner to draw upon her/his previous experiences and background knowledge to conceptualise, realise, understand and evaluate the present, so as to shape her/his future actions and to construct and develop new knowledge for her(him)self. Learning....... This research will conceptually focus on multiple categories through the adult learners’ developing conceptions of learning. The focus will be on different categories from the basic conceptions to excellent ones. I will take an appropriate model of students’ developing conceptions of learning into my...

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

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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…

Mini Literature Review of Self-Concept

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Aida Mehrad

2016-08-01

Full Text Available The aim of the current literature review is to focus on individuals´ self-concept. The results of the present study reveal that self-concept assumed as an important factor for each and can change his or her belief, attitude, and reaction toward personal and social life. This study likewise explained the beginning of self-concept, different views toward this vital factor, the role of introspection, and multicultural. Furthermore, this paper supported the imperative of self-concept; additionally, it has an essential role in individual advance.

On play and playing.

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Rudan, Dusko

2013-12-01

The paper offers a review of the development of the concept of play and playing. The true beginnings of the development of the theories of play are set as late as in the 19th century. It is difficult to define play as such; it may much more easily be defined through its antipode--work. In the beginning, play used to be connected with education; it was not before Freud's theory of psychoanalysis and Piaget's developmental psychology that the importance of play in a child's development began to be explained in more detail. The paper further tackles the role of play in the adult age. Detailed attention is paid to psychodynamic and psychoanalytic authors, in particular D. W. Winnicott and his understanding of playing in the intermediary (transitional) empirical or experiential space. In other words, playing occupies a space and time of its own. The neuroscientific concept of playing is also tackled, in the connection with development as well.

Do Socio-Motivational Relationships Predict Achievement Motivation in Adolescents with High and Low School Self-Concepts?

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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…

Predictive model of nicotine dependence based on mental health indicators and self-concept

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Hamid Kazemi Zahrani

2014-12-01

Full Text Available Background: The purpose of this research was to investigate the predictive power of anxiety, depression, stress and self-concept dimensions (Mental ability, job efficiency, physical attractiveness, social skills, and deficiencies and merits as predictors of nicotine dependency among university students in Isfahan. Methods: In this correlational study, 110 male nicotine-dependent students at Isfahan University were selected by convenience sampling. All samples were assessed by Depression Anxiety Stress Scale (DASS, self-concept test and Nicotine Dependence Syndrome Scale. Data were analyzed by Pearson correlation and stepwise regression. Results: The result showed that anxiety had the highest strength to predict nicotine dependence. In addition, the self-concept and its dimensions predicted only 12% of the variance in nicotine dependence, which was not significant. Conclusion: Emotional processing variables involved in mental health play an important role in presenting a model to predict students’ dependence on nicotine more than identity variables such as different dimensions of self-concept.

Some Contributions of Self-Efficacy Research to Self-Concept Theory.

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Gorrell, Jeffrey

1990-01-01

Self-efficacy theory and research contribute to self-concept theory primarily by supporting the enhancement model of belief change. This article describes current problems with self-concept theory, describes self-efficacy research, and suggests that self-efficacy theory and methodology present findings that strengthen the association between…

The effect of altering self-descriptive behavior on self-concept and classroom behavior.

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Lane, J; Muller, D

1977-09-01

This research examined the impact of operant reinforcement of positive self-descriptive behavior on the self-concepts and classroom behavior of 60 fifth-grade students. Three groups of 10 male and 10 female low self-concept students wrote a series of eight essays describing their school performance. The first group (P) received written reinforcement for positive self-descriptions of their school performance. The second group (G) received an equal number of reinforcements for general statements. The third group (C) received no reinforcement for written statements. Three areas of self-concept were measured with the Primary Self-Concept Inventory: personal-self, social-self, and intellectual-self. A frequency count was also made of nine classroom behaviors thought to be influenced by self-concept. The P group displayed increases in the frequency of positive self-descriptive statement and in intellectual self-concept but no changes in personal self-concept, social self-concept, or the nine classroom behaviors. The G and C groups showed no change in self-description, self-concept, or the nine classroom behaviors.

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

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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…

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

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Grilli, Matthew D; Verfaellie, Mieke

2015-12-01

We investigated the extent to which personal semantic memory supports the self-concept in individuals with medial temporal lobe amnesia and healthy adults. Participants completed eight 'I Am' self-statements. For each of the four highest ranked self-statements, participants completed an open-ended narrative task, during which they provided supporting information indicating why the I Am statement was considered self-descriptive. Participants then completed an episodic probe task, during which they attempted to retrieve six episodic memories for each of these self-statements. Supporting information was scored as episodic, personal semantic or general semantic. In the narrative task, personal semantic memory predominated as self-supporting information in both groups. The amnesic participants generated fewer personal semantic memories than controls to support their self-statements, a deficit that was more pronounced for trait relative to role self-statements. In the episodic probe task, the controls primarily generated unique event memories, but the amnesic participants did not. These findings demonstrate that personal semantic memory, in particular autobiographical fact knowledge, plays a critical role in supporting the self-concept, regardless of the accessibility of episodic memories, and they highlight potential differences in the way traits and roles are supported by personal memory. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

A comparison of Aboriginal and non-Aboriginal students on the inter-related dimensions of self-concept, strengths and achievement

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Jessica Whitley

2014-10-01

Full Text Available 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. The current study explored the relationships between multidimensional self-concept, perceived strengths and academic achievement among a sample Aboriginal and non-Aboriginal students. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings are explored within the context of existing research and theory.

The self-concept of chiropractic students as science students

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Shields, Robert F.

2005-01-01

Abstract Purpose To determine the self-concepts of chiropractic students as science students and if any personal variable affect their self-concepts. Participants Students in their first trimester and eighth trimester at the Los Angeles College of Chiropractic during the 1993 academic year (n=158). Methods Peterson-Yaakobi Q-Sort, National Assessment of Educational Progress, two-tailed T-test, one way analysis of variance and Spearman-rho correlation. Results The majority of students have positive self- concepts as science students and although there was a difference between the 2 trimesters, it was not significant. As a group they generally had less exposure to science compared to undergraduates from a selected science program. Variables of socio-economic status, undergraduate major, and highest completed level of education did not statistically affect their self-concept. Conclusion Chiropractic students had the self-concept that enables them to subscribe to the philosophical foundations of science and better engage in basic sciences and, later, science-based clinical research. Knowledge of this self- concept can be used in the development of a more rigorous basic science curricula and clinical research programs at chiropractic colleges with the ultimate goal of providing a more firm scientifically based foundation for the profession. PMID:19674649

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

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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…

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

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

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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.

The structure of the Social Self-Concept (SSC Questionnaire

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Arantza Fernández-Zabala

2016-01-01

Full Text Available This study aims to analyze the factorial structure of the newly-created Cuestionario de Autoconcepto Social - AUSO (from here on the Social Self-concept Questionnaire, or AUSO, which consists of two scales measuring social responsibility and social competence. The theoretical proposal which posits that social self-concept is the result of the combination of two basic self-perceptions: competence in social relations and response to the demands of social functioning, is based on a review of human social development theories and previous attempts to measure social self-concept. Participants were 818 students aged between 17 and 52. The results obtained though confirmatory factor analyses support the hypothesis of a structure made up of two correlated factors. In addition to providing a new measurement instrument with appropriate psychometric characteristics and valid criteria that justify its use in both applied practice and research, this study also enhances our understanding of the internal nature of the social domain of self-concept.

The neural signature of self-concept development in adolescence: The role of domain and valence distinctions

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R. van der Cruijsen

2018-04-01

Full Text Available Neuroimaging studies in adults showed that cortical midline regions including medial prefrontal cortex (mPFC and posterior parietal cortex (PPC are important in self-evaluations. The goals of this study were to investigate the contribution of these regions to self-evaluations in late childhood, adolescence, and early adulthood, and to examine whether these differed per domain (academic, physical and prosocial and valence (positive versus negative. Also, we tested whether this activation changes across adolescence. For this purpose, participants between ages 11–21-years (N = 150 evaluated themselves on trait sentences in an fMRI session. Behaviorally, adolescents rated their academic traits less positively than children and young adults. The neural analyses showed that evaluating self-traits versus a control condition was associated with increased activity in mPFC (domain-general effect, and positive traits were associated with increased activity in ventral mPFC (valence effect. Self-related mPFC activation increased linearly with age, but only for evaluating physical traits. Furthermore, an adolescent-specific decrease in striatum activation for positive self traits was found. Finally, we found domain-specific neural activity for evaluating traits in physical (dorsolateral PFC, dorsal mPFC and academic (PPC domains. Together, these results highlight the importance of domain distinctions when studying self-concept development in late childhood, adolescence, and early adulthood. Keywords: Self, fMRI, Adolescence, Development, Medial prefrontal cortex, Self-concept

Self-concept and self-esteem after acquired brain injury: a control group comparison.

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Ponsford, Jennie; Kelly, Amber; Couchman, Grace

2014-01-01

This study examined the multidimensional self-concept, global self-esteem and psychological adjustment of individuals with traumatic brain injury (TBI) as compared with healthy controls. Group comparison on self-report questionnaires. Forty-one individuals who had sustained a TBI were compared with an age- and gender-matched sample of 41 trauma-free control participants on the Rosenberg Self Esteem Scale, the Tennessee Self Concept Scale (second edition) and the Hospital Anxiety and Depression Scales (HADS). Participants with TBI rated significantly lower mean levels of global self-esteem and self-concept on the Rosenberg Self Esteem Scale and Tennessee Self Concept Scale than the control group. Survivors of TBI rated themselves more poorly on a range of self-dimensions, including social, family, academic/work and personal self-concept compared to controls. They also reported higher mean levels of depression and anxiety on the Hospital Anxiety and Depression Scale. Overall self-concept was most strongly associated with depressive symptoms and anxiety. Self-concept may be lowered following TBI and is associated with negative emotional consequences. Clinicians may improve the emotional adjustment of survivors of TBI by considering particular dimensions of self-concept for intervention focus.

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

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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

What Are the Roles that Children's Drawings Play in Inquiry of Science Concepts?

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Chang, Ni

2012-01-01

This study was designed to identify the roles that drawing played in the process of children's acquisition of science concepts. Seventy pre-service teachers through four semesters from a Midwest University in the USA developed lesson plans on science concepts and then taught them to 70 young children ages 4-7, respectively. This experience was…

On the Self-concept. Language Games: zero total?

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Vladimir P. Zinchenko

2017-03-01

Full Text Available In his work, the author compares and analyzes such concepts as human, person, personality, entity, individual, and self. He considers the views of major philosophers and psychologists of the past on these concepts. There are ideas of P. Florensky, A. Losev, G. Shpet, L. Rubinstein, L .Bozhovich, A .Leontiev, S. Freud and other scientists writing on the content, functions, origin and value of the psychological phenomena mentioned above. The views of a person, individual, and Self have undergone dramatic changes over time. Russian philosophers wrote about the impossibility to define the individual, they considered it a myth, miracle, mystery, and at the same time limit of self-construction or self-creation. Russian psychologists dropped the concept of individual below the concept of personality, and even equated with the subject. In addition, for a while the identity was considered a product of the collective. The notion of Self is considered in a similar way. It is either identified with the subject or object, or it is said to propagate using vegetative means, or like the individual may manifest properties of a soluble substance. However, the Self is recognized to be characterized by generating creative abilities and functions. Psychoanalysts first considered Self as a mental institution, then as a main authority or substructure of personality. S.Freud builds a topology of the following structure: Ego, Super-Ego, Id, each of them performing their own functions and keeping their own energy. S. Freud spoke about the historical implications of mental acts. Considerable attention is paid to the origin of Self. The development of the Self does not occur automatically, and there are concepts put forward by the psychoanalysts and psychologists. The author emphasizes that the paper compares psychological approaches to personality and psychoanalytic approaches to the Self. In psychology, we are dealing with a person (a person? without Self. In

Self-concept and delinquency proneness.

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Jones, F R; Swain, M T

1977-01-01

Contrary to the theory of the homeostatic model of self-concept, i.e., the expectancy that engaging in anti-social or pro-social behavior results typically in shifts in the self-concept (Graf, 1968; Deitz, 1970 shifts did not occur. Subjects, 12- 14-year-old boys enrolled in junior high school, delinquent prone (DP) and non-delinquent prone bright (NDPB), reacted to manipulation by engaging in reparative behavior as indicated via an aggression module in a fashion generally expected but the expected shift from chronic self-images did not occur. Both DP and NDPB viewed themselves similarly on self concept. The authors postulated that if shifts would occur for the delinquent prone it would be after they left school with its accompanying identification with a sub-culture outside the school setting.

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

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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.

Gender and age features of the self-concept of a pensioner

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Natalia Yu. Marchuk

2017-06-01

Full Text Available Currently the Ministry of Finance is working on the issue of gradual increase of the retirement age, while various specialists are actively discussing the pros and cons of this potential change. The issue of determining the characteristics of the labour force participation of elder people and their participation in society is complex and multifaceted. A retired person’s capability for activity, willingness to get enrolled in society vary considerably depending on health, psychological well-being, self-attitude. The paper examines one’s self-concept as a generalized set of ideas about their own physical, psychological, social features As a central component of identity and self-regulation of the retired citizens. The results of the study presented in the paper reveal the retirement age as a period of human ontogenesis, during which their self-concept is undergoing a number of changes. Based on the theoretical analysis and empirical research, the following periods of the individual development at the retirement age is proposed: early retirement, mid retirement, late retirement. Each of the periods is described taking into account age peculiarities of self-awareness and the self-concept. The paper shows the crisis nature of the self-concept development in people of the retirement age. It also highlights normative age-graded crises: the retirement crisis, the crisis of self-sufficiency, the crisis of integrity. The paper also highlights gender-specific features of the self-concept in retired citizens. The study was conducted using a sample of 120 unemployed pensioners from the cities Yekaterinburg and Sverdlovsk Oblast (Sverdlovsk region, Russia. To study the features of the self-concept of the retired citizens the following methods were used: «Who am I?» (M. Kun for studying the content of the self-concept, the self-relation test (V. V. Stolin, S. R. Pantileev for analysinge self-attitude of the retired citizens, the technique of personal

Use of Simulated Psychosocial Role-Playing to Enhance Nursing Students' Development of Soft Skills.

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Liebrecht, Christina; Montenery, Susan

2016-08-01

Effective communication and interaction enable nurses to develop caring, empathetic, and respectful relationships with patients and families. However, most nurses feel a lack of preparation in the "soft" skills of communication, professionalism, and leadership. Nurse managers are seeking graduates with strong emotional quotient characteristics such as self-awareness, motivation, self-regulation, empathy, and social skills. Assisting nursing students to develop these intangible, high-level skills presents an ongoing challenge to nurse educators. This creative teaching learning strategy examines the use of psychosocial role-playing skits to enhance nursing student development of the soft skills of nursing. In this strategy, senior level nursing students work in small groups to develop and present realistic 3- to 5-minute skits based on common nurse-patient, nurse-family, or nurse-health care team interactions that incorporate the concepts of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and/or professionalism, followed by a debriefing session. Student feedback suggests that confidence and competence related to the skills of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and professionalism may improve by incorporating soft skill psychosocial role-playing into a nursing education course of study.

Decreased Self-Concept Clarity in People with Schizophrenia

Science.gov (United States)

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

2015-01-01

Disturbances in the perception of self are thought to be central to the development of psychosis. Self-concept clarity (SCC) is the extent to which one’s beliefs about oneself are internally consistent, stable, and clear. Participants with schizophrenia (N = 54) and healthy controls (N = 32) completed the Me Not-Me Decision Task (MNMDT), in which they decided whether 60 adjectives (30 pairs of antonyms), did or did not describe themselves. SCC is conceptualized as the number of consistent responses. Participants also completed the Self-Concept Clarity Scale (SCCS). Compared to healthy controls, participants with schizophrenia scored lower on the MNMDT and SCCS, and scores were negatively correlated with positive and negative symptoms. In a simultaneous regression, SCCS scores were uniquely associated with positive symptoms, while MNMDT scores were uniquely associated with negative symptoms. This suggests that people with schizophrenia have decreased self-concept claritythat is related to positive and negative symptoms. PMID:26669980

Bridging the Gender Gap: Self-Concept in the Middle Grades.

Science.gov (United States)

Backes, John S.

1994-01-01

Development of positive self-concept is critical at the middle level, a time when students are gaining basic skills and knowledge, establishing patterns of interacting with people and ideas, and setting personal life goals. A survey of students at a North Dakota middle school found that girls' self-concept was much lower than boys'.…

The effect of sonographers' professional self-concept on job satisfaction

International Nuclear Information System (INIS)

Yang, Sung Hee; Choi, Jeong Mee; Lee, Ji Soo

2017-01-01

The purpose of this study was to develop a method to improve the job satisfaction of sonograpers by analyzing the factors affecting professional self-concept and job satisfaction. For data collection, total 141 sonographers working in Busan took part in the structured questionnaire survey. The collected data were analyzed by SPSS. For verification of the professional self-concept and job satisfaction, independent t-test and one way ANOVA were executed. When the statistical significance was verified, Sheffe was used for post hoc test. As a result, professional self-concept and job satisfaction were higher when got married, and also when a proper salary was paid according to work experience and professional qualification was acquired. In addition, the factors that have the greatest effect on the job satisfaction were analyzed as professional self concept. In conclusion, in order to improve the job satisfaction of sonographers, it is necessary not only to establish a professional qualification system for the job skill development but also to provide an appropriate compensation system according to work experience

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

Science.gov (United States)

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.

Biological Aspects of the Development and Self-Concept in Adolescents Living in Single-Parent Families

OpenAIRE

Veček, Andrea; Vidović, Vesna; Miličić, Jasna; Špoljar-Vržina, Sanja; Veček, Nenad; Arch-Veček, Branka

2009-01-01

In this study we investigate whether there are differences between adolescents who grow up in single-parent families and those who grow up in nucleus families. We have decided that there are no differences in the physical development between the adolescents who are growing up in single parent families and those growing up in nucleus families. There is no difference in the self-concept between these two groups, except in the ethical and moral self-image of adolescents living with one parent. A...

Self-consciousness concept and assessment in self-report measures

Science.gov (United States)

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

Philosophical conceptions of the self: implications for cognitive science.

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Gallagher

2000-01-01

Several recently developed philosophical approaches to the self promise to enhance the exchange of ideas between the philosophy of the mind and the other cognitive sciences. This review examines two important concepts of self: the 'minimal self', a self devoid of temporal extension, and the 'narrative self', which involves personal identity and continuity across time. The notion of a minimal self is first clarified by drawing a distinction between the sense of self-agency and the sense of self-ownership for actions. This distinction is then explored within the neurological domain with specific reference to schizophrenia, in which the sense of self-agency may be disrupted. The convergence between the philosophical debate and empirical study is extended in a discussion of more primitive aspects of self and how these relate to neonatal experience and robotics. The second concept of self, the narrative self, is discussed in the light of Gazzaniga's left-hemisphere 'interpreter' and episodic memory. Extensions of the idea of a narrative self that are consistent with neurological models are then considered. The review illustrates how the philosophical approach can inform cognitive science and suggests that a two-way collaboration may lead to a more fully developed account of the self.

Fractal dynamics in self-evaluation reveal self-concept clarity.

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Wong, Alexander E; Vallacher, Robin R; Nowak, Andrzej

2014-10-01

The structural account of self-esteem and self-evaluation maintains that they are distinct constructs. Trait self-esteem is stable and is expressed over macro timescales, whereas state self-evaluation is unstable and experienced on micro timescales. We compared predictions based on the structural account with those derived from a dynamical systems perspective on the self, which maintains that self-esteem and self-evaluation are hierarchically related and share basic dynamic properties. Participants recorded a 3-minute narrative about themselves, then used the mouse paradigm (Vallacher, Nowak, Froehlich, & Rockloff, 2002) to track the momentary self-evaluation in their narrative. Multiple methods converged to reveal fractal patterns in the resultant temporal patterns, indicative of nested timescales that link micro and macro selfevaluation and thus supportive of the dynamical account. The fractal dynamics were associated with participants' self-concept clarity, suggesting that the hierarchical relation between macro self-evaluation (self-esteem) and momentary self-evaluation is predicted by the coherence of self-concept organization.

Playing to (self-)rehabilitate

DEFF Research Database (Denmark)

Knoche, Hendrik; Hald, Kasper; Richter, Dorte

2016-01-01

We designed and evaluated a whack-a-mole (WAM) style game (see Figure 1) in a clinical randomized controlled trial (RCT) with reminder-assisted but self-initiated use over the period of a month with 43 participants from a post-lesion pool. While game play did not moderate rehabilitative progress...

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

Science.gov (United States)

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…

Self-Concept Structure and the Quality of Self-Knowledge

Science.gov (United States)

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

Self-concept clarity and religious orientations: prediction of purpose in life and self-esteem.

Science.gov (United States)

Błażek, Magdalena; Besta, Tomasz

2012-09-01

The present study concerns the relationship between self-concept clarity, religiosity, and well-being, as well as the mediating influence of religiosity on the relationship between self-concept clarity and sense of meaning in life and self-esteem. Self-concept clarity was found to be a significant predictor of sense of meaning in life and self-esteem; intrinsic religious orientation was found to be a predictor of sense of meaning in life, while the quest religious orientation was a predictor for self-esteem. The cross-products of self-concept clarity and intrinsic religious orientation were found to be related to the sense of purpose in life, which would point to religiosity being a mediator of the relationship between self-concept clarity and sense of purpose in life. The cross-products of self-concept clarity and quest religious orientation were found to be a predictor of self-esteem, which indicates a mediating effect of this religious orientation in the relationship of self-concept clarity and self-esteem.

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

Science.gov (United States)

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.

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

Science.gov (United States)

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…

The Impact of Vision Impairment on Students' Self-Concept

Science.gov (United States)

Datta, Poulomee; Talukdar, Joy

2016-01-01

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

Peer Effect on Students' Creative Self-Concept

Science.gov (United States)

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,…

Self-Concept Research: A Historical Overview.

Science.gov (United States)

Rosenberg, Morris

1989-01-01

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

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

Science.gov (United States)

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…

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

Science.gov (United States)

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.

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

Science.gov (United States)

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

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

Science.gov (United States)

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,…

An Investigation of Adolescent Girls' Global Self-Concept, Physical Self-Concept, Identified Regulation, and Leisure-Time Physical Activity in Physical Education

Science.gov (United States)

Beasley, Emily Kristin; Garn, Alex C.

2013-01-01

This study examined the relationships among identified regulation, physical self-concept, global self-concept, and leisure-time physical activity with a sample of middle and high school girls (N = 319) enrolled in physical education. Based on Marsh's theory of self-concept, it was hypothesized that a) physical self-concept would mediate the…

Development of numerical concepts

Directory of Open Access Journals (Sweden)

Sabine Peucker

2013-06-01

Full Text Available The development of numerical concepts is described from infancy to preschool age. Infants a few days old exhibit an early sensitivity for numerosities. In the course of development, nonverbal mental models allow for the exact representation of small quantities as well as changes in these quantities. Subitising, as the accurate recognition of small numerosities (without counting, plays an important role. It can be assumed that numerical concepts and procedures start with insights about small numerosities. Protoquantitative schemata comprise fundamental knowledge about quantities. One-to-one-correspondence connects elements and numbers, and, for this reason, both quantitative and numerical knowledge. If children understand that they can determine the numerosity of a collection of elements by enumerating the elements, they have acquired the concept of cardinality. Protoquantitative knowledge becomes quantitative if it can be applied to numerosities and sequential numbers. The concepts of cardinality and part-part-whole are key to numerical development. Developmentally appropriate learning and teaching should focus on cardinality and part-part-whole concepts.

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

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

2014-11-01

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

Low self-concept in poor readers: prevalence, heterogeneity, and risk.

Science.gov (United States)

McArthur, Genevieve; Castles, Anne; Kohnen, Saskia; Banales, Erin

2016-01-01

There is evidence that poor readers are at increased risk for various types of low self-concept-particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers.

Self-Concept and Sport Participation in Sixth Grade Basic School Students

Directory of Open Access Journals (Sweden)

Špela Virag

2016-04-01

Full Text Available The purpose of the study was to examine self-concept in relation to sport participation among basic school children. The sample included 109 sixth grade students of different Slovenian basic schools. The participants completed the Slovenian version of the SelfPerception Profile for Children – SPPC. The results show significant gender differences in some specific components of self-concept. Boys exhibited higher scores in perceived physical appearance and athletic competence, whereas girls exhibited higher levels in perceived behavioural conduct. Mean values show that students, engaged in organized sport practice, reported higher scores in all self-concept subscales than their inactive peers, although significant differences between these two groups were found in perceived scholastic competence and athletic competence. The study offers a detailed insight into the multidimensional self-perceptions of sixth grade basic school students. The results highlight the importance of physical/sports activity in the self-concept development and can be useful in promoting an active lifestyle among youth.

Low self-concept in poor readers: prevalence, heterogeneity, and risk

Science.gov (United States)

Castles, Anne; Kohnen, Saskia; Banales, Erin

2016-01-01

There is evidence that poor readers are at increased risk for various types of low self-concept—particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers. PMID:27867764

Self-Concept in Adolescents—Relationship between Sport Participation, Motor Performance and Personality Traits

OpenAIRE

Markus Klein; Michael Fröhlich; Eike Emrich

2017-01-01

The relationship between sport participation, personality development, self-concept and self-esteem has been discussed repeatedly. In this research, a standardized written survey together with tests on motor performance were carried out with 1399 students (707 male; 692 female) in school years 7 (12.9 ± 0.6 years) and 10 (15.8 ± 0.6 years) to measure the extent of a relationship between physical self-concept (self-developed short scale) and sporting activity, measured motor performance (Germa...

The self-regulated nature of self-concept and the Life World – investigating the process of personal change and transition

Directory of Open Access Journals (Sweden)

John D. Smith

2006-04-01

Full Text Available This paper examines the systemic (dynamic nature of self-concept to determine how the experience, and associated understandings, of change(s in self-concept might be researched amongst Beginning Teachers (BT’s who are undertaking a long course of education and training. Self-concept has been extensively researched over many years and across a large number of fields; formulating a coherent overview of the topic has been difficult, however, because of the varied traditions and perspectives operating within different research communities. By adopting an approach similar to that used by Sternberg; this paper attempts to identify and map the many metaphors relating to self-concept according to their systemic properties, ie, structure, pattern and process, also their internal, external and boundary relationships within the individual person. The paper then examines self-regulation as a key feature of the autopoietic self, a systems based view of the human as a self-bounded, self-regulating and self-perpetuating entity, and develops a systemic perspective of self-concept as the basis for an integrated conceptual framework. This, essentially descriptive, view of self-concept is then further developed by introducing two process based ideas from Life Span Developmental Psychology – the notion of the life course as a evolving structure and the concept of the developmental life task. The paper ends by examining the role of possible selves as the dynamic force that ‘powers’ the process of everyday living and suggests ways in which the original research question might be further investigated.

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

Science.gov (United States)

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.

Between Mediation and Mediatisation: Identity Dynamics at Play in Online Self-Publishing [Self-Broadcasting] Systems

Directory of Open Access Journals (Sweden)

Anabelle KLEIN

2010-01-01

Full Text Available Based on research conducted in Belgium for ten years on the identity dynamics within online self-publishing, self-broadcasting systems, this paper examines the extent to which the ongoing age of self-publishing follows a twofold logic of Self-Mediation and Self-Mediatization. After proposing a specific definition of the latter two concepts, the concept of “extimacy” will be implemented to shed light on the dynamics of Self-Mediation and Self-Mediatisation.

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

Science.gov (United States)

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.

The effect of sonographers' professional self-concept on job satisfaction

Energy Technology Data Exchange (ETDEWEB)

Yang, Sung Hee [Dept. of Radiology, Ilsin Christian Hospital, Ilsan (Korea, Republic of); Choi, Jeong Mee [School of Liberal Arts, Catholic University of Pusan, Busan (Korea, Republic of); Lee, Ji Soo [Dept. of Radiology, University Haeundae Paik Hospital, Busan (Korea, Republic of)

2017-09-15

The purpose of this study was to develop a method to improve the job satisfaction of sonograpers by analyzing the factors affecting professional self-concept and job satisfaction. For data collection, total 141 sonographers working in Busan took part in the structured questionnaire survey. The collected data were analyzed by SPSS. For verification of the professional self-concept and job satisfaction, independent t-test and one way ANOVA were executed. When the statistical significance was verified, Sheffe was used for post hoc test. As a result, professional self-concept and job satisfaction were higher when got married, and also when a proper salary was paid according to work experience and professional qualification was acquired. In addition, the factors that have the greatest effect on the job satisfaction were analyzed as professional self concept. In conclusion, in order to improve the job satisfaction of sonographers, it is necessary not only to establish a professional qualification system for the job skill development but also to provide an appropriate compensation system according to work experience.

High school boys' and girls' writing conceptions and writing self-efficacy beliefs : what is their role in writing performance?

OpenAIRE

Villalón Molina, Ruth; Mateos, Mar; Cuevas, Isabel

2015-01-01

ABSTRACT: This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role...

The nurses' self-concept instrument (NSCI): a comparison of domestic and international student nurses' professional self-concepts from a large Australian University.

Science.gov (United States)

Angel, Elizabeth; Craven, Rhonda; Denson, Nida

2012-08-01

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, little is known about the extent to which domestic and international students nurses' self-concepts may differ. The present study aimed to elucidate and contrast domestic and international nursing students' self-concepts from one large Australian university. A total of 253 domestic (n=218) and international (n=35) undergraduate nursing students from a large public university in Sydney, Australia completed the Nurses' Self-Concept Instrument (NSCI). Multiple-Indicator-Multiple-Indicator-Cause (MIMIC) modelling was used to assess the effects of student group (domestic and international) on the latent self-concept factors of the NSCI. Domestic and international students' professional self-concepts were similarly high. MIMIC modelling demonstrated that domestic students had a higher patient care self-concept in comparison to international students. Results imply that it may be useful for Australian universities to foster strategies that enhance specific domains of self-concepts (e.g., care) which may be underdeveloped for at least some cultural groups within the international nursing student population compared with domestic nursing students. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

OpenAIRE

Özkan KIRMIZI

2015-01-01

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept wa...

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

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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…

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

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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…

Measuring the Computer-Related Self-Concept

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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,…

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

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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.

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

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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…

Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept

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Alev Girli

2017-09-01

Full Text Available The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD, academic self-efficacy and the concept of self, in comparison to their typically developing (TD peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth,sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.

A New Spanish-Language Questionnaire for Musical Self-Concept

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Zubeldia, Miren; Goñi, Eider; Díaz, Maravillas; Goñi, Alfredo

2017-01-01

The aim of this study is to analyze the psychometric properties of the Musical Self-Concept Questionnaire (CAMU), an abbreviated and culturally adapted Spanish language version of the Music Self-Perception Inventory (MUSPI) developed by Vispoel. Participants comprised 1,126 students from professional and advanced conservatories located in…

Self-concept clarity and the management of social conflict.

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

2010-04-01

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

Attitude Counts: Self-Concept and Success in General Chemistry

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Lewis, Scott E.; Shaw, Janet L.; Heitz, Judith O.; Webster, Gail H.

2009-06-01

General chemistry is a required first step for students who wish to pursue a career in science or health professions. The course often has low rates of student success and as a result serves as a gateway limiting access to science fields. This study seeks to better understand factors that are related to student success in general chemistry by focusing on the affective domain, in this case students' self-concept, or self-evaluation of ability as it pertains to a specific field of study. First, a profile of students' self-concept in the general chemistry setting is created. Next, the relationship between self-concept and success in the course is investigated, including examining the role of self-concept after taking into account a cognitive measure (SAT scores). This study is unique in that evidence is found for the impact of self-concept after taking into account a cognitive measure. Finally, the effect of a semester-long, inquiry-oriented learning environment on students' self-concept is described. Suggested interventions to improve student self-concept are also discussed.

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

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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.

The doormat effect: when forgiving erodes self-respect and self-concept clarity.

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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

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

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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).

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

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

2015-01-01

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

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

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Klaus eHesse

2015-07-01

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

Analysis of Social and Emotional Development of Orphaned Youth in terms of Self Concept and Resilience: Study at Child Care Children's Home (PSAA Tunas Bangsa Pati

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Santoso Santoso

2017-08-01

Full Text Available The purpose of this study is to describe the development of the Young Social da Emotional Self-concept and in terms of resilience in the PSAA Tunas Bangsa Pati. The method used is descriptive research with this type of development studies dab data obtained will be analyzed by cross sectional method. The results showed that the concept of self-possessed teenager PSAA is not good, it can be seen from the description of several indicators show that the concept of self-assessment of her teenage less well because many feel insecure and inferiority. Judging from the resilience, the general adolescent PSAA good enough. It can be seen from the emotion management capabilities of any events that are considered less menyengakan life. So overall it can be concluded that the social development of adolescents PSAA poorly and emotional development PSAA pretty good when viewed from the concept of self and resilience.

The concept of self-organizing systems. Why bother?

Science.gov (United States)

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

Analysis of a human phenomenon: self-concept.

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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.

Self-concept and physical activity in athletes with physical disabilities.

Science.gov (United States)

Martin, Jeffrey J; Whalen, Laurel

2012-07-01

Few researchers have examined multi-dimensional physical self-concept among athletes with disabilities despite extensive evidence indicating the value of such an approach. To describe multidimensional self-concept and to predict both physical activity (PA) and self-esteem using various dimensions of physical self-concept (e.g., endurance, strength). The study was a one-time cross-sectional design involving self-report questionnaires. Participants (n = 50) were adolescents and adult athletes with physical disabilities (M age = 26.5, SD = 10.1) who completed the short version of the Physical Self-Description Questionnaire (PSDQ-S). Athletes reported neutral to positive perceptions of multidimensional physical self-concept (M's ranging from 3.3 to 5.9 of 6). Using multiple regression analyses, we were able account for 29 and 47 percent of the variance in global self-concept and PA, respectively. Global physical self-concept and strength self-concept were important in predicting global self-concept and PA, respectively. These findings support the promotion of weight training programs specifically and PA programs more generally for people with disabilities. Copyright © 2012 Elsevier Inc. All rights reserved.

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

Science.gov (United States)

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 self-schema model: a theoretical approach to the self-concept in eating disorders.

Science.gov (United States)

Stein, K F

1996-04-01

Over the last several decades, the self-concept has been implicated as a important determinant of eating disorders (ED). Although considerable progress has been made, questions remain unanswered about the properties of self-concept that distinguish women with an ED from other populations, and mechanisms that link the self-concept to the disordered behaviors. Markus's self-schema model is presented as a theoretical approach to explore the role of the self-concept in ED. To show how the schema model can be integrated with existing work on the self-concept in ED, a framework is proposed that addresses the number, content, and accessibility of the self-schemas. More specifically, it is posited that a limited collection of positive self-schemas available in memory, in combination with a chronically and inflexibly accessible body-weight self-schema, lead to the disordered behaviors associated with anorexia nervosa and bulimia nervosa.

Correlation of adolescents' self-concept and self-esteem with some unwholesome behavior

Directory of Open Access Journals (Sweden)

Renata Marčič

2007-03-01

Full Text Available The purpose of the study was to investigate the correlations between self-image, self-esteem and some unwholesome behavior (alcohol consumption, cigarette and marihuana smoking, overeating at a meal, television watching and computer use in spare time in Slovenian adolescents. We used Offer Self-image Questionnaire for adolescents, Rosenberg Self-esteem Scale and Unwholesome behaviour Questionnaire that was made for the purpose of this research. In the research 392 high school students participated, aged around 15 and 18 years, approximately evenly represented by gender and age. Data was attained in class groups. The results showed low, but statistically significant correlations between some self-concept areas and unwholesome behavior. The highest correlations emerged between the sexual attitudes and all unwholesome behavior. Students with more positive sexual self-concept behave unhealthier. Family self, morals and vocational-educational goals were significantly negatively correlated with most of unwholesome behavior, which suggests that individuals with better family, moral and academic self-concept behave healthier. Significant negative correlations emerged also with coping self: individuals with better self-concept in mastery of the external world and superior adjustment behaved healthier. None of the unwholesome behavior correlated with self-esteem. Results are mainly consistent with previous studies, but also contribute to new comprehensions in psychological theory and practice.

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

OpenAIRE

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,...

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

OpenAIRE

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

2010-01-01

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 traje...

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

Science.gov (United States)

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 (Pself-concept (P=.002). The schoolchildren with normal-weight show higher levels of conductual self-concpt (P=.016), intellectual (P=.050), physical (Pself-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.

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

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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.

Influence of Emotional Abuse on the Self-Concept of Senior ...

African Journals Online (AJOL)

DRCMRS UCHENNA EGODI

self-concept in terms of social-self, physical-self, moral-self, family-self and financial self-concept respectively. .... necessary for a child's psychological growth and ... produces withdrawal syndrome, disorder such as fearfulness, anxiety, low .... MSW = 3.93. Physical self-concept low. 11.45. 3.83. 5.69. Moderate. 29.12*. 7.62.

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

Science.gov (United States)

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.

Re-Framing How We See Student Self-Concept

Science.gov (United States)

Manning, Maureen A.

2007-01-01

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

Self-Concept Clarity and the Management of Social Conflict

NARCIS (Netherlands)

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

In 4 studies we examined the relationship between self-concept clarity and conflict management. Individuals with higher self-concept clarity were overall more active and showed more cooperative problem-solving behavior than people with low self-concept clarity. There were no relationships with

Children’s social self-concept and internalizing problems: the influence of peers and teachers.

Science.gov (United States)

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.

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

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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…

Perceptions of self-concept and self-presentation by procrastinators: further evidence.

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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.

Fundamental movement skills proficiency in children with developmental coordination disorder: does physical self-concept matter?

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Yu, Jie; Sit, Cindy H P; Capio, Catherine M; Burnett, Angus; Ha, Amy S C; Huang, Wendy Y J

2016-01-01

The purpose of this study was to (1) examine differences in fundamental movement skills (FMS) proficiency, physical self-concept, and physical activity in children with and without developmental coordination disorder (DCD), and (2) determine the association of FMS proficiency with physical self-concept while considering key confounding factors. Participants included 43 children with DCD and 87 age-matched typically developing (TD) children. FMS proficiency was assessed using the Test of Gross Motor Development - second edition. Physical self-concept and physical activity were assessed using self-report questionnaires. A two-way (group by gender) ANCOVA was used to determine whether between-group differences existed in FMS proficiency, physical self-concept, and physical activity after controlling for age and BMI. Partial correlations and hierarchical multiple regression models were used to examine the relationship between FMS proficiency and physical self-concept. Compared with their TD peers, children with DCD displayed less proficiency in various components of FMS and viewed themselves as being less competent in physical coordination, sporting ability, and physical health. Physical coordination was a significant predictor of ability in object control skills. DCD status and gender were significant predictors of FMS proficiency. Future FMS interventions should target children with DCD and girls, and should emphasize improving object control skills proficiency and physical coordination. Children with DCD tend to have not only lower FMS proficiency than age-matched typically developing children but also lower physical self-concept. Self-perceptions of physical coordination by children with DCD are likely to be valuable contributors to development of object control skills. This may then help to develop their confidence in performing motor skills. Children with DCD need supportive programs that facilitate the development of object control skills. Efficacy of training

[Relationship between body weight status and self-concept in schoolchildren].

Science.gov (United States)

Gálvez Casas, Arancha; Rodríguez García, Pedro L; Rosa Guillamón, Andrés; García-Cantó, Eliseo; Pérez-Soto, Juan J; Tarraga Marcos, Loreto; Tarraga López, Pedro

2014-11-30

Body weight status has been linked to other health parameters. The aim of this study was to evaluate the relationship between body weight status and self-concept in a sample of 216 students (9.26 ± 1.26 years) from schools of the Southeast of Spain. BMI (Body-mass index) was used to evaluate the body weight status. Subjects were classified into normal weight, overweight and obesity according to international standards. The six dimensions of self-concept (intellectual, behavioral, physical, lack of anxiety, social and life satisfaction) were assessed using the Piers-Harris Self-Concept Scale. The results showed significant associations between BMI and intellectual self-concept, life satisfaction, global self-concept and physical self. Subjects categorized as overweight or obese were those who showed lower scores on the self-concept scale. Interventions focused on improving the body weight status are needed in order to achieve better self-concept levels and health among young people. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Building Integrated Design Practice under the Concept of Sustainable Development

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Liu, Xuexin

2018-03-01

With the continuous development of social economy, people are more demanding for architecture. Some advanced design concepts are gradually applied to the design of buildings. Under the concept of sustainable development, building integration design has also been widely used to promote the rapid development of architectural design. Integrated design concepts and sustainable development concepts play an important role to meet people’s requirements. This article will explore the concept of sustainable development under the concept of integrated architectural design and practice analysis, propose appropriate measures.

Self-Concept as a Mediator in Global Advertising

OpenAIRE

Pogosyan, Marianna; Marianna, Pogosyan

2007-01-01

Self-concept has a significant impact on the cognitive, behavioral, and emotional systems of individuals. Recently, there has been increasing interest in the influence of self-concept on advertising effectiveness and consumer behavior. The present paper examines the role of ideal self-concept in advertising in the global beauty industry. Research suggests that in order to enhance the effectiveness of the advertisements, the task of the advertisers is to bridge the rewarding and universal appe...

The ideal self at play: the appeal of video games that let you be all you can be.

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Przybylski, Andrew K; Weinstein, Netta; Murayama, Kou; Lynch, Martin F; Ryan, Richard M

2012-01-01

Video games constitute a popular form of entertainment that allows millions of people to adopt virtual identities. In our research, we explored the idea that the appeal of games is due in part to their ability to provide players with novel experiences that let them "try on" ideal aspects of their selves that might not find expression in everyday life. We found that video games were most intrinsically motivating and had the greatest influence on emotions when players' experiences of themselves during play were congruent with players' conceptions of their ideal selves. Additionally, we found that high levels of immersion in gaming environments, as well as large discrepancies between players' actual-self and ideal-self characteristics, magnified the link between intrinsic motivation and the experience of ideal-self characteristics during play.

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

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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.

Sex differences in self-concept in Spanish secondary school students.

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Sotelo, M J

2000-12-01

The aims of the study were to examine differences between boys and girls in global self-esteem and in specific domains of self-concept. Several measures of global self-esteem and multidimensional self-concept were administered to 61 boys and 64 girls. Analysis showed that boys reported higher scores than girls on global self-esteem, measured on the Coopersmith Self-esteem Inventory and the Feelings of Inadequacy Scale by Janis-Field, but this result was not reproduced when self-esteem was measured on the Rosenberg Self-esteem Scale. No differences have been found in domain-specific self-concepts, except for the ethical-moral self-concept, on which girls reported higher scores than boys.

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

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Shin, Jihae

2011-01-01

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

Self-Concept Clarity and Religious Orientations: Prediction of Purpose in Life and Self-Esteem

OpenAIRE

Błażek, Magdalena; Besta, Tomasz

2010-01-01

The present study concerns the relationship between self-concept clarity, religiosity, and well-being, as well as the mediating influence of religiosity on the relationship between self-concept clarity and sense of meaning in life and self-esteem. Self-concept clarity was found to be a significant predictor of sense of meaning in life and self-esteem; intrinsic religious orientation was found to be a predictor of sense of meaning in life, while the quest religious orientation was a predictor ...

Sexual Self-Concept and Sexual Risk-Taking.

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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.…

The influence of a ropes course development programme on the self-concept and self-efficacy of young career officers

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K Stadler

2006-10-01

Full Text Available The aim of this study was to determine whether adventure training could be utilised to enhance the self-concepts and self-efficacy of young career officers in the South African National Defence Force. A quasi-experimental design with a pre-test, post-test and post-post-test was used. Two measuring instruments were administered, namely the Self-description Questionnaire III and the General Self-efficacy Scale. No statistically significant improvement was measured in the various dimensions of the self-concepts and self-efficacy of members of the experimental group, but some encouraging indications of change in the experimental group were observed after the intervention. The implications of the findings are discussed further. Opsomming Die doel van hierdie studie was om te bepaal of avontuurgerigte opleiding gebruik kan word om die selfkonsep en selfdoeltreffendheid van jong beroepsoffisiere in die Suid-Afrikaanse Nasionale Weermag te bevorder. ’n Kwasieksperimentele ontwerp met ’n voortoets, na-toets en na-na-toets is gebruik. Twee meetinstrumente is aangewend, naamlik die 'Self-description Questionnaire III' en die 'General Self-efficacy Scale'. Hoewel geen statisties beduidende verbetering in die verskillende dimensies van die selfkonsep en selfdoeltreffendheid van lede van die eksperimentele groep gemeet is nie, is bemoedigende aanduidings van verandering in die eksperimentele groep na die intervensie waargeneem. Die implikasies van die bevindinge word verder bespreek.

Online Self-Presentation on Facebook and Self Development During the College Transition.

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Yang, Chia-chen; Brown, B Bradford

2016-02-01

Self-presentation, a central element of young people's identity development, now extends from face-to-face contexts to social networking sites. Online self-presentation may change when youth transition to college, faced with the need to reclaim or redefine themselves in the new environment. Drawing on theories of self-presentation and self development, this study explores changes in youth's online self-presentation during their transition to a residential college. It also examines associations between online self-presentation and students' self-esteem and self-concept clarity. We surveyed 218 college freshmen (M age = 18.07; 64 % female, 79 % White) at the beginning and again at the end of their first semester. Freshmen's Facebook self-presentation became less restricted later in the semester. Broad, deep, positive, and authentic Facebook self-presentation was positively associated with perceived support from the audience, which contributed to higher self-esteem contemporaneously, though not longitudinally. Intentional Facebook self-presentation engaged students in self-reflection, which was related to lower self-concept clarity concurrently but higher self-esteem longitudinally. Findings clarified the paths from multifaceted online self-presentation to self development via interpersonal and intrapersonal processes during college transition.

Playing, Gaming, Working and Labouring: Framing the Con-cepts and Relations

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Arwid Lund

2014-09-01

Full Text Available The aim of this article is to define the concepts of playing, working, gaming, and labouring, through a literature study, and to construct a typology. This typology will be used to create a field model that is structured by the horizontal parameters of qualitative-quantitative (characteristics and the vertical parameters of activity-result (in focus. It is shown how this model can be used to visualise different theoretical positions in empirical material, which connects to the concepts and their relations. Working and labouring are distinguished into a trans-historical and a historical, capitalist, category, and likewise playing and gaming, where the former is the trans-historical category and the latter the historical one. The main focus of the article, since working and labouring is well covered within the critical Marxist tradition, is on playing and its relation to working, with the aim of understanding and criticising the concept of playbour.

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

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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.

Shape of the self-concept clarity change during group psychotherapy predicts the outcome: An empirical validation of the theoretical model of the self-concept change

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Rafał eStyła

2015-10-01

Full Text Available Background: Self-concept clarity describes the extent to which the schemas of the self are internally integrated, well defined, and temporally stable. This article presents a theoretical model that describes how different shapes of self-concept clarity change (especially stable increase and V shape observed in the course of psychotherapy are related to the therapy outcome. Linking the concept of Jean Piaget and the dynamic systems theory, the study postulates that a stable self-concept clarity increase is needed for the participants with a rather healthy personality structure, while self-concept clarity change characterized by a V shape or fluctuations is optimal for more disturbed patients. Method: Correlational study in a naturalistic setting with repeated measurements (M=5.8 was conducted on the sample of 85 patients diagnosed with neurosis and personality disorders receiving intensive eclectic group psychotherapy under routine inpatient conditions. Participants filled in the Self-Concept Clarity Scale, Symptoms’ Questionnaire KS-II, and Neurotic Personality Questionnaire KON-2006 at the beginning and at the end of the course of psychotherapy. The Self-Concept Clarity Scale was also administered every two weeks during psychotherapy. Results: As hypothesized, among the relatively healthiest group of patients the stable self-concept clarity increase was related to positive treatment outcome, while more disturbed patients benefited from the fluctuations and V shape of self-concept clarity change. Conclusions: The findings support the idea that for different personality dispositions either a monotonic increase or transient destabilization of self-concept clarity is a sign of a good treatment prognosis.

A self-fitting hearing aid: need and concept.

Science.gov (United States)

Convery, Elizabeth; Keidser, Gitte; Dillon, Harvey; Hartley, Lisa

2011-12-01

The need for reliable access to hearing health care services is growing globally, particularly in developing countries and in remotely located, underserved regions in many parts of the developed world. Individuals with hearing loss in these areas are at a significant disadvantage due to the scarcity of local hearing health care professionals and the high cost of hearing aids. Current approaches to making hearing rehabilitation services more readily available to underserved populations include teleaudiology and the provision of amplification devices outside of the traditional provider-client relationship. Both strategies require access to such resources as dedicated equipment and/or specially trained staff. Another possible strategy is a self-fitting hearing aid, a personal amplification device that is equipped with an onboard tone generator to enable user-controlled, automated, in situ audiometry; an onboard prescription to determine the initial hearing aid settings; and a trainable algorithm to enable user-controlled fine-tuning. The device is thus assembled, fitted, and managed by the user without the need for audiological or computer support. This article details the self-fitting concept and its potential application in both developing and developed countries. Potential advantages and disadvantages of such a device are discussed, and considerations for further investigations into the concept are presented. Overall, the concept is considered technologically viable with the main challenges anticipated to be development of clear, simple user instructions and a delivery model that ensures reliable supplies of instant-fit ear tips and batteries.

The influence of epilepsy on children's perception of self-concept.

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Scatolini, Flora Lopes; Zanni, Karina Piccin; Pfeifer, Luzia Iara

2017-04-01

The diagnosis of epilepsy can lead to changes in the patient's perception due to factors such as learning and behavioral problems, lack of academic motivation, and low self-esteem. This study aimed to evaluate and compare the knowledge of self-concept in children with epilepsy and those with typical development and verify whether gender and age influence this perception. Eighty children of both sexes, aged between 8 and 14years, participated in this study. The children were divided into two groups: the epilepsy group, which consisted of 40 children diagnosed with epilepsy, and the control group, which consisted of 40 children with typical development and comparable to group 1 according to sex and age. The Piers-Harris Children's Self-Concept Scale, translated and adapted for the Brazilian population, was used as the evaluation instrument. In total, there were 23 boys and 17 girls in each group, with a mean age of 10.7years. There were significant differences in the overall score (p=0.000) and the subareas "behavior" (p=0.006), "intellectual and academic status" (p=0.001), and "popularity" (p=0.004). The group of children with epilepsy had a lower average score in self-concept. Children with epilepsy were observed to perceive themselves as clumsy, without many friends, with low academic performance and problems at school, and to experiencing feelings of unhappiness. These findings suggest that, in addition to the treatment of the clinical manifestations of epilepsy, it is extremely important to provide treatment focused on improving the self-concept of school-aged children with this condition. Copyright © 2016 Elsevier Inc. All rights reserved.

Revisiting play elements and self-handicapping in play: a comparative ethogram of five Old World monkey species.

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Petrů, Milada; Spinka, Marek; Charvátová, Veronika; Lhota, Stanislav

2009-08-01

Play behavior has been viewed as a mixture of elements drawn from "serious" behavior, interspersed by ritualized play signals. Two other types of play behaviors have been overlooked: patterns that are dissimilar from any serious behavior and patterns with self-handicapping character, that is, those that put the animal into unnecessary disadvantageous positions or situations. Here the authors show that these 2 types of patterns can constitute a major part of play repertoire. From our own videorecordings and observations, we constructed play ethograms of 5 monkey species (Semnopithecus entellus, Erythrocebus patas, Chlorocebus pygerythrus, Cercopithecus neglectus, and Cercopithecus diana). The authors evaluated the self-handicapping character of each pattern and in Hanuman langurs also the (dis)similarity to serious behavior. Of the 74 patterns in the 5 species, 33 (45%) were judged to have a self-handicapping character. Of 48 patterns observed in langurs, 16 (33%) were totally dissimilar to any serious langur behavior known to us. The authors discuss the possibility that the different types of play elements may have different functions in play. Copyright 2009 APA, all rights reserved.

Optimism, self-efficiency and self-concept: Why some students expect greater academic success than others?

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Sabina Bele

2009-07-01

Full Text Available The purpose of our research was to examine the relation between academic success and constructs: optimism, self-efficiency, and self-concept. We also wanted to examine how this relation reflects in previous and future marks of fourth-grade highschool students. We predicted that students with higher academic success in specific fields will also have higher specific self-concept, which reflects characteristic competence. We also predicted that more optimistic, more self-efficient students and students with higher self-concept will set up higher future goals, because they see desired goals as attainable and are persistent in reaching their goals. One-hundred students filled in the Self-Description Questionnire III (SDQIII, the Life Orientation Test-Revised (LOT-R, the Generalized Self-Efficacy Scale (GSE, and stated marks of their previous grade, present marks (Slovenian language, mathematics, and foreign language and anticipated marks at graduation. The results confirmed our expectations: Students with higher marks on different subjects in previous grade also had higher specific self-concept, and more optimistic and self-efficient students with higher self-concept set up higher future goals.

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

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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

School Self-Concept in Adolescents With Chronic Pain.

Science.gov (United States)

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

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

NARCIS (Netherlands)

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

2018-01-01

Background: 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

Eating Self-Regulation in Overweight and Obese Adults: A Concept Analysis.

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Reed, Jill R; Yates, Bernice C; Houfek, Julia; Pullen, Carol H; Briner, Wayne; Schmid, Kendra K

2016-04-01

Poor eating behaviors greatly influence the development of becoming overweight or obese. Learning to better self-regulate eating is one area in which individuals can positively influence their own health. The purpose of this concept analysis is to provide an in-depth analysis of the concept eating self-regulation as it pertains to overweight and obese adults using Walker and Avant's method. The definition for eating self-regulation formulated as a result of this concept analysis and based on the critical attributes is the ability to initiate goal-related behaviors, to consistently self-monitor dietary intake, to regularly apply willpower to resist temptations, to self-evaluate where one stands in relationship to goal attainment, and finally to maintain motivation to positively change eating behaviors. Cognitive restraint, moderation, mindfulness, disinhibition, delayed gratification, emotions and moods, self-efficacy, social support, the environment, and physical activity are the antecedents that may influence eating self-regulation. Examining an individual's weight, body mass index, lipid levels, or blood pressure are some ways to determine if self-regulation of eating behavior is achieved. With a consistent definition of self-regulation and a better understanding of the critical factors that influence eating behaviors, research can better explore how to help individuals change their eating behaviors more effectively. © 2015 Wiley Periodicals, Inc.

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

Science.gov (United States)

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 (pself-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, pself-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.

Impact of Self-concept on Preschoolers’ Dental Anxiety and Behavior

Science.gov (United States)

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 self-concept and child’s behavior scores (r = 0.491, P self-concept had lower anxiety level and better behavioral feedback during dental treatment. PMID:26697152

Impact of Self-concept on Preschoolers' Dental Anxiety and Behavior.

Science.gov (United States)

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 self-concept and child's behavior scores (r = 0.491, P self-concept had lower anxiety level and better behavioral feedback during dental treatment.

Self-Play and Using an Expert to Learn to Play Backgammon with Temporal Difference Learning

NARCIS (Netherlands)

Wiering, Marco A.

2010-01-01

A promising approach to learn to play board games is to use reinforcement learning algorithms that can learn a game position evaluation function. In this paper we examine and compare three different methods for generating training games: 1) Learning by self-play, 2) Learning by playing against an

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

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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…

Longitudinal Model Predicting Self-Concept in Pediatric Chronic Illness.

Science.gov (United States)

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.

Self-Concept Development in Inclusive Classroom Settings focusing on Children with and without Visual Impairment

OpenAIRE

Sarah Wieckert

2013-01-01

The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively. This contribution presents a study which focuses on the special time of first-grade when primary school children get to know their new learning environment. In that context a survey takes place in Germany and accompanies ch...

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

Science.gov (United States)

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).

Age and gender differences in the relation between self-concept facets and self-esteem

OpenAIRE

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 self-concept-self-esteem relations might provide valuable knowledge for designing effective self-esteem enhancement interventions. We investigated grade and...

Self-concept clarity across adolescence : Longitudinal associations with open communication with parents and internalizing symptoms

NARCIS (Netherlands)

Van Dijk, Marloes P. A.; Branje, Susan; Keijsers, Loes; Hawk, Skyler T.; Hale, William W., III; Meeus, W.H.J.

2014-01-01

Higher self-concept clarity is related to several adjustment indices and may be promoted by open communication with parents, while problems with self-concept clarity development could enhance internalizing problems (i.e., depressive and anxiety symptoms) in adolescence. This longitudinal study

Self-Concept Clarity Across Adolescence : Longitudinal Associations With Open Communication With Parents and Internalizing Symptoms

NARCIS (Netherlands)

van Dijk, Marloes; Branje, Susan; Keijsers, Loes; Hawk, Skyler T.; Hale, William W.; Meeus, Wim

2014-01-01

Higher self-concept clarity is related to several adjustment indices and may be promoted by open communication with parents, while problems with self-concept clarity development could enhance internalizing problems (i.e., depressive and anxiety symptoms) in adolescence. This longitudinal study

Alcohol Primes, Expectancies, and the Working Self-Concept

Science.gov (United States)

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

Beyond self-selection in video game play: an experimental examination of the consequences of massively multiplayer online role-playing game play.

Science.gov (United States)

Smyth, Joshua M

2007-10-01

There is burgeoning interest in the study of video games. Existing work is limited by the use of correlational designs and is thus unable to make causal inferences or remove self-selection biases from observed results. The recent development of online, socially integrated video games (massively multiplayer online role-playing games [MMORPGs]) has created a new experience for gamers. This randomized, longitudinal study examined the effects of being assigned to play different video game types on game usage, health, well-being, sleep, socializing, and academics. One hundred 18- to 20-year-old participants (73% male; 68% Caucasian) were randomly assigned to play arcade, console, solo computer, or MMORPG games for 1 month. The MMORPG group differed significantly from other groups after 1 month, reporting more hours spent playing, worse health, worse sleep quality, and greater interference in "real-life" socializing and academic work. In contrast, this group also reported greater enjoyment in playing, greater interest in continuing to play, and greater acquisition of new friendships. MMORPGs represent a different gaming experience with different consequences than other types of video games and appear to pose both unique risks and benefits from their use.

Self-cooled liquid-metal blanket concept

International Nuclear Information System (INIS)

Malang, S.; Arheidt, K.; Barleon, L.

1988-01-01

A blanket concept for the Next European Torus (NET) where 83Pb-17Li serves both as breeder material and as coolant is described. The concept is based on the use of novel flow channel inserts for a decisive reduction of the magnetohydrodynamic (MHD) pressure drop and employs beryllium as neutron multiplier in order to avoid the need for breeding blankets at the inboard side of the torus. This study includes the design, neutronics, thermal hydraulics, stresses, MHDs, corrosion, tritium recovery, and safety of a self-cooled liquid-metal blanket. The results of the investigations indicate that the self-cooled blanket is an attractive alternative to other driver blanket concepts for NET and that it can be extrapolated to the conditions of a DEMO reactor

Reciprocal Relationships between Math Self-Concept and Math Anxiety

NARCIS (Netherlands)

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

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

Influence of emotional abuse on the self-concept of senior ...

African Journals Online (AJOL)

Survey data collected from 2,000 senior secondary two (SSII) students in Cross River state Nigeria were analyzed to determine the influence of emotional abuse on the self-concept of the students. One aspect of child abuse (emotional abuse) and five dimensions of self-concept (social selfconcept, physical self-concept, ...

Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept

Science.gov (United States)

Girli, Alev; Öztürk, Halil

2017-01-01

The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…

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

OpenAIRE

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-conce...

Exploring international gender differences in mathematics self-concept

Science.gov (United States)

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

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

Science.gov (United States)

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…

Alpine Skiing With total knee ArthroPlasty (ASWAP): physical self-concept, pain, and life satisfaction.

Science.gov (United States)

Amesberger, G; Müller, E; Würth, S

2015-08-01

Physical self-concept in the elderly is assumed to be structured in terms of different domains and to contribute substantially to life satisfaction. However, little is known about the role of the physical self-concept in older persons that are engaged in physical activity while suffering from typical age-related impairments or chronic diseases. The present study aimed to investigate the structure of physical self-concept in a group of older persons with total knee arthroplasty (TKA), its development throughout a 12-week skiing intervention, and its importance to life satisfaction. Factor analyses of the present data reveal that the physical self-concept consists of four dimensions addressing strength, flexibility/coordination, endurance, and sportiness. One higher order factor extracted by hierarchical factor analyses reflects a global physical self-concept. The 12-week skiing intervention had no substantial impact in terms of an improvement of self-concept. Life satisfaction is best predicted by positive changes in the subjective ratings between pre- and post-test (i.e., global physical self-concept, flexibility and coordination, and perceived sportiness) and not by objective physical performance (isokinetic strength, endurance, or coordination). Results support the assumption that physical self-concept of older people with TKA is only marginally sensitive to a 12-week skiing intervention. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A structural equation modelling of the academic self-concept scale

Directory of Open Access Journals (Sweden)

Musa Matovu

2014-03-01

Full Text Available 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 females from different levels of study and faculties. In this study the influence of academic self-concept on academic achievement was assessed, tested whether the hypothesised model fitted the data, analysed the invariance of the path coefficients among the moderating variables, and also, highlighted whether academic confidence and academic effort measured academic selfconcept. The results from the model revealed that academic self-concept influenced academic achievement and the hypothesised model fitted the data. The results also supported the model as the causal structure was not sensitive to gender, levels of study, and faculties of students; hence, applicable to all the groups taken as moderating variables. It was also noted that academic confidence and academic effort are a measure of academic self-concept. According to the results the academic self-concept scale by Liu and Wang (2005 was deemed adequate in collecting information about academic self-concept among university students.

Risky play and children's safety: balancing priorities for optimal child development.

Science.gov (United States)

Brussoni, Mariana; Olsen, Lise L; Pike, Ian; Sleet, David A

2012-08-30

Injury prevention plays a key role in keeping children safe, but emerging research suggests that imposing too many restrictions on children's outdoor risky play hinders their development. We explore the relationship between child development, play, and conceptions of risk taking with the aim of informing child injury prevention. Generational trends indicate children's diminishing engagement in outdoor play is influenced by parental and societal concerns. We outline the importance of play as a necessary ingredient for healthy child development and review the evidence for arguments supporting the need for outdoor risky play, including: (1) children have a natural propensity towards risky play; and, (2) keeping children safe involves letting them take and manage risks. Literature from many disciplines supports the notion that safety efforts should be balanced with opportunities for child development through outdoor risky play. New avenues for investigation and action are emerging seeking optimal strategies for keeping children "as safe as necessary," not "as safe as possible." This paradigm shift represents a potential for epistemological growth as well as cross-disciplinary collaboration to foster optimal child development while preserving children's safety.

Multidimensional Physical Self-Concept of Athletes with Physical Disabilities

Science.gov (United States)

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 =…

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

Science.gov (United States)

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)

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

Science.gov (United States)

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…

Facilitation of self-empowerment of women living with borderline personality disorder: A concept analysis

Directory of Open Access Journals (Sweden)

N. Ntshingila

2016-10-01

Objective: : The objective is to define the central concept of “facilitation of self empowerment”. Method: Analysis and synthesis reasoning methods as indicated by Walker and Avant (2011 were used to define the central concept. Results: A definition of the concept “facilitation of self-empowerment” was formulated from the dictionary and subject definitions. Conclusion: The central concept is important for developing a model as a frame of reference to assist psychiatric nurse practitioners in facilitating the mental health of women living with borderline personality disorder.

The Impact of Brand Personality and Students’ Self-Concept on Brand Engagement

Directory of Open Access Journals (Sweden)

Stephen Banahene

2017-08-01

Full Text Available The objective of this study is to investigate how brand personality and customers’ ‘self’ affects brand engagement. This has become necessary because the focus of most research into brands has often neglected how brand personality and customers’ ‘self’ can be harnessed to achieve brand engagement. This study used Aaker’s brand personality, Keller’s brand engagement, and Sprott et. al. self-concept measurement scales. The research methodology includes the following steps: adaptation of the measurement scales to suit the research context, assessment of reliability and validity of dimensions, and test of goodness-of-fit of model. In all 252 valid responses out of 302 questionnaires distributed were used for the study. The research found that brand personality and customers’ ‘self-concept’ have positive effect on brand engagement. Sincerity has negative relationship with brand engagement and self-concept whiles hedonism has negative relationship with self-concept only. Competence, sophistication and excitement dimensions have significant effects on customers’ self-concept and brand engagement. Sincerity and hedonism also have negative effects on self-concept and brand engagement. Competence, sophistication and excitement can be used as differentiate strategy by Private Universities to deal with the growing competition in Ghana. The findings suggest that Private Universities can differentiate themselves by developing brand personality that is competent and exciting, whereby they can successfully engaged their customers. The authors’ investigations also suggest that self-concept can be measured by splitting Sprott et al measurement scale into two (self-congruence and value-congruence. In the same way, brand engagement can be measured by splitting Keller’s measurement scale into two (identification and ambassador dimensions for theoretical insight. In addition, hedonism has been identified as a useful measure of brand

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

OpenAIRE

Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

2017-01-01

:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, rela...

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

Science.gov (United States)

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

To reiterate the concept of self-aid and buddy-aid for combat wounded

Directory of Open Access Journals (Sweden)

Zhong-jie HE

2015-11-01

Full Text Available Explore new concept of self-aid and buddy-aid for combat wounded based on the emergency timeliness and the challenges we are going to face in the future combats, the importance of self-aid, buddy-aid and rescue are discussed. The concept and characteristics of self-aid and buddy-aid in our army are reviewed, and the care of the wounded in foreign armies were reviewed. Based on the experiences gained from previous combats, and the results of "Medical Service Mission-2014 Drill", it was believed that the emergency rescue of battle wounded should follow the timeliness rule and the principle of self-aid and buddy-aid technology. It might be beneficial to use cell protective agent, urgent relief of life-threatening conditions such as profuse bleeding from extremities, suffocation, pneumothorax, and traumatic shock etc., in order to stabilize the general condition of the wounded, according to the regime of "Platinum 10 minutes" and "golden 1 hour", self-aid and buddy-aid might play an important role in preventing early death and late morbidity of the wounded, thus helps reduce the mortality rate or the victims of combat wounds. DOI: 10.11855/j.issn.0577-7402.2015.11.01

The Role of Self-Concept in Medical Education

Science.gov (United States)

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…

Reciprocal influences of victimization, perceived social preference, and self-concept in adolescence

NARCIS (Netherlands)

Bellmore, A.D.; Cillessen, A.H.N.

2006-01-01

In order to better understand self-concept development, the association between adolescents' social self-perceptions and their peers' perceptions of them was examined in a three-year longitudinal study of 491 middle school students. Each spring for three years, adolescents' peer-perceived

LEVEL SOCIAL SELF CONCEPT AND IMPLICATION IN GUIDANCE AND COUNSELING

Directory of Open Access Journals (Sweden)

Widya Kartika Sari

2016-12-01

Full Text Available Teenager consider themselves based on the perception others and one of the element which affecting the maturation in self concept is how the assessment and social environment revenue toward it self .This study purpose to describe the self concept of teens and the implications in guidance and counseling .The research type descriptive quantitative methods. The Research was done to teenagers of simple  orphanage in  bengkulu with a population about 103 teenagers .The total of the  research about 82 survey youth to the sample used purposive sampling techniqul  instrument was used  the closed of  scale likert model  with validity 0.873 , reliability ( 0,931 self concept .The findings of this research shows that: ( 1 self concept as of teens tend to be low category. (2  implications finding for service counseling guidance the basic of arranging the guidance counseling program service which can formed  and improved the self concept of teens positively.

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

Science.gov (United States)

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.

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

Science.gov (United States)

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.

Parenting Styles, Young Adults' Self-Concepts, and Evaluations of Parents.

Science.gov (United States)

Parish, Thomas S.; McCluskey, James J.

1993-01-01

Research shows that parenting style may strongly influence children's and adolescents' development. The present study reexamined this association, using a sample of 123 midwestern college students enrolled in a human development class. Participants' self-concepts varied directly with the perceived level of warmth displayed by both their fathers…

Impact of Self-concept on Preschoolers’ Dental Anxiety and Behavior

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Leila Erfanparast

2015-09-01

Full Text Available 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 be-havior 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 anxi-ety rating scale and Frankl Scale, respectively. Spearman’s correlation coefficient was used to evaluate the correlation be-tween 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 treat-ment.

Reciprocal Relationships between Math Self-Concept and Math Anxiety

Science.gov (United States)

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…

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

Science.gov (United States)

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

2014-01-01

Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities. © Hammill Institute on Disabilities 2012.

Self-Concept in Adolescents—Relationship between Sport Participation, Motor Performance and Personality Traits

Directory of Open Access Journals (Sweden)

Markus Klein

2017-04-01

Full Text Available The relationship between sport participation, personality development, self-concept and self-esteem has been discussed repeatedly. In this research, a standardized written survey together with tests on motor performance were carried out with 1399 students (707 male; 692 female in school years 7 (12.9 ± 0.6 years and 10 (15.8 ± 0.6 years to measure the extent of a relationship between physical self-concept (self-developed short scale and sporting activity, measured motor performance (German motor performance test DMT (Deutscher Motorik-Test 6–18 and report mark in physical education. Relationships were also analyzed between physical self-concept and general personality traits (neuroticism, extraversion, openness to experiences, compatibility, and conscientiousness, measured with NEO Five Factor Inventory (NEO-FFI. The assessment of own physical attractiveness and own athleticism differs by sex (F(1, 962 = 35.21; p < 0.001, whereby girls assess themselves more critically. Weak significant relationships are displayed between motor performance and the assessment of own physical attractiveness (r(395 = 0.31; p < 0.01. Motor performance is given a higher predictive value with regard to a subject’s own self-concept, (physical attractiveness β = 0.37; t(249 = 5.24; p < 0.001; athleticism β = 0.40; t(248 = 6.81; p < 0.001 than the mark achieved in physical education (physical attractiveness β = −0.01; n.s.; athleticism β = −0.30; t(248 = 5.10; p < 0.001. Relationships were found overall between personality traits and physical self-concept. The influence of the ‘neuroticism’ trait is particularly strong (physical attractiveness β = −0.44; t(947 = −13.58; p < 0.001; athleticism β = −0.27; t(948 = −7.84; p < 0.001. The more pronounced this trait, the lower the assessment of own physical attractiveness and own athleticism.

The youth conservation corps and adolescents' self-concept

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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...

The Relationship between Self-Concept and Academic Performance ...

African Journals Online (AJOL)

This study examined the relationship between self-concept and academic performance of Nigerian students. The study made use of 1000 participants (500 males and 500 females) whose ages ranged from 15-18 with a mean of 16.7 and a standard deviation of 1.12. The study used an indigenous self concept scale ...

The Concept of Self in Buddhism and Brahmanism: Some Remarks

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Andrej ULE

2016-02-01

I contrast briefly the Buddhist concept of Self as a process and a conditional reality with the concept of the substantial metaphysical concept of Self in Brahmanism and Hinduism. I present the criticism of the Buddhist thinkers, such as Nāgārjuna, who criticize any idea of the metaphysical Self. They deny the idea of the Self as its own being or as a possessor of its mental acts. However, they do not reject all sense of Self; they allow a pure process of knowledge (first of all, Self-knowledge without a fixed subject or “owner” of knowledge. This idea is in a deep accord with some Chan stories and paradoxes of the Self and knowledge.  

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

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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 effect of high school chemistry instruction on students' academic self-concept

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Morgan, Peter Wallace

The purpose of this study was to investigate the effect of extended instruction in high school chemistry on the academic self-concept of students and determine what parts of the learning experience need to be addressed to make the interaction a more positive one. Fifty-seven students from three metropolitan public schools, who were enrolled in college preparatory chemistry classes, were asked to complete a written instrument, before and after extended chemistry instruction, that measures academic self-concept. Twenty-one of the students who took part in the written task volunteered to answer some in-depth interview questions concerning their academic self-concept and its relationship to chemistry instruction. Student responses, instrument scores, and student chemistry grades were analyzed for a variety of chemistry learning--academic self-concept connections and interactions. Results showed that there was a positive interaction for less than half of the students involved in the interview sessions. The results from the written instrument showed similar findings. Comparing chemistry grades and academic self-concept revealed an uncertain connection between the two, especially for students with strong academic self-concepts. Students felt that the laboratory experience was often disconnected from the remainder of chemistry instruction and recommended that the laboratory experience be integrated with classroom work. Students also expressed concerns regarding the volume of algorithmic mathematical calculations associated with college preparatory chemistry instruction. Results of this study suggest that secondary chemistry instruction must become more aware of the affective domain of learning and develop a mindful awareness of its connection to the cognitive domain if chemistry teaching and learning is going to better facilitate the intellectual growth of secondary students.

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

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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.

University students’ self-efficacy and achievement in derivative concept

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Kula Fulya

2016-01-01

Full Text Available The purpose of the current study was to explore the relationship between self-efficacy and achievement in the derivative concept in university level. University students from education, engineering and science faculties attended the study. 1660 students’ data were gathered and the study has demonstrated that the there is a moderate and positive relationship between university students’ self-efficacy levels and their achievement in derivative concept. It is suggested that university level students’ self-efficacy levels be addressed when considering their achievement in the derivative concept.

Team sport and coaching - a dynamic interplay supporting development of self-concept

DEFF Research Database (Denmark)

Ryom, Knud Eske; Wikman, Johan Michael; Stelter, Reinhard

2018-01-01

The purpose of this study was to investigate the effect and experience of a team sport and coaching intervention upon self-concept in a sample of male school students with primarily migrant background. A convergent parallel mixed method design was used to compare and relate a questionnaire study ...... and more supportive social environment, as the result of their participation. Implications of the presented results are discussed, as well as strategies for working with team sport and coaching in a school setting in deprived areas or beyond.......The purpose of this study was to investigate the effect and experience of a team sport and coaching intervention upon self-concept in a sample of male school students with primarily migrant background. A convergent parallel mixed method design was used to compare and relate a questionnaire study...... (SDQ-II & YSEQ) and an interview study in a quasi-experimental design. A two-year intervention period was conducted with students in 7th, 8th and 9th grade. The interventions were a two-stringed effort with team sport and group coaching introduced to the participants. Quantitative results showed...

The influence of Self-Concept into the Self Esteem in the Orphanage

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Erna Multahada

2016-06-01

Full Text Available Abstract The influence of self-concept into the selfesteem in the orphanage adolescent Akhiruz Zaman is the aim of this research. The participant is from 80 adolescents (in age 13-21 who stay in orphanage X. the subject is taken randomly using two questionnaire, they are: self-concept questionnaire and selfesteem questionnaire. The result is there is the influence of self-concept into the self-esteem of adolescent. The contribution of it is 18.5% with significant P = 0,000 which is very significant. It has the rest in 81, 5% caused by other factors. It concludes that the matter of adolescent selfesteem that stays in orphanage, one of the factors is caused by the concepts of themselves.. Abstrak Pengaruh konsep diri kterhadap kepercayaan diri di panti asuhan remaja Akhiruz Zaman adalah tujuan dari penelitian ini. Peserta meliputi 80 remaja (usia 13-21 tahun yang tinggal di panti asuhan X. Subjek penelitian dipilih secara acak menggunakan dua kuisioner, yaitu kuisioner konsep diri dan kuisioner kepercayaan diri. Hasil menunjukkan bahwa terdapat pengaruh konsep diri dengan kepercayaan diri pada remaja. Kontribusi sebesar 18,5% dengan signifikansi p = 0,000 yakni sangat signifikan 81,5% sisanya, disebabkan oleh faktor-faktor lain. Dapat disimpulkan bahwa masalah kepercayaan diri remaja yang tinggal di panti asuhan, salah satunya disebabkan oleh konsep diri mereka. How to Cite : Multahada, E. Mabelle, M. (2015. The Influence of Self-Concept into the Self Esteem in the Orphanage Adolescent  Akhiruz Zaman Bekasi, West Java. TARBIYA: Journal Of Education In Muslim Society, 2(2, 117-122. doi:10.15408/tjems.v2i2.2804. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2804

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

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Lehman, Brett

2012-01-01

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

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

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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 self-esteem, there was a statistical difference between other domains of people's sexual self-concept and degree of disability (P 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

The Concept of Self in Buddhism and Brahmanism: Some Remarks

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Andrej ULE

2016-02-01

Full Text Available I contrast briefly the Buddhist concept of Self as a process and a conditional reality with the concept of the substantial metaphysical concept of Self in Brahmanism and Hinduism. I present the criticism of the Buddhist thinkers, such as Nāgārjuna, who criticize any idea of the metaphysical Self. They deny the idea of the Self as its own being or as a possessor of its mental acts. However, they do not reject all sense of Self; they allow a pure process of knowledge (first of all, Self-knowledge without a fixed subject or “owner” of knowledge. This idea is in a deep accord with some Chan stories and paradoxes of the Self and knowledge.

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

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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.

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

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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 relationship between PQL, PA, and self-concept.

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

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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.

Physical self-concept of adolescents in Western Balkan countries: a pilot study.

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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.

Self-Actualization of Youth Subculture Members (Role-Playing Movement as an Example

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A S Zhuravleva

2014-12-01

Full Text Available The article is dedicated to the research of youth subculture members’ self-actualization (role-playing movement as an example. It describes certain characteristics of role-players’ self-actualization, its structure, and also its gender and age specific features. It has been proven that the level of self-actualization of the members of the role-playing movement is higher than of the people who are not interested in it and that taking part in role-playing games is a more significant factor for the self-actualization of the personality than the gender and age of the players.

Relation between self-concept and students alcohol drinking

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H.M. Fernandes

2009-01-01

Full Text Available This study examines the relation between multiple self-concept dimensions and alcohol consumption within the adolescent schooling. A sample of 642 students (263 boys and 379 girls aged between 15 and 23 years completed the Self-Description Questionnaire II (SDQ II and an alcohol drinking measure. Results reveal an absence of significant relationships between global self-esteem and alcohol consumption and a small relation, found only in the female, between alcoholic drinking and global self-concept, supporting the assumption that supports the low sensitivity and the consequent use of scarce global dimensions of the self. In contrast, there are significant relations between some specific dimensions of the self and alcohol consumption, whilst the correlation coefficients vary according to subject’s gender, suggesting a cultural involvement based analysis.

Relation between self-concept and students alcohol drinking

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José Vasconcelos-Raposo

2009-03-01

Full Text Available This study examines the relation between multiple self-concept dimensions and alcohol consumption within the adolescent schooling. A sample of 642 students (263 boys and 379 girls aged between 15 and 23 years completed the Self-Description Questionnaire II (SDQ II and an alcohol drinking measure. Results reveal an absence of significant relationships between global self-esteem and alcohol consumption and a small relation, found only in the female, between alcoholic drinking and global self-concept, supporting the assumption that supports the low sensitivity and the consequent use of scarce global dimensions of the self. In contrast, there are significant relations between some specific dimensions of the self and alcohol consumption, whilst the correlation coefficients vary according to subject’s gender, suggesting a cultural involvement based analysis.

Using Structural Equation Modeling to Validate Online Game Players' Motivations Relative to Self-Concept and Life Adaptation

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Yang, Shu Ching; Huang, Chiao Ling

2013-01-01

This study aimed to validate a systematic instrument to measure online players' motivations for playing online games (MPOG) and examine how the interplay of differential motivations impacts young gamers' self-concept and life adaptation. Confirmatory factor analysis determined that a hierarchical model with a two-factor structure of…

The general practice of Judo in the formation of self-concept, self-esteem and school performance in children of the first cycle of basic education

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Marco Alexandre da Silva Batista

2013-11-01

As data collection instrument was used Self-Concept Scale Susan Harter validated for the Portuguese population (Martins, Peixoto, Mata, & Monteiro, 1995. Focus groups were developed with Judo coaches and officials education with the intention of evaluating opinions about the practice of Judo and its importance and relationship to the variables studied. The results show that the practice of judo promotes positive developments in the formation of self-concept and self-esteem, also improving school performance.

Self-concept of left-behind children in China: a systematic review of the literature.

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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.

Self-concept structure and borderline personality disorder: evidence for negative compartmentalization.

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Vater, Aline; Schröder-Abé, Michela; Weißgerber, Susan; Roepke, Stefan; Schütz, Astrid

2015-03-01

Borderline personality disorder (BPD) is characterized by an unstable and incongruent self-concept. However, there is a dearth of empirical studies investigating self-concept in BPD. In order to bridge this research gap, the purpose of this study was to apply an in-depth analysis of structural aspects of the self-concept in BPD. We examined the degree of compartmentalization, i.e., a tendency to organize knowledge about the self into discrete, extremely valenced (i.e., either positive or negative) categories (Showers, 1992). We hypothesized and found that BPD patients had the most compartmentalized self-concept structure and a higher proportion of negative self-attributes relative to both a non-clinical and a depressed control group. Moreover, BPD patients rated negative self-aspects as more important than positive ones relative to non-clinical controls. We cannot determine whether causal relationships exist between psychological symptoms and self-concept structure. Moreover, further comparisons to patients with other psychiatric disorders are necessary in order to further confirm the clinical specificity of our results. Our findings indicate that a negative compartmentalized self-concept is a specific feature of BPD. Implications for future research, psychological assessment, and psychotherapeutic treatment are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

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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.

Evidence that a simpático self-schema accounts for differences in the self-concepts and social behavior of Latinos versus Whites (and Blacks).

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Holloway, Renee A; Waldrip, Amy M; Ickes, William

2009-05-01

On the basis of the assumption that Latino Americans use a simpático self-schema more than White Americans do, the authors predicted that the effects of this difference would be evident in the participants' self-concepts and social behavior. As predicted, Studies 1 and 2 revealed that Latino participants reported significantly more simpático-related terms in their spontaneous self-concepts than did White participants. Complementing these findings, Study 3a revealed that the level of interactional involvement and the perceived quality of initial same-sex interactions was significantly enhanced by the presence of Latino dyad members. Study 3b tested the prediction that the content of the dyad members' thoughts and feelings would reveal a greater use of the simpático self-schema by the Latino participants. This prediction was confirmed, and follow-up analyses indicated that a simpático self-schema plays an important mediating role in the subjective experience and social behavior of Latino individuals. Copyright (c) 2009 APA, all rights reserved.

Self-Concept Clarity and Emotion Dysregulation in Nonsuicidal Self-Injury.

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Lear, Mary K; Pepper, Carolyn M

2016-12-01

Recent research has linked identity instability with engagement in nonsuicidal self-injury (NSSI; Claes, Luyckx, & Bijttebier, 2014; Claes et al., 2015). This study examined the relationship between self-concept clarity (SCC), an index of identity stability, and NSSI in a sample of 147 college students, using a cross-sectional survey design. The relationship between SCC and emotion dysregulation in NSSI severity was also examined. SCC was significantly negatively associated with NSSI engagement, as well as NSSI frequency and versatility, above negative affect or age. SCC fully accounted for the variance originally explained by emotion dysregulation in NSSI versatility. NSSI frequency was not significantly predicted by emotion regulation, but self-concept clarity reached marginal significance. These findings provide preliminary support for identity instability as a contributing factor to a relationship between emotion dysregulation and NSSI severity. Possible explanations and future research directions are discussed.

Concepts of Present Self, Expected Self, and Ideal Self in Vocational Preferences and Expectations.

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Burgoyne, Peter H.

1979-01-01

Investigated the hypotheses that similarity of ideal self and occupational stereotypes is important in determining vocational preferences of adolescents, while similarity between expected self and occupational stereotypes is important in determining occupational expectations. Findings supported the idea that ideal self played an important role in…

Daily dynamics of personal identity and self-concept clarity

NARCIS (Netherlands)

Schwartz, S.J.; Klimstra, T.A.; Luyckx, K.; Hale, W.W.; Frijns, T.; Oosterwegel, A.; van Lier, P.A.C.; Koot, H.M.; Meeus, W.H.J.

2011-01-01

We examined the daily dynamics among self-concept clarity and identity processes, and their effects on distress, among a sample of 580 Dutch adolescents. Participants completed measures of identity, self-concept clarity, anxiety and depression at annual intervals; and daily single-item measures of

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

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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.

Self-Concept Development in Inclusive Classroom Settings focusing on Children with and without Visual Impairment

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Sarah Wieckert

2013-08-01

Full Text Available The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively. This contribution presents a study which focuses on the special time of first-grade when primary school children get to know their new learning environment. In that context a survey takes place in Germany and accompanies children with and without special needs in the field of vision which learn together in school.

The self-concept and conjugal loss: evidence for structural change.

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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.

SELF CONCEPT, SELF ESTEEM AND SCHOOL SYSTEM: THE STUDY OF COMPARATION BETWEEN FULLDAY SCHOOL AND HALFDAY SCHOOL IN PURWOREJO

Directory of Open Access Journals (Sweden)

Itsna Iftayani

2016-06-01

Full Text Available Abstract: Self concept and self esteem are two psychological aspects that need to be attention in learning at school because a high of self concept and self esteem can influence students success in their learning. The objective of this research is to know about the differences about  self concept and self esteem among elementary students with full day school and half day school system. The method used in this observation is comparison by comparing self concept and self esteem of elementary students with full day and half day system. The population of this research is 3 fullday Islamic elementary schools and 6 halfday Islamic elementary schools. The sample of this research is SD Islam Al-Madina as fullday school and SD Muhammadiyah Purworejo as halfday school. The data is gotten by the scale, observation, interviews and documentation. The result shows that there are no significant differences between self concept (t=0,096 with df :47  and self esteem (t=0,396 with df :47 among student who study in full day school and half day (regular school system so it means that school system doesn’t influence the quality of self concept and self esteem. Keywords: self concept, self esteem, full day school, half day school.

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

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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…

Instructional games: Scientific language use, concept understanding, and attitudinal development of middle school learners

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Mongillo, Geraldine

The purpose of this qualitative study was to discover the influence of instructional games on middle school learners' use of scientific language, concept understanding, and attitude toward learning science. The rationale for this study stemmed from the lack of research concerning the value of play as an instructional strategy for older learners. Specifically, the study focused on the ways in which 6 average ability 7th grade students demonstrated scientific language and concept use during gameplay. The data were collected for this 6-week study in a southern New Jersey suburban middle school and included audio recordings of the 5 games observed in class, written documents (e.g., student created game questions, self-evaluation forms, pre- and post-assessments, and the final quiz) interviews, and researcher field notes. Data were coded and interpreted borrowing from the framework for scientific literacy developed by Bybee (1997). Based on the findings, the framework was modified to reflect the level of scientific understanding demonstrated by the participants and categorized as: Unacquainted, Nominal, Functional, and Conceptual. Major findings suggested that the participants predominantly achieved the Functional level of scientific literacy (i.e., the ability to adequately and appropriately use scientific language in both written and oral discourse) during games. Further, it was discovered that the participants achieved the Conceptual level of scientific literacy during gameplay. Through games participants were afforded the opportunity to use common, everyday language to explore concepts, promoted through peer collaboration. In games the participants used common language to build understandings that exceeded Nominal or token use of the technical vocabulary and concepts. Additionally, the participants reported through interviews and self-evaluation forms that their attitude (patterns included: Motivation, Interest, Fun, Relief from Boredom, and an Alternate Learning

Adaptive control for a PWR using a self-tuning reference model concept

International Nuclear Information System (INIS)

Miley, G.H.; Park, G.T.; Kim, B.S.

1992-01-01

Possible applications of an adaptive control method to a pressurized-water reactor nuclear power plant are investigated. The self-tuning technique with a reference model concept is employed. This control algorithm is developed by combining the self-tuning controller with the model reference adaptive control. This approach overcomes the difficulties in choosing the appropriate weighting polynomials in the cost function of the self-tuning control

Children's Moral Self-Concept: The Role of Aggression and Parent-Child Relationships

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Sengsavang, Sonia; Krettenauer, Tobias

2015-01-01

This study examined the role of aggressiveness and parenting in the development of children's moral self-concept. Participants were 198 elementary school children and their parents (M = 8.65 years, SD = 2.44). Participants completed a structured moral self puppet interview and a questionnaire about their relationship to parents. Parents completed…

Self-Concept of Single Women.

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Gigy, Lynn L.

1980-01-01

Explores the self-concepts of single and married women. Single women had more psychiatric symptoms, valued personal growth and achievement, and were higher on assertion and poise. Married women were more likely to identify with kinship roles and household activities. (Author)

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

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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 self-esteem, there was a statistical difference between other domains of people’s sexual self-concept and degree of disability (P self-esteem and sexual self-efficacy with their self-esteem. This correlation was positive in sexual anxiety and negative in two other

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

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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

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

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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…

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

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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…

Multidimensional analysis of food-allergic children and adolescents' self-concept: A comparison with a healthy matched sample.

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Polloni, Laura; Baldi, Ileana; Lazzarotto, Francesca; Bonaguro, Roberta; Toniolo, Alice; Gregori, Dario; Muraro, Antonella

2015-06-01

The study investigated self-concept in food-allergic youths and matched healthy controls. Global and domain-specific self-concepts were assessed in 154 participants (9-19 years) using the Multidimensional Self-Concept Scale. Statistical analysis assessed differences between the two samples and effects of asthma, dermatitis, age, and gender among patients. Significant differences were found for Total Scale score and for Competence and Physical scores. Patients showed clinically problematic self-concepts in Global, Competence, and Family domains. Age was found to be associated with the Total score. Health professionals should consider food-allergic patients' personality development. Further studies could examine disease-specific consequences and interventions. © The Author(s) 2015.

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

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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…

Is fear of others linked to an uncertain sense of self? The relevance of self-worth, interpersonal self-concepts, and dysfunctional beliefs to paranoia.

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Lincoln, Tania M; Mehl, Stephanie; Ziegler, Michael; Kesting, Marie-Luise; Exner, Cornelia; Rief, Winfried

2010-06-01

The assumption that a low sense of self-worth can give rise to paranoid delusions is relevant from a therapeutic perspective, but research has been inconsistent. The present study sought to investigate how interpersonal self-concepts and global self-worth relate to psychotic and depressive psychopathology in persons with psychosis. Participants with psychosis (n=83) and healthy controls (n=33) were assessed for global self-worth, interpersonal self-concepts, and dysfunctional beliefs using the Frankfurt Self-Concept Scale and the Dysfunctional Attitude Scale. Symptoms were assessed with the Positive and Negative Syndrome Scale, the Peters et al. Delusions Inventory, the Paranoia Checklist, and the Beck Depression Inventory. We hypothesized that perceived threat to self-worth, as expressed in dysfunctional acceptance beliefs and negative interpersonal self-concepts, would be uniquely associated with persecutory delusions. In contrast, low global self-worth would be strongly associated with symptoms of depression. Multiple regression analyses were used to investigate the association between symptoms and self-concepts. As expected, low global self-worth was associated with depression, whereas the more specific perception of not being accepted by relevant others was most clearly related to psychotic symptoms. Almost half of the variance in paranoia scores was explained by negative interpersonal self-concepts and the interaction between negative interpersonal self-concepts and dysfunctional acceptance beliefs. Thus, cognitive interventions for delusions might be improved by focusing more on interpersonal self-concepts. 2009. Published by Elsevier Ltd.

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

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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 resolution approaches. In addition to these findings, it was observed that females used self-disclosure (beta = -0.163, P 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.

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

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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.

Dance Movement: Effects on Elderly Self-Concept.

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Berryman-Miller, Sherrill

1988-01-01

An investigation into the effects of dance/movement programs on self-concept in older retired adults indicated that participants had higher, more positive self-esteem than nonparticipants and also had a heightened awareness of joint and muscle usage and body habits. (CB)

Aqueous self-cooled blanket concepts for fusion reactors

International Nuclear Information System (INIS)

Varsamis, G.; Embrechts, M.J.; Steiner, D.; Deutsch, L.; Gierszewski, P.

1987-01-01

A novel aqueous self-cooled blanket (ASCB) concept has been proposed. The water coolant also serves as the tritium breeding medium by dissolving small amounts of lithium compound in the water. The tritium recovery requirements of the ASCB concept may be facilitated by the novel in-situ radiolytic tritium separation technique in development at Chalk River Nuclear Laboratories. In this separation process deuterium gas is bubbled through the blanket coolant. Due to radiation induced processes, the equilibrium constant favors tritium migration to the deuterium gas stream. It is expected that the inherent simplicity of this design will result in a highly reliable, safe and economically attractive breeding blanket for fusion reactors. The available base of relevant information accumulated through water-cooled fission reactor programs should greatly facilitate the R and D effort required to validate the proposed blanket concept. Tests for tritium separation and corrosion compatibility show encouraging results for the feasibility of this concept

Self-Concept Education as a Motivator of Life Effectiveness

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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…

Self-concept in overweight adolescents | Pisk | South African Journal ...

African Journals Online (AJOL)

Background and objective. Adolescence is considered a critical stage of life, and one during which body image and self-concept are of particular importance for peer acceptance and approval. Body weight may impact on satisfaction or dissatisfaction in adolescent girls' self-concept. The aim of this research was to ...

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

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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.

Relationships among sexual self-concept, sexual risk cognition and sexual communication in adolescents: a structural equation model.

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Lou, Jiunn-Horng; Chen, Sheng-Hwang; Li, Ren-Hau; Yu, Hsing-Yi

2011-06-01

The purpose of this study was to test a model of sexual self-concept and sexual risk cognition affecting sexual communication in Taiwanese adolescents. Parent-adolescent sexual communication has been shown to influence adolescent sexual behaviour. Self-concept is an important predictor of human behaviour, especially sexual behaviour. Few researchers have assessed sexual self-concept in adolescents, despite its clear relevance to understanding adolescent sexual behaviour. A cross-sectional survey with convenience sampling was used in this study. In 2009, data were collected by questionnaire from 748 adolescent students at a junior college in Taiwan. The results revealed that the postulated model fits the data from this study well. Sexual self-concept significantly predicts sexual risk cognition and sexual communication. Sexual risk cognition significantly predicts sexual communication and has an intervening effect on the relationship between sexual self-concept and sexual communication. Sexual risk cognition is important in explaining sexuality in adolescents. Sexual self-concept has both direct and indirect effects on sexual communication. Our findings provide concrete directions for school educators in developing sexual health programmes to increase adolescent sexual self-concept and sexual communication with their parents. Future sexual health programmes about sexual self-concept and sexual risk cognition must add for increasing adolescent's sexual communication with their parents. © 2010 Blackwell Publishing Ltd.

Relationships among Aspects of Student Alienation and Self Concept

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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…

Psychological Adjustment among Israeli Adolescent Immigrants: A Report on Life Satisfaction, Self-Concept, and Self-Esteem.

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Ullman, Chana; Tatar, Moshe

2001-01-01

Examined self-concept, self-esteem, and life satisfaction among 119 immigrants to Israel from the former Soviet Union and 135 Israeli classmates. Immigrant adolescents reported less satisfaction with their lives and less congruence between their self-concept and the ways in which they were perceived by others. (SLD)

Free Choice or Adaptable Choice: Self-Determination Theory and Play

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King, Pete; Howard, Justine

2016-01-01

The authors explore the use of three basic tenets from Self-Determination Theory--competence, relatedness, and autonomy--for a definition of play that resists the current popular call for play to be freely chosen. They explore whether free play truly exists and whether complete choice constitutes an absolute requirement for children to consider…

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

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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.

Risky Play and Children’s Safety: Balancing Priorities for Optimal Child Development

Directory of Open Access Journals (Sweden)

David A. Sleet

2012-08-01

Full Text Available Injury prevention plays a key role in keeping children safe, but emerging research suggests that imposing too many restrictions on children’s outdoor risky play hinders their development. We explore the relationship between child development, play, and conceptions of risk taking with the aim of informing child injury prevention. Generational trends indicate children’s diminishing engagement in outdoor play is influenced by parental and societal concerns. We outline the importance of play as a necessary ingredient for healthy child development and review the evidence for arguments supporting the need for outdoor risky play, including: (1 children have a natural propensity towards risky play; and, (2 keeping children safe involves letting them take and manage risks. Literature from many disciplines supports the notion that safety efforts should be balanced with opportunities for child development through outdoor risky play. New avenues for investigation and action are emerging seeking optimal strategies for keeping children “as safe as necessary,” not “as safe as possible.” This paradigm shift represents a potential for epistemological growth as well as cross-disciplinary collaboration to foster optimal child development while preserving children’s safety.

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

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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.

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

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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 self-concept (r = 0.25, 95% CI 0.16-0.34, p self-concept (p 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.

492 Study Habit, Self-Concept and Science Achievement of Public ...

African Journals Online (AJOL)

Nekky Umera

student study habit and self-concept combined together and singularly predicted science ... Study skills are fundamental to academic success. A student who ... Motivation to engage or not in a task is significantly determined by self- concept or ...

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

Science.gov (United States)

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…

Physical self-concept and physical fitness in elderly individuals.

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Amesberger, G; Finkenzeller, T; Würth, S; Müller, E

2011-08-01

This investigation examined the relations between physical self-concept and physical fitness (endurance, balance, muscle strength, muscle power) for gaining knowledge about the interrelationship between subjective ratings and objective fitness scores in the elderly in three steps: (1) detecting correlations and changes in time, (2) clarifying the influence of gender, and (3) of a skiing intervention lasting 12 weeks. Physical self-concept was assessed using a modified version of the Physical Self-Concepts (PSK) scales (Stiller et al., 2004) reflecting three first-order factors (endurance, strength, general sportiness) and one second-order factor (global fitness). Objective fitness scores were obtained by VO(2 max), counter movement jump, concentric muscle strength, and static balance. The results reveal that elderly individuals' global physical self and general sportiness are mainly linked to VO(2 max) and concentric muscle strength. Global physical self is predicted by VO(2 max) in females and by physical strength (concentric muscle strength) in males, indicating gender differences. Over time, correlations between subjective ratings and objective fitness scores become stronger in the sense of convergent validity in the skiing intervention group, whereas convergent and divergent validity cannot be supported by data of the control group. In sum, physical self-concept is an important factor in the context of physical intervention programs in the elderly. © 2011 John Wiley & Sons A/S.

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

Science.gov (United States)

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,…

Correlation of Self Concept and Students’ Motivation at University of Cokroaminoto Palopo

Directory of Open Access Journals (Sweden)

Ahmad Adiwijaya

2015-02-01

Full Text Available Self – concept and motivation are two important terms in educational world. Self concept is a one of dominant factor influences the students motivation in learning Englsih as foreign or second language. Therefore, the purpose of this study is to describe: the correlation between self concept and students’ motivation at English students of Cokroaminoto Palopo University. The research used correlational design. The population was the sixth semester of English Departement of Cokroaminoto Palopo University. The sample of this research was selected by using random sampling. The collection of the data was done by using questionnaire. The result of the research shows that there is a significant correlation between self concept and students motivation in learning English at English Departement of Cokroaminoto Palopo University. It can be concluded that the correlation between self concept and students’ motivation is significant. The significant was smaller than 0.05 . it indicates that if self concept of students increases, therefore students motivation also increases.

Self-concept, self-esteem and psychopathological symptoms in persons with intellectual disability.

Science.gov (United States)

Garaigordobil, Maite; Pérez, José Ignacio

2007-05-01

The purpose of this study is two-fold: (a) to analyze self-concept, self-esteem, and psychopathological symptoms in individuals with and without intellectual disability; and (b) to explore whether there were gender differences in these same variables in both groups. The sample is made up of 170 participants aged 19 to 40, 128 without disability and 42 with intellectual disability. The methodology is descriptive. To measure the variables, three assessment instruments were applied: the "Listado de adjetivos para la evaluaci6n del autoconcepto en adolescentes y adultos" (LAEA; Garaigordobil, in press), the Rosenberg Self-Esteem Scale (RSE; Rosenberg, 1965), and the Revised Symptom Checklist-90 (SCL-90; Derogatis, 1983). The ANOVA showed that participants with intellectual disability scored significantly lower in self-concept and self-esteem, and higher in all the psychopathological symptoms except for somatization. The ANOVA did not reveal significant gender differences in any variables in either of the two groups.

Becoming physics people: Development of physics identity in self-concept and practice through the Learning Assistant experience

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Close, Eleanor

2016-03-01

The physics department at Texas State University has implemented a Learning Assistant (LA) program with reform-based instructional changes in our introductory course sequences. We are interested in how participation in the LA program influences LAs' identity both as physics students and as physics teachers; in particular, how being part of the LA community changes participants' self-concepts and their day-to-day practice. We analyze video of weekly LA preparation sessions and interviews with LAs as well as written artifacts from program applications, pedagogy course reflections, and evaluations. Our analysis of self-concepts is informed by the identity framework developed by Hazari et al., and our analysis of practice is informed by Lave and Wenger's theory of Communities of Practice. Regression models from quantitative studies show that the physics identity construct strongly predicts intended choice of a career in physics; the goal of our current project is to understand the details of the impacts of participation in the LA experience on participants' practice and self-concept, in order to identify critical elements of LA program structure that positively influence physics identity and physics career intentions for students. Our analysis suggests that participation in the LA program impacts LAs in ways that support both stronger ``physics student'' identity and stronger ``physics instructor'' identity, and that these identities are reconciled into a coherent integrated physics identity. In addition to becoming more confident and competent in physics, LAs perceive themselves to have increased competence in communication and a stronger sense of belonging to a supportive and collaborative community; participation in the LA program also changes their ways of learning and of being students, both within and beyond physics. This research and the TXST LA program are supported by NSF DUE-1240036, NSF DUE-1431578, and the Halliburton Foundation.

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

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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.

Confirmatory Factor Analysis of a School Self-Concept Inventory

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Chen, Yi-Hsin; Thompson, Marilyn S.

2004-01-01

One of the valued objectives of education is the enhancement of a positive self-concept, which itself is a mediating variable of other desired outcomes. To facilitate the assessment of this goal, reliable and valid scores on self-concept scales are required for the proper interpretation of related substantive issues. The main purpose of this study…

Family Conflict and Children's Self-Concepts: A Comparison of Intact and Single-Parent Families.

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Raschke, Helen J.; Raschke, Vernon J.

1979-01-01

Using the Piers-Harris Children's Self-Concept Scale to measure self-concept, and self-reports for family structure and family conflict, no significant differences in self-concept scores of children from intact, single-parent, reconstituted, or other types of families were found. Self-concept scores were significantly lower for children reporting…

myTREEHOUSE Self-Concept Assessment: preliminary psychometric analysis of a new self-concept assessment for children with cerebral palsy.

Science.gov (United States)

Cheong, Sau Kuan; Lang, Cathryne P; Hemphill, Sheryl A; Johnston, Leanne M

2017-06-01

To evaluate the preliminary validity and reliability of the myTREEHOUSE Self-Concept Assessment for children with cerebral palsy (CP) aged 8 to 12 years. The myTREEHOUSE Self-Concept Assessment includes 26 items divided into eight domains, assessed across three Performance Perspectives (Personal, Social, and Perceived) and an additional Importance Rating. Face and content validity was assessed by semi-structured interviews with seven expert professionals regarding the assessment construct, content, and clinical utility. Reliability was assessed with 50 children aged 8 to 12 years with CP (29 males, 21 females; mean age 10y 2mo; Gross Motor Function Classification System [GMFCS] level I=35, II=8, III=5, IV=1; mean Wechsler Intelligence Scale for Children - Fourth Edition [WISC-IV]=104), whose data was used to calculate internal consistency of the scale, and a subset of 35 children (20 males, 15 females; mean age 10y 5mo; GMFCS level I=26, II=4, III=4, IV=1; mean WISC-IV=103) who participated in test-retest reliability within 14 to 28 days. Face and content validity was supported by positive expert feedback, with only minor adjustments suggested to clarify the wording of some items. After these amendments, strong internal consistency (Cronbach's α 0.84-0.91) and moderate to good test-retest reliability (intraclass correlation coefficient 0.64-0.75) was found for each component. The myTREEHOUSE Self-Concept Assessment is a valid and reliable assessment of self-concept for children with CP aged 8 to 12 years. © 2017 Mac Keith Press.

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

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

2012-01-01

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

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

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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.

Intercorrelations of Some Measures of Self-Concept.

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Martin, John D.; Coley, Leslie A.

1984-01-01

Scores derived from the Coopersmith Self Esteem Inventory (SEI), Tennessee Self Concept Scale (TSCS), Slosson Intelligence Test (SIT), and Rotter's Internal-External Locus of Control (LOC) Scale were analyzed. Significant correlations were obtained between scores on these instruments. Race and SIT scores and age and LOC scores were also…

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

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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.

Practice and play as determinants of self-determined motivation in youth soccer players.

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Hendry, David T; Crocker, Peter R E; Hodges, Nicola J

2014-01-01

Based upon predictions derived from the Developmental Model of Sports Participation, we tested whether hours in domain-specific play (self-led activities) and practice (coach-led activities) during childhood (~5-12 year) in an elite group of youth soccer players from the UK (N = 144) were related to motivation. Independent analysis of three different age groups (Under 13, 15 and 17 year) did not show relations between play and practice activities during childhood and global measures of motivation. However, secondary analysis showed that when controlling for years in soccer, years in the UK Academy system were negatively related to global indices of self-determined motivation (SDI) and positively related to controlled motivation for the oldest players. Despite predictions, there was no evidence that play during childhood was positively related to more SDI. Prospective research is recommended to enable more robust conclusions about the role of early developmental practice activities, especially early specialisation in a high-performance system, on both skill and psychosocial development.

Preschoolers' cognitive and emotional self-regulation in pretend play : Relations with executive functions and quality of play

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Slot, Pauline Louise; Mulder, Hanna; Verhagen, Josje; Leseman, Paul

2017-01-01

The preschool period is marked by rapid growth of children's self-regulation and related executive functions. Self-regulation is considered an important aspect of school readiness and is related to academic and social–emotional outcomes in childhood. Pretend play, as part of the early childhood

CORRELATION BETWEEN SELF CONCEPT AND DEFENCE MECHANISM OF STUDENTS

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Fadhilla Yusri

2016-12-01

Full Text Available Basically every individual has a concept about himself. The concept which has been ingrained in each individual, would influence the behavior of that individuals in various aspects of their life including in facing the problems. Only a little of the students are able to solve the problem well. Sometimes to keep themselves right in a problem, they “form” defense mechanism. This research was conducted to reveal the correlation between self concept and defense mechanism of guidance and counseling students of  IAIN Bukittinggi. The population was the entire of guidance and counseling students that concist of 452 students, and 102 samples. The data was collected by using questionnaire that was processed using product moment technique in SPSS 21.0 version. The result shown that there is a significant correlation between self-concept and defense mechanism in facing the problem with the r calculated was 0.433. The strength of the correlation between self-concept  and defense mechanism of BK  students of IAIN Bukittinggi are at moderate or sufficient.

Trauma and psychosis: The mediating role of self-concept clarity and dissociation.

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Evans, Gavin John; Reid, Graeme; Preston, Phil; Palmier-Claus, Jasper; Sellwood, William

2015-08-30

Childhood trauma (CT) and psychosis may be associated. Drawing on the dissociation and social psychological literature, the current study examined the mediating role of structural aspects of self in explaining the relationship between childhood trauma and psychosis. Twenty-nine individuals with psychosis were compared with 31 healthy volunteers regarding childhood trauma, dissociation and self-concept clarity (SCC). High rates of maltreatment were found in the psychosis sample. Additionally, clinical participants reported more dissociation and less self-concept clarity. Mediational analyses were carried out on pooled data from across both clinical and non-clinical samples. These suggested that the influence of physical neglect in increasing the likelihood of experiencing psychosis was explicable through the effects of increased dissociation. Self-concept clarity mediated the relationship between psychosis and total childhood trauma, emotional abuse, physical abuse, emotional and physical neglect. Furthermore, dissociation and self-concept clarity were strongly correlated providing evidence that they may form a unitary underlying concept of 'self-concept integration'. The study provides further evidence of the link between childhood trauma and psychosis. Self-concept integration may be adversely affected by negative childhood experiences, which increases psychosis risk. Methodological limitations, clinical implications and suggestions for future research are considered. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Limited impact on self-concept in individuals with Lynch syndrome; results from a national cohort study

DEFF Research Database (Denmark)

Petersen, Helle Vendel; Esplen, Mary Jane; Ladelund, Steen

2011-01-01

. We used the national Danish HNPCC register to collect data on self-concept from 413 individuals with Lynch syndrome. The recently developed Lynch syndrome self-concept scale contains 20 items within two subscales related to stigma-vulnerability and bowel symptom-related anxiety. Significantly higher...... total scores, indicating a greater impact on self-concept, were reported by females and by individuals with experience from cancer in close relatives, whereas individuals with less formal education scored significantly higher on the stigma and vulnerability subscale. Scores in the upper quartile were...... more often reported by women (odds ratio 1.8) and by individuals with less education (OR 1.8). This study provides the first extended use of the Lynch syndrome self-concept scale and suggests that the majority of the Danish mutation carriers adapt well to the situation, though knowledge about...

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

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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.

On the Role of Discipline-Related Self-Concept in Deep and Surface Approaches to Learning among University Students

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Platow, Michael J.; Mavor, Kenneth I.; Grace, Diana M.

2013-01-01

The current research examined the role that students' discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which…

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

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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)

Facing a breakup: Electromyographic responses moderate self-concept recovery following a romantic separation

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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

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

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

2014-01-01

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

Impact of Psychological Variables on Playing Ability of University Level Soccer Players

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Ertan Tufekcioglu

2014-10-01

Full Text Available The purpose of the study was to find out the relationship between psychological variables and soccer playing ability among the university level male players. 42 soccer players representing different universities who participated in inter university competitions were selected as the subjects of the study. The dependent variable was soccer playing ability and independent variables were the selected psychological variables. Soccer playing ability was determined through a 10 point scale at the time of competitions. Psychological variables included achievement motivation, anxiety, self-concept and aggression. The data was statistically analyzed using Karl Pearson’s correlation coefficient and multiple regression analysis using SPSS. It was concluded that soccer playing ability has a positive correlation with achievement motivation and self-concept whereas anxiety and aggression have a negative correlation with soccer playing ability.

Impact of Gender Stereotype on Secondary School Students’ Self-Concept and Academic Achievement

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J. N. Igbo

2015-02-01

Full Text Available The aim of the study was to investigate the influence of gender stereotype as a predictor of secondary school students’ self-concept and academic achievement. The study was guided by four purposes, four research questions, and four hypotheses. The study adopted ex post facto design. The research sample was drawn from eight government/public senior secondary schools in Udi education zone. Nine schools were randomly selected from the 227 schools. A total of 342 senior secondary II school (SSII students made up the sample of the study. A 20-item students’ stereotype self-concept questionnaire (SSSCQ was adapted from Marsh’s Self Descriptive Questionnaire II (SDQII, and a 10-item students’ mathematics achievement test (SMAT was developed by the researchers after reviewing related literature. This was done with the help of experts in the areas. The instruments were face and content validated and used for the collection of data. In analyzing the data, mean and standard deviation were used in answering the research questions while a t test was used in testing the four hypotheses. The findings of the study indicate that gender stereotype has significant influence on students’ self-concept and academic achievement in favor of the male students. On the other hand, school location has significant influence on academic achievement of students but has no significant influence on students’ self-concept.

Utilizing Rogers' Theory of Self-Concept in mental health nursing.

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Hosking, P

1993-06-01

The work of mental health nurse is interactive in nature, the priority of which is the effective development and maintenance of a therapeutic relationship with clients. This field of nursing bases its practice on theories from many schools of thought in order to provide clients with the highest quality of care. One such theory is that of Carl Rogers whose practice as a psychotherapist was based on his Theory of Self-Concept. This paper examines the development of the Theory of Self-Concept from the works of Cooley, Mead, Allport and Rogers and relates to the therapeutic alliance between a primary nurse and a client who has been medically diagnosed as being 'depressed'. The implications for practice are considered and some of the difficulties of utilizing Rogers' theory on an in-patient unit are explored. The paper emphasizes the need for nurses to be aware of the use of such theories in order to enrich the care that clients receive. It also highlights the need for nurses to be aware of their own 'self' when working with clients, a state that can only be achieved if the nurses themselves have adequate clinical supervision and an environment which is supportive of such work.

Excessive computer game playing among Norwegian adults: self-reported consequences of playing and association with mental health problems.

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Wenzel, H G; Bakken, I J; Johansson, A; Götestam, K G; Øren, Anita

2009-12-01

Computer games are the most advanced form of gaming. For most people, the playing is an uncomplicated leisure activity; however, for a minority the gaming becomes excessive and is associated with negative consequences. The aim of the present study was to investigate computer game-playing behaviour in the general adult Norwegian population, and to explore mental health problems and self-reported consequences of playing. The survey includes 3,405 adults 16 to 74 years old (Norway 2007, response rate 35.3%). Overall, 65.5% of the respondents reported having ever played computer games (16-29 years, 93.9%; 30-39 years, 85.0%; 40-59 years, 56.2%; 60-74 years, 25.7%). Among 2,170 players, 89.8% reported playing less than 1 hr. as a daily average over the last month, 5.0% played 1-2 hr. daily, 3.1% played 2-4 hr. daily, and 2.2% reported playing > 4 hr. daily. The strongest risk factor for playing > 4 hr. daily was being an online player, followed by male gender, and single marital status. Reported negative consequences of computer game playing increased strongly with average daily playing time. Furthermore, prevalence of self-reported sleeping problems, depression, suicide ideations, anxiety, obsessions/ compulsions, and alcohol/substance abuse increased with increasing playing time. This study showed that adult populations should also be included in research on computer game-playing behaviour and its consequences.

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

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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…

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

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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

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

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Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

2017-09-18

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Development and Evaluation of Sensor Concepts for Ageless Aerospace Vehicles: Report 6 - Development and Demonstration of a Self-Organizing Diagnostic System for Structural Health Monitoring

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Batten, Adam; Edwards, Graeme; Gerasimov, Vadim; Hoschke, Nigel; Isaacs, Peter; Lewis, Chris; Moore, Richard; Oppolzer, Florien; Price, Don; Prokopenko, Mikhail;

Self-transcendence: a concept analysis for nursing praxis.

Science.gov (United States)

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.

The True Self: A Psychological Concept Distinct From the Self.

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Strohminger, Nina; Knobe, Joshua; Newman, George

2017-07-01

A long tradition of psychological research has explored the distinction between characteristics that are part of the self and those that lie outside of it. Recently, a surge of research has begun examining a further distinction. Even among characteristics that are internal to the self, people pick out a subset as belonging to the true self. These factors are judged as making people who they really are, deep down. In this paper, we introduce the concept of the true self and identify features that distinguish people's understanding of the true self from their understanding of the self more generally. In particular, we consider recent findings that the true self is perceived as positive and moral and that this tendency is actor-observer invariant and cross-culturally stable. We then explore possible explanations for these findings and discuss their implications for a variety of issues in psychology.

High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.

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Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva; Motschenbacher, Monika; Vogl, Katharina; Scherrer, Vsevolod; Schneider, Wolfgang

2017-11-23

Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Self-Concept in Student Learning and Motivation Truant : Descriptive-Correlational Studies

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Erlina Harahap

2017-08-01

Full Text Available This research is aimed describ the learning motivation and self-concept of students who truant. This study used a descriptive quantitative method. The research conducted by the students of SMAN 5 Padangsidimpuan in the period of 2015/2016 with the total of the population was 420 students. Amount of research sample was 36 students and had been chosen by using purposive sampling technique. An instrument employed in this study was a Likert-scaled questionnaire. Data were analyzed by using percentage technique and the relationship between the two variables was analyzed by using nonparametric statistic, that is Spearman’s Coefficient of Rank Correlation. Results of this research are just like the following: 1 participants’ level of achievement on self-concept of students who truant is about 69,8%, 2 participants’ level of achievement on learning motivation of students who truant is about 69,2%, and 3 correlation coefficient of self-concept and learning motivation of students who truant is about 0,581. Therefore, it can be concluded that students who truancy have very low self-concept and learning motivation, and there is a significant relationship between self-concept and learning motivation. The implication in guidance counseling services is to create a service program which can increase self-concept and be learning motivation of students who truant

[Preliminary study on self-concept psychological feature of cleft lip and palate adolescents].

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Liao, Rui; Zheng, Qian; Shi, Bing; Wang, Yan; Li, Ling; Dong, Rui; Shi, Jin; Yang, Chao

2006-06-01

To obtain the self-concept psychological feature of cleft lip and palate (CLP) adolescents further and accurately, and offer reasons for timely and pointed psychological intervention. Based on the procedure and criteria of development of psychological questionnaire, a psychological questionnaire for CLP adolescents was designed. 93 CLP and 88 healthy adolescents were studied by using it and their half-quantified score raging 0-9 were analyzed statistically. (1) There was no statistical difference between CLP and normal adolescents, scored 5.91 and 5.66 respectively, which demonstrated that the self-concept of CLP adolescents was at a normal level without obvious passive tendency. (2) There was no significant difference between genders, but boys were more extroversion while girls did better on being unyielding and releasing strain. (3) CLP adolescents had a higher ability of psychological regulation and could face failure more bravely. CLP patients were in a tendency of protective behavior inhibition, companied less, and maximized delight mood unconsciously to decrease harm from enviroment. (4) CLP adolescents had a good parentage. (5) A majority of patients had low expectation of life-quality. (6) Much of CLP patients considered that speech was more important than appearance. Self-concept of CLP adolescents have normal self-concept and do better in psychological regulation and dependence than normal ones.

Adolescents' perception of the aged, self-concept and locality as ...

African Journals Online (AJOL)

... the aged (B=.47, p<.05). The result also showed that self-concept and locality did not significantly predict willingness to help the aged. The implication and limitations were discussed and suggestions were made for further study. Keywords: Bystander-intervention, social –responsibility, self-concept, Gender, Adolescents, ...

Effects of Students' Attitude and Self-Concept on Achievement in ...

African Journals Online (AJOL)

The other area is the non-cognitive domain, which includes variables such as socio-economic status, students' attitude, personality determinants, peer group influence, self-concept, anxiety, etc. As a result of this, this study investigated the effects of attitude and self-concept on achievement in senior secondary school ...

The Effectiveness of Psychological Services of Rehabilitation Period on Addictions’ Negative Self Concept, Anxiety, Depression and Self Esteem

Directory of Open Access Journals (Sweden)

Sasan Bavi

2010-02-01

Full Text Available Objective: The purpose of this study was to investigate the effectiveness of Psychological services of rehabilitation period on negative self concept, anxiety, depression and self esteem of T.C. addicts of Ahwaz city in 1386-1387. Method: The research design was semi experimental namely: pretest-posttest with one group. Population was all self reported addicts that accepted in Ahwaz T.C. center for 4 months period. The sample was 50 addicts who were selected by available sampling. Before psychological services pre test was administered. The questionnaires were administered in this research were Rogers's self concept, Cattle’s anxiety, Beck's depression and Copper Smith's self esteem questionnaire. Results: the results showed that the psychological services were effective on reduction of addicts’ negative self concept, depression, and anxiety also, on increasing of their self esteem. Conclusion: The results showed that participation of T.C. and using of psychological services can be affected on reduction of negative self concept, depression, and anxiety also, on increasing of self esteem.

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

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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.

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

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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…

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

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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.

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

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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.

Self-care among Nursing Students: Determining Constructive Concepts of Self-care using Factor Analysis

OpenAIRE

Shintani, Keiko

2006-01-01

In an effort to clearly defi ne the constructive concepts of self-care among nursing students, in the present study a survey was conducted a survey of 655 individuals, comprised of 260 college nursing students and 395 vocational school nursing students. We found four factors of constructive concepts of self-care among nursing students, which included maintaining diet, coping with stress, maintaining habits and regulating lifestyle patterns, and maintaining interpersonal relationships.

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

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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.

Self-concept as a significant determinant of brand choice and consumer buying behaviour

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Starčević Slađana

2011-01-01

Full Text Available The need to predict consumer behavior outcomes is considered to be a very important issue for marketers. Today, one of the most popular psychological constructs in social sciences and marketing is the self-concept, as the total sum of ideas, thoughts and feelings through which individual can describe themselves in regards to other individuals in socially determined environment. The importance of self-concept in predicting consumer behavior and choice of brands has been recognized by many researchers. People tend to maintain and reinforce their self-concept by consumption of brands that have an image and personality in accordance to their own self-concept. Many studies have confirmed that high level of congruency between brand image/personality and consumer self-concept have positive influence on brand attitudes, preferences, evaluation of brands, buying intentions, satisfaction and brand loyalty. In this study, we have researched how has self-concept, as a psychological construct, gained in importance in the field of marketing research and practice. The concept is analyzed simultaneously as a psychological and marketing construct. By presenting literature review, we have also analysed the consequences of congruence between brand image/brand personality and consumer self-concept on consumer behavior and choice of brands. We have also pointed out the significance and references connected with the use of this concept for practical purposes in the realm of brand management. .

Peer relations in adolescents: effects of parenting and adolescents' self-concept.

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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.

On the relation between the concepts of self and ego in Kohut's psychology of the self.

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Treurniet, N

1980-01-01

The concept of self is connected with its counterpart in the concepts of objective, subjective and transitional reality. The potential space of the Self is shown to be restricted rather than enhanced by an overemphasis on the role of empathy. This overemphasis is then related to narcissistic problems in the analyst himself. Self-psychology turns back the clock as it splits instead of integrates its relation with psychoanalysis, reducing so-called "classical analysis" to rigid conflict psychology as opposed to self-psychology, which claims the most central functions of the ego thereby confiscating the third episode in the development of the ego concept in Freud's work. Kohut's description of the transitional process in the psychoanalytic situation predominantly in terms of only one of its constituents, the empathic immersion, is considered to be related to his position vis-à-vis the drives. Using only experiential, as opposed to observational, categories he cannot but arrive at the conclusion that drive intensity is not the cause of central pathology but its result. This creates an imbalance in the clinical view that not only narcissistic mortification indeed produces drive manifestations but on the other hand intensive drive impulses also may produce a severe narcissistic mortification. An attempt is made to find theoretical conceptualizations preserving drive psychology as well as self-psychology by differentiating between a function and its content, i.e. the product of that function, the representation. The interdependence in the "working relation" of self and ego, of subjective experiencing and objective functioning, of our sense of freedom and our conviction of determinism is clarified. The seeming contradictions and conceptual confusion might also be related to an insufficient distinction between our two basic modes of perceiving the world, diacritic and coenaesthetic perception.

A Structural Equation Modelling of the Academic Self-Concept Scale

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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…

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

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

2011-01-01

Developing a sexual self-concept is an important developmental task of adolescence; however, little empirical evidence describes this development, nor how these changes are related to development in sexual behavior. Using longitudinal cohort data from adolescent women, we invoked latent growth curve analysis to: (1) examine reciprocal development…

Applications of the Aqueous Self-Cooled Blanket concept

International Nuclear Information System (INIS)

Steiner, D.; Embrechts, M.J.; Varsamis, G.; Wrisley, K.; Deutch, L.; Gierszewski, P.

1986-01-01

In this paper a novel water-cooled blanket concept is examined. This concept, designated the Aqueous Self-Cooled Blanket (ASCB), employs water with small amounts of dissolved fertile compounds as both the coolant and the breeding medium. The ASCB concept is reviewed and its application in three different contexts is examined: (1) power reactors; (2) near-term devices such as NET; and (3) fusion-fission hybrids

Climacteric symptoms and their relation to feminine self-concept.

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Quiroga, A; Larroy, C; González-Castro, P

2017-06-01

To investigate women's subjective experiences in the climacteric transition, especially the impact of self-concept, quality of life and depression on the severity of climacteric symptoms. Non-experimental, cross-sectional study, purpose sampling. To analyze the results, we proposed a three-way interaction, in which the direct effect of depression on the severity of climacteric symptoms would be buffered by perceived sexual quality of life, and mediated by self-concept. As hypothesized, depression significantly predicted self-concept, which in turn mediated the severity of climacteric symptoms. In a second stage of the model, sexual quality of life moderated the direct effect of depression on climacteric symptoms, such that women with a better sexual quality of life would perceive less severity of climacteric symptoms than those with a less favorable sexual quality of life. Physical quality of life did not significantly buffer the direct effect of depression on climacteric symptoms, nor did vasomotor or psychosocial quality of life. Our study confirmed the impact of subjective factors such as satisfaction, self-concept, and quality of life on climacteric symptoms; specifically, we observed the moderating effect of the sexual quality of life on the previously established correlation between depression and aggravation of climacteric symptoms.

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

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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…

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

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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.

The general practice of Judo in the formation of self-concept, self-esteem and school performance in children of the first cycle of basic education

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Marco Alexandre da Silva Batista

2013-11-01

Full Text Available This study aims to relate the practice of Judo with the formation of self-concept, self-esteem and school performance in students from lower primary.The sample has been composed of 531 Portuguese students of which 295 (55.6% are children and 236 (44.4% children, with an average of 9.13 years. From this sample, 394 subjects (74% practiced at least one formal exercise extra-curricular character, and 96 students (24% practiced Judo, with an experience of 9 months to 5 years, and graduations between white belt and green belt.As data collection instrument was used Self-Concept Scale Susan Harter validated for the Portuguese population (Martins, Peixoto, Mata, & Monteiro, 1995. Focus groups were developed with Judo coaches and officials education with the intention of evaluating opinions about the practice of Judo and its importance and relationship to the variables studied. The results show that the practice of judo promotes positive developments in the formation of self-concept and self-esteem, also improving school performance.

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

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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

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

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Baoshan Zhang

2017-07-01

Full Text Available 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.

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

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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 Concept of Khudi (The Self in Iqbal’s The Secrets of the Self

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Aurang Zeb

2015-06-01

Full Text Available This article is an attempt to study the concept of “Khudi” in Iqbal’s The Secrets of the Self not only on theoretical grounds but also on account of its poetic expression. This research article focuses upon Iqbal’s inventive doctrine of the self; and all the subsequent works of Iqbal supplemented and further refined this central concept. The dominant idea that Iqbal emphasizes is that knowing oneself is in fact an immediate perception of God. He focuses his attention on the individual “I”, thus shifting the emphasis from divine to human. The path of recognition of the self is the path that takes one to a contact with the Absolute. Iqbal’s whole conception of the growth of the selfhood consists of three levels: i-                     the self and “I am ness (intrapersonal ii-                   the self and the other (interpersonal iii-                  the self and God (transpersonal The first level of the self and “I am ness” can be likened to the first (lowermost level of psychological needs in Maslow’s Hierarchy of Needs. At this level the self is just conscious of its own self. This “I am ness” marks the first awakening of the self. The self cannot think beyond itself until and unless the physiological needs are satisfied. The other level of “the self and the other” can be linked to psychological and social needs. After the station of the biological or physiological needs, the self yearns for security and stability. Here, at this level, the self is able to recognize the other that is to see oneself in the light of the other. When physiological and safety needs are fairly satisfied as Maslow suggests, “People have belongingness and love needs---they feel the need that they belong somewhere instead of being transient or newcomers---“(Hall 204. Relatedness is a need of belongingness, which starts from our natural ties with our mother and reaches to universal

Nonconformity defines the self: the role of minority opinion status in self-concept clarity.

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Morrison, Kimberly Rios; Wheeler, S Christian

2010-03-01

Drawing on distinctiveness and social identity theories, the present studies tested whether minority opinion holders would have a more clearly defined sense of self than majority opinion holders. In Study 1, participants who were induced to believe that they held a minority opinion on a controversial issue had higher subsequent self-concept clarity scores than did those who were induced to believe that they held a majority opinion, controlling for self-esteem. Furthermore, the relationship between minority opinion status and self-concept clarity was strongest among participants whose opinions were highly expressive of their values (Studies 2 and 3), as well as among participants who identified strongly with the group in which they were a minority (Study 3). Theoretical and practical implications of these results are discussed.

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

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

2010-01-01

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

IMPACT OF SELF-CONCEPT OF DISABLED LEARNERS ON INCLUSIVE PHYSICAL EDUCATION

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Mohammed ALI,

2012-08-01

Full Text Available 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 inclusiveness in school to different groups of excluded children, the need to thoroughly examine the psychological frame of mind of these children is now more important than ever before. Consequently, this paper sought to uncover the fundamental tenets of self-concept of disabled learners and highlight the key characteristics of disabled children. The paper concludes by with an analysis of the major impacts that disabled learners self-concept has on participation in physical education activities.

Self-Concept, Values Orientation, and Teaching Performance Among Hospitality Educators

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Joy D. Jocson

2014-02-01

Full Text Available This survey-correlational study aimed to investigate the self-concept, values orientation, and teaching performance among hospitality educators of the West Visayas State University System. The study was conducted in January 2013 and utilized 42 randomly selected hospitality educators as participants. The simple random sampling method was used in the selection of the participants. Three (3 standardized and published datagathering instruments were adapted to obtain the data for the study. To ascertain the degree of self-concept, Girdano and Everly’s (1979 Self-perception Test instrument was used. In determining the pre-dominant values orientation, Rokeach’s (1973 Value Survey Form used by Rabago (1988 was utilized. To ascertain the level of teaching performance, the WVSU F-PES was employed. Frequency counts, rank, percentage analyses, mean scores, and standard deviations were employed as descriptive statistics; while t-test for independent samples, one-way ANOVA, and Pearson’s Product Moment Coefficient of Correlation (Pearson’s r were employed as inferential statistics. The criterion for the acceptance or rejection of the null hypotheses was set at .05 alpha level. The results of the study revealed that, generally, the hospitality educators had outstanding teaching performance and strong self-concept. Family security, salvation, and happiness were their most important terminal values while social recognition, a world of beauty and pleasure were their least important values. Loving, responsible, and honest were their most important instrumental values and imaginative, ambitious, and clean were their least important values. In terms of teaching performance, no significant differences existed when hospitality educators were classified according sex, age, civil status, educational attainment, status of employment and number of years in teaching. Significant differences existed in the degree of self-concept among hospitality educators grouped

Advances in the self-burial concept for deep geological disposal of radioactive waste

International Nuclear Information System (INIS)

Logan, S.E.

1996-01-01

The self-burial concept for deep geological disposal of high-level radioactive waste seeks to utilize the radioactive decay heat emitted by the wastes to melt rock and allow descent by gravity into crystalline rock for isolation. Logan developed the governing equations for the self-disposal process in a paper published in 1973 and 1974 showing that moderate waste concentrations in capsules 1 to 2 m in diameter could descend through granite or basalt to considerable depths, in some cases grater than 10 km. Safety considerations related to filling, handling, and initial cooling of such large capsules prior to release, plus the severe container material environment, has prevented use of the concept. Byalko in Russia recently proposed using a sulfur-filled borehole as a conduit for conveying small capsules down to an accumulation zone at a safe depth of several kilometers. This advance in the self-burial concept overcomes previous problems with self-burial. First, capsules of 0.3 m or less in diameter are relatively simple to fill and handle. Second, investigations indicate that once emplaced at an initial accumulation depth, rock-melting can proceed without an enveloping waste container

An Overview of Self-Concept Theory for Counselors. Highlights: An ERIC/CAPS Digest.

Science.gov (United States)

Purkey, William W.

This overview of the self-concept theory describes how people organize and interpret their personal existence. It discusses the beginnings and recent history of the self-concept theory, and presents three major qualities of self-concept: that it is learned, organized, and dynamic. It asserts that individuals have relatively boundless potential for…

Anxiety and Self-Concept of Learning Disabled Children.

Science.gov (United States)

Margalit, Malka; Zak, Itai

1984-01-01

One hundred learning disabled (LD) and 118 nondisabled children (six-13 years old) participated in the study which demonstrated significantly higher anxiety and lower self-concept in the first group. The differences emphasized the self-dissatisfaction of the LD group and their pawning related anxiety. (Author/CL)

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

Science.gov (United States)

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)

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

Science.gov (United States)

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 self-esteem, self-concept, adjustment in school, general wellbeing and evokes disturbed parent-child relationship.

Shame and implicit self-concept in women with borderline personality disorder.

Science.gov (United States)

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.

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

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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…

Study of the Relationship Between Nurse Self-Concept and Clinical Performance Among Nursing Students

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Badiyepeymaie Jahromi

2015-09-01

Full Text Available Background Scholars believe that if nursing students appreciate the value of their services, their sense of professionalism will increase and performance will improve. Nevertheless, little is known about the relationship between nursing students’ professional self-concept and clinical performance. Objectives This study examines the relationship between nurse self-concept and clinical performance among nursing students. Patients and Methods This cross-sectional analytical study employed the census method. The sample comprised 86 senior and junior nursing students at Jahrom university of medical sciences. Nurse self-concept and clinical performance were measured by using the nurses’ self-concept questionnaire (NSCQ, and the 6-dimension scale of nurse performance (6-DSNP, respectively. Results The mean and standard deviation of nurse self-concept and clinical performance scores were 5.46 ± 1.11 and 2.94 ± 1.45, respectively. Nurse self-concept was related to clinical performance (r = 0.24, P = 0.02. Total NSCQ scores were significantly related to four of the 6-DSNP dimensions: planning and evaluation, interpersonal relations and communication, critical care, and leadership. Conclusions Attempts should be made to enhance students’ nurse self-concept during their education. Counseling, improving public respect for nurses, and implementing measures to enhance students’ professional self-concept are essential for improving their performance.

The Development of a Scientific Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning

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Gomes, Judith; Fleer, Marilyn

2017-07-01

There are a growing number of studies that have examined science learning for preschool children. Some research has looked into children's home experiences and some has focused on transition, practices, routines, and traditions in preschool contexts. However, little attention has been directed to the relationship between children's learning experiences at preschool and at home, and how this relationship can assist in the development of science concepts relevant to everyday life. In drawing upon Hedegaard's (Learning and child development, 2002) cultural-historical conception of motives and Vygotsky's (The collected works of L.S. Vygotsky: problems of general psychology, 1987) theory of everyday and scientific concept formation, the study reported in this paper examines one child, Jimmy (4.2 years), and his learning experiences at home and at preschool. Data gathering featured the video recording of 4 weeks of Jimmy's learning in play at home and at preschool (38.5 h), parent questionnaire and interviews, and researcher and family gathered video observations of home play with his parents (3.5 h). Findings show how a scientific motive develops through playful everyday learning moments at home and at preschool when scientific play narratives and resources are aligned. The study contributes to a more nuanced understanding of the science learning of young children and a conception of pedagogy that takes into account the reciprocity of home and school contexts for learning science.

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

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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…

Responsive self-preservation: Towards an anthropological concept of responsiveness

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Kasper Lysemose

2013-12-01

Full Text Available The aim of this paper is to catch up with a conjecture designated by the term ‘responsive self-preservation’. This term appears neither strikingly beautiful nor intuitively understandable. Obviously it is a convoluted terminus technicus in need of conceptual clarification. The reasons for introducing it should therefore be good. That this is the case cannot be guaranteed from the outset. What can be offered here is a substitution of good reasons with high ambitions: the concept of ‘responsive self-preservation’ is designed to illuminate the conditio humana. In all brevity the claim is that human beings are responsive beings. This means that they do not just exist. In order to do so, they must respond to their existence. On the one hand the inner drive and utmost aspiration in human responsiveness therefore lies in self-preservation. On the other hand self-preservation is thoroughly transformed when embedded into human responsiveness. The article will thus use the concept of responsiveness and the concept of self-preservation to mutually clarify each other – in order to open the possibilities and avoid the pitfalls in each of them. In doing so, it aspires to intervene in contemporary philosophical anthropology.

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

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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.

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

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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…

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

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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…

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

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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 concept ratings were related to lower estimated premorbid IQ and poorer verbal fluency and delayed memory (p concept change (p concept as significantly more negative than the non-cued group (p 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.

Preschoolers' Cognitive and Emotional Self-Regulation in Pretend Play: Relations with Executive Functions and Quality of Play

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Slot, Pauline Louise; Mulder, Hanna; Verhagen, Josje; Leseman, Paul P. M.

2017-01-01

The preschool period is marked by rapid growth of children's self-regulation and related executive functions. Self-regulation is considered an important aspect of school readiness and is related to academic and social--emotional outcomes in childhood. Pretend play, as part of the early childhood curriculum, is hypothesized to support…

The Relationships between Teachers' Self-Concepts and their ...

African Journals Online (AJOL)

The goal of this study was to explore the relationships between teachers' self concepts and their classroom interaction patterns. The sample comprised 70 Junior Secondary School Teachers in the three Educational Zones in Cross River State. The two instruments used for the study were (i) The Adjective Self Description ...

SUSTAINABLE DEVELOPMENT, A MULTIDIMENSIONAL CONCEPT

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TEODORESCU ANA MARIA

2015-06-01

Full Text Available Sustainable development imposed itself as a corollary of economic term "development". Sustainable development is meant to be the summation of economic, environmental and social considerations for the present and especially for the future. The concept of sustainable development plays an important role in european and global meetings since 1972, the year it has been set for the first time. Strategies necessary to achieve the objectives of sustainable development have been developed, indicators meant to indicate the result of the implementation of policies have been created, national plans were oriented towards achieving the proposed targets. I wanted to highlight the multidimensional character of the concept of sustainable development. Thus, using specialized national and international literature, I have revealed different approaches of one pillar to the detriment of another pillar depending on the specific field. In the different concepts of sustainable development, the consensus is undoubtedly agreed on its components: economic, social, environmental. Based on this fact, the concept of sustainability has different connotations depending on the specific content of each discipline: biology, economics, sociology, environmental ethics. The multidimensional valence of sustainable development consists of three pillars ability to act together for the benefit of present and future generations. Being a multidimensional concept, importance attached to a pillar over another is directed according to the particularities of each field: in economy profit prevails, in ecology care of natural resources is the most important, the social aims improving human living conditions. The challenge of sustainable development is to combine all the economic, environmental and social benefits and the present generation to come. Ecological approach is reflected in acceptance of limited natural resources by preserving natural capital. In terms of the importance of

25 Years of Self-organized Criticality: Concepts and Controversies

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Watkins, Nicholas W.; Pruessner, Gunnar; Chapman, Sandra C.; Crosby, Norma B.; Jensen, Henrik J.

2016-01-01

Introduced by the late Per Bak and his colleagues, self-organized criticality (SOC) has been one of the most stimulating concepts to come out of statistical mechanics and condensed matter theory in the last few decades, and has played a significant role in the development of complexity science. SOC, and more generally fractals and power laws, have attracted much comment, ranging from the very positive to the polemical. The other papers (Aschwanden et al. in Space Sci. Rev., 2014, this issue; McAteer et al. in Space Sci. Rev., 2015, this issue; Sharma et al. in Space Sci. Rev. 2015, in preparation) in this special issue showcase the considerable body of observations in solar, magnetospheric and fusion plasma inspired by the SOC idea, and expose the fertile role the new paradigm has played in approaches to modeling and understanding multiscale plasma instabilities. This very broad impact, and the necessary process of adapting a scientific hypothesis to the conditions of a given physical system, has meant that SOC as studied in these fields has sometimes differed significantly from the definition originally given by its creators. In Bak's own field of theoretical physics there are significant observational and theoretical open questions, even 25 years on (Pruessner 2012). One aim of the present review is to address the dichotomy between the great reception SOC has received in some areas, and its shortcomings, as they became manifest in the controversies it triggered. Our article tries to clear up what we think are misunderstandings of SOC in fields more remote from its origins in statistical mechanics, condensed matter and dynamical systems by revisiting Bak, Tang and Wiesenfeld's original papers.

Self-Concept Change in Behavior Modification