"The fact that we found consistent support for our hypotheses across different subject populations…mixed methods…and complementary methods of self-concept clarity…highlights the robustness of living abroad on self-concept clarity", the researchers write.
|
|
It really messes up your self-concept if you go modest but feel sloppy.
|
|
"Feeling impure or immoral is a threat to one's moral self-concept," Kouchaki says.
|
|
Stefánie denies that growing up in such a climate had any effect on her self-concept.
|
|
"To reduce dissonance, we have to modify the self-concept or accept the evidence," Ms. Tavris said.
|
|
"We all have a certain comfort zone when it comes to our moral self-concept," Kouchaki says.
|
|
But of course his own self-concept as rightful ruling class elite depends on him not understanding it.
|
|
These results suggest that time abroad increases self-discerning reflection and in turn this leads to greater self concept clarity.
|
|
"See if you can take a step back and separate that dream from your self-concept and your identity," she says.
|
|
Every election is a fight for larger portions of our self-concept — leading to an ever more desperate need for victory.
|
|
The first step for many trans people when they come out is choosing a name that better aligns with their self-concept.
|
|
The norm of honesty is typically learned from an early age and as a result becomes part of an individual's self-concept.
|
|
"We found that students with higher academic self-concept are more likely to report participating more in small-group discussions," the researchers report.
|
|
The study found that subjects who reflected on living abroad reported higher self-concept clarity than those who reflected on living at home.
|
|
Some reflected on how in retrospect their own decisions didn't add up, that ghosting was more of an acrobatic way to preserve their self-concept.
|
|
"There are implications for self-loathing, self-concept, shame, access to support networks, and adequate sexual health services" Kayhan, Faizi, and Mahmudi were married with families.
|
|
"There's some evidence that women are more emotionally skilled than men," says Erica Slotter, PhD, an assistant psychology professor at Villanova University who researches relationships and self-concept.
|
|
Grinding out a teacher-teacher season in your thirties is fucking terrible when you're not injured and you have the sky-high self concept of, for instance, a professional athlete.
|
|
Expert opinion: Grace Larson, a researcher at Northwestern University, told me that this desire to accept invitations was likely driven by my need to regain self-concept after the breakup.
|
|
Greater clarity can also have a practical advantage: International students who'd spent more time living abroad reported feeling clearer about their future career direction, an outcome that was mediated by increased self-concept clarity.
|
|
But this is the most relevant snippet given the past few months' discussion of Twitter's self-concept: DORSEY: Upon further reflection, we are being used more like what you would find in Washington Square Park.
|
|
For instance, an introvert who failed to meet the challenge of introducing themselves to a stranger might have adjusted their self-concept to consider themselves even more of an introvert than they had done before.
|
|
"In addition to superb judgment under utmost pressure, by checking his aircraft twice to ensure there were no passengers left behind he epitomized the 'service before self' concept we strive to instill in our cadets," Regni said.
|
|
Skin color, national origin, whether one lives in the mainland United States or outside of it, and one's ability to speak Spanish, not to mention gender and sexual orientation, all play a role in one's self-concept.
|
|
Clear instructions, positive feedback, and flexible hours are all undoubtedly appreciated, but for leaders who want to keep their employees engaged for as long as possible, understanding their need for a positive moral self-concept might be key.
|
|
The ways that Pete Carroll spoke to some deeper ideal and aspirational self-concept in USC fans made him immortal in a way that the disgrace that chased him out of town and those years of retroactively vacated wins cannot erase.
|
|
Other studies the researchers conducted, including in some cases with students from dozens of different countries, led them to conclude that it's total time spent living abroad—rather than the number of different countries lived in—that makes for greater self-concept clarity.
|
|
To empirically study self-concept, he used four different conceptual models to illustrate the concept of self: Self- Concept as Content, Self-Concept as Semantic Space, Self-Concept as Hierarchy of Selves, and Self-Concept as Theory. The findings suggested that adolescent caring exemplars formulated their self-concept differently from comparable peers. In a hierarchy of selves model, exemplars were shown to incorporate their "ideal self" into their "actual self". Among the exemplar group there was more incorporation of parental representations with the "actual self".
|
|
One's self-perception is defined by one's self-concept, self-knowledge, self- esteem, and social self. One's self-concept (also called self-construction, self-identity, self-perspective or self-structure) is a collection of beliefs about oneself. Generally, self-concept embodies the answer to "Who am I?". One's self-concept is made up of self-schemas, and their past, present, and future selves.
|
|
The Tennessee Self-Concept Scale is a self-concept measure developed by William H. Fitts in 1965.Fits, W. H. "Tennessee Self-concept Scale". Nashville: Counselor Recordings Tests, 1964. An updated version, the TSCS-2 has been published by Western Psychological Services since 1996.
|
|
Development of one's sexual self-concept can occur even before sexual experiences begin. An important part of sexual self-concept is sexual esteem, which includes how one evaluates their sexuality (including their thoughts, emotions and sexual activities).Snell, W. E. (1998). The multidimensional sexual self-concept questionnaire.
|
|
Sarah Mercer's journal article entitled Language learner self-concept: Complexity, continuity and change, published in System in 2011, investigated the nature and dynamics of self-concept in language learning. She found that self-concept is perhaps best conceived of as a complex, multilayered, multidimensional network of interrelated self-beliefs.
|
|
An important factor of physical self-concept development is participation in physical activities. It has even been suggested that adolescent involvement in competitive sports increases physical self-concept.
|
|
A study investigated the effects on self- concept of Rational Emotive Behavior Therapy and auditory subliminal stimulation (separately and in combination) on 141 undergraduate students with self-concept problems. They were randomly assigned to one of four groups receiving either Rational-Emotive Therapy, subliminal stimulation, both, or a placebo treatment. Rational-Emotive Therapy significantly improved scores on all the dependent measures (cognition, self-concept, self-esteem, anxiety), except for behavior. Results for the subliminal stimulation group were similar to those of the placebo treatment except for a significant self-concept improvement and a decline in self-concept related irrational cognitions.
|
|
A collection of self-schemas makes up one's overall self-concept. For example, the statement "I am lazy" is a self-assessment that contributes to self- concept. Statements such as "I am tired", however, would not be part of someone's self-concept, since being tired is a temporary state and therefore cannot become a part of a self-schema. A person's self-concept may change with time as reassessment occurs, which in extreme cases can lead to identity crises.
|
|
At this point, children are developmentally prepared to interpret their own feelings and abilities, as well as receive and consider feedback from peers, teachers, and family. In adolescence, the self-concept undergoes a significant time of change. Generally, self-concept changes more gradually, and instead, existing concepts are refined and solidified. However, the development of self-concept during adolescence shows a "U"-shaped curve, in which general self-concept decreases in early adolescence, followed by an increase in later adolescence.
|
|
The reconstruction method focuses on correcting errors within traditional, Eurocentric psychology so that Black people have access to more culturally sensitive models of psychology. The method specifically examines the ideas of Black self-concept, racial identity, and cultural mistrust. The reconstructionist approach argues that psychology should stop centering the Black self-concept around Eurocentric psychological ideas and instead redefine the Black self-concept as separate. Reconstructionists argue that without differentiating the Black self-concept, traditional psychologists will continue to spread inaccurate narratives about Black people.
|
|
According to the BFLPE it is better for academic self-concept (ASC) to be a high achiever in a reference group of relative low achievers than it is to be a high achiever in a reference group of high achievers. The BFLPE is thought to be produced by two opposing social comparison effects, assimilation and contrast effects. An assimilation effect is when the individual's self-concept is pulled toward the comparison target, leading to a positive relationship between self-concept and the comparison group. A contrast effect is when the individual's self-concept is pushed away from the comparison target, leading to a negative relationship between self-concept and the comparison group.
|
|
In 2011 Towards an Understanding of Language Learner Self-Concept was published by Springer Publishing. In this book, Mercer investigates the nature and development of language and learner self- concept. The book provides a deep insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning process. In her most-cited journal article entitled Language learner self-concept: Complexity, continuity and change, published in System in 2011, Mercer investigated the nature and dynamics of self-concept in language learning.
|
|
Self-concept is distinguishable from self-awareness, which refers to the extent to which self-knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions. Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a fast runner").
|
|
Psychodynamics :::i. Self-concept/self-esteem :::ii. Basic identification :::iii. Neurotic conflicts ::c.
|
|
The study further explained the relationship between self-concept and the use of different forms of media. The more hours per day an individual uses a form of media, the closer that form of media is to their self-concept. Self-concept is related to the form of media most used. If you consider yourself tech savvy, then you will use mobile phones more often than you would use a newspaper.
|
|
William H. Fitts and W. L. Warren (1996) "Tennessee Self-Concept Scale: Second Edition".
|
|
He describes two mechanisms: distortion and denial. Distortion occurs when the individual perceives a threat to their self-concept. They distort the perception until it fits their self-concept. This defensive behavior reduces the consciousness of the threat but not the threat itself.
|
|
Markus, Hazel, Oyserman, Daphna. Gender and Thought: The Role of Self Concept. Gender and Thought: Psychological Perspectives, 1989, pp. 100-127 With that being said, the self-concept has a significant effect on how men and women represent reality in different ways.
|
|
Products are supposed to fulfill the needs and desires of the consumer. This relates to the idea of self-concept. Self-concept consists of actual self, how an individual sees themselves and ideal self, how an individual would like to be seen.
|
|
These relationships then play an integral role in developing one's self-esteem and self-concept.
|
|
That is, self-concept change can be thought of as occurring along two independent dimensions: valence (positive vs. negative content) and direction of change (increase vs. decrease in content) and self-expansion represents one of the four possible processes of self-concept change (increasing positive content).
|
|
Researchers debate over when self-concept development begins. Some assert that gender stereotypes and expectations set by parents for their children affect children's understanding of themselves by approximately age 3. However, at this developmental stage, children have a very broad sense of self, typically, they use words such as big or nice to describe themselves to others. While this represents the beginnings of self-concept, others suggest that self-concept develops later, around age 7 or 8.
|
|
A strong correlation between self-concept and object permanence have also been demonstrated using the rouge test.
|
|
This begins the process of realigning your self-concept more with another company than with your current employer.
|
|
Sedikides and Green (2004) offered a mechanism by which they believe mnemic neglect occurs. Self-referent information is processed in two stages. The first stage checks the information for compatibility with self-concept. Self-threatening information is confined to this stage because it is found to be incompatible with self-concept.
|
|
Physical self-concept is the individual's perception of themselves in areas of physical ability and appearance. Physical ability includes concepts such as physical strength and endurance, while appearance refers to attractiveness. Adolescents experience significant changes in general physical self-concept at the on-set of puberty, about 11 years old for girls and about 15 years old for boys. The bodily changes during puberty, in conjunction with the various psychological of this period, makes adolescence especially significant for the development of physical self-concept.
|
|
One of the social norms within a Western, independent culture is consistency, which allows each person to maintain their self-concept over time. The social norm in a non-Western, interdependent culture has a larger focus on one's ability to be flexible and to change as the group and environment change. If this social norm is not followed in either culture, this can lead to a disconnection with one's social identity, which affects personality, behavior, and overall self-concept. Buddhists emphasize the impermanence of any self-concept.
|
|
The self can be redefined as a dynamic, responsive process that structures neural pathways according to past and present environments including material, social, and spiritual aspects.Self, Culture, & Society Class, 2015 Self-concept is a concept or belief that an individual has of him or herself as an emotional, spiritual, and social being.Aronson, 2002 Therefore, the self-concept is the idea of who I am, kind of like a self-reflection of one's well being. For example, the self-concept is anything you say about yourself.
|
|
Developing a sexual self-concept is an important developmental step during adolescence. This is when adolescents try to make sense and organize their sexual experiences so that they understand the structures and underlying motivations for their sexual behavior. This sexual self-concept helps adolescents organize their past experiences, but also gives them information to draw on for their current and future sexual thoughts and experiences. Sexual self-concept affects sexual behavior for both men and women, but it also affects relationship development for women.
|
|
She found that self-concept is perhaps best conceived of as a complex, multilayered, multidimensional network of interrelated self-beliefs.
|
|
In the mid-1990s, the school participated in a psychological research study conducted on the topic of self-concept. 395 students participated in the research.Marsh, H. (1994). The Importance of Being Important: Theoretical Models of Relations between Specific and Global Components of Physical Self-Concept. Journal of Sport & Exercise Psychology, 16(3), 306-325.
|
|
Self-enhancement is a type of motivation that works to make people feel good about themselves and to maintain self-esteem. This motive becomes especially prominent in situations of threat, failure or blows to one's self-esteem. Self-enhancement involves a preference for positive over negative self-views. It is one of the four self-evaluation motives along with self-assessment (the drive for an accurate self-concept), self-verification (the drive for a self- concept congruent with one's identity) and self-improvement (the act of bettering one's self-concept).
|
|
"Ukrainian embroidery in the twentieth century: expressing a national self-concept". Canadian Home Economics Journal 44.2 (Spring 1994): p 63–66.
|
|
The relationship context is next in the hierarchy, then the episode context, followed by the self-concept context, and finally the archetype context.
|
|
Egocentrism in adolescents forms a self-conscious desire to feel important in their peer groups and enjoy social acceptance.Carlson, N. R., & Heth, C. (2010). Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self stable across circumstances and including past experiences and future goals. Everyone has a self-concept, whereas Erik Erikson argued that not everyone fully achieves identity.
|
|
With regard to development, Rogers described principles rather than stages. The main issue is the development of a self-concept and the progress from an undifferentiated self to being fully differentiated. In the development of the self-concept, he saw conditional and unconditional positive regard as key. Those raised in an environment of unconditional positive regard have the opportunity to fully actualize themselves.
|
|
The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, 38, 299–337. of possible selves,Markus, H. R., & Nurius, P. (1986).
|
|
He established 5 assumptions about the adult learner. This included self-concept, adult learner experience, readiness to learn, orientation to learning, and motivation to learning.
|
|
Having a poorly developed self-concept may lead individuals to rely on and be more affected by specific evaluative information, thereby enhancing unstable self-esteem.
|
|
Academic self-concept: models, measurement, influences and enhancements. Other areas of self-efficacy that have been identified for study include teacher self- efficacy and technological self-efficacy.
|
|
215 and p. 9 In Kohut's tradition, the features of healthy narcissism are: # Strong self-regard. # Empathy for others and recognition of their needs. # Authentic self-concept.
|
|
Liersch & Rottenstreich, Working Paper). Two paths by which attachment or self-associations increase the value of a good have been proposed (Morewedge & Giblin, 2015). An attachment theory suggests that ownership creates a non-transferable valenced association between the self and the good. The good is incorporated into the self-concept of the owner, becoming part of her identity and imbuing it with attributes related to her self-concept.
|
|
Self-assessment is found a lot of the time to be associated with self-enhancement as the two motives seem to contradict each other with opposing aims; whereas the motive to self-assess sees it as important to ensure that the self-concept is accurate the motive to self- enhance sees it as important to boost the self-concept in order to protect it from any negative feedback.
|
|
The messages we receive about ourselves during the process of reflected appraisal can become self-fulfilling prophecies. The Pygmalion effect, Rosenthal effect, and observer-expectancy effect show that biased expectancies could affect reality and create self- fulfilling prophecies through reflected appraisal. If you were given positive reflected appraisals when you were young, you probably have a good self- concept; if the appraisals were largely negative, your self-concept may suffer.
|
|
Self-concept, self image, the "self", memory and the self, censorship, historicity, peer pressure, conformity, problem of other minds, redemption, gender roles, abuse of women, the nature of fascism.
|
|
As noted above, disconfirmed expectancy is often paired with cognitive dissonance because the disconfirmation results in two competing cognitions within the individual. As such, disconfirmed expectancy is often used as a reliable method for inducing cognitive dissonance in experimental designs. Generally this is done by introducing an outcome which is dissonant with the participant's established self-concept. The self-concept is often induced as well by creating a strong expectancy toward a certain outcome.
|
|
Non-interdependent self-concepts can also differ between cultural traditions. Additionally, one's social norms and cultural identities have a large effect on self-concept and mental well-being. When a person can clearly define their culture's norms and how those play a part in their life, that person is more likely to have a positive self-identity, leading to better self-concept and psychological welfare. One example of this is in regards to consistency.
|
|
The combined treatment yielded results similar to those of Rational-Emotive Therapy, with tentative indications of continued improvement in irrational cognitions and self-concept from posttest to follow-up.Comparison of the effects of auditory subliminal stimulation and rational-emotive therapy, separately and combined, on self-concept. Möller AT, Kotzé HF, Sieberhagen KJ. Department of Psychology, University of Stellenbosch, RSA. Another study investigated the effects of self-help tapes on self-esteem and memory.
|
|
Reality therapy has also been found effective with improving the self concept of elementary school students.Wubbolding, R. E. (2000). Reality Therapy for the 21st Century. Philadelphia, PA: George H. Buchanan.
|
|
The recognition of inconsistent content in the self-concept is a common source of distress in these years (see Cognitive dissonance), but this distress may benefit adolescents by encouraging structural development.
|
|
6 Passing Away events up to last week. 7 Near future Tomorrow to next week. 8 Self Concept How you see yourself. 9 Hopes and fears if Major Arcana, a reality.
|
|
Self-concept is measured more generally and includes the evaluation of such competence and the feelings of self-worth associated with the behaviors in question. In an academic situation, a student's confidence in their ability to write an essay is self-efficacy. Self-concept, on the other hand, could be how a student's level of intelligence affects their beliefs regarding their worth as a person. ;Self-efficacy as part of core self-evaluations :Timothy A. Judge et al.
|
|
OCD is often confused with the separate condition obsessive–compulsive personality disorder (OCPD). OCD is egodystonic, meaning that the disorder is incompatible with the sufferer's self-concept. Because egodystonic disorders go against a person's self- concept, they tend to cause much distress. OCPD, on the other hand, is egosyntonic—marked by the person's acceptance that the characteristics and behaviours displayed as a result are compatible with their self-image, or are otherwise appropriate, correct or reasonable.
|
|
In sports psychology, physical self-concept is considered both a valued outcome variable and a mediating variable that facilitates the attainment of other valued outcomes like physical skills, health-related physical fitness, physical activity, exercise adherence in non- elite settings, and improved performance in elite sports. Marsh, Morin, and Parker (2015) demonstrated that the BFLPE exists with regard to physical concept. The study showed that class-average physical ability in physical fitness was negatively associated with physical self-concept.
|
|
Kerns, K.A., Brumariu., L.E., & Abraham, M.M., (2008). Homesickness at summer camp: associations with the mother-child relationship, social self-concept, and peer relationships in middle childhood. "Journal of Developmental Psychology, 54", 473–498.
|
|
He discovered that, when in a group, 40 percent more men exhibited less effort when performing the task than women, and attributed the difference to the tendency to have an interdependent self-concept.
|
|
Self-concept theory seeks to explain how people perceive and interpret their own existence from clues they receive from external sources, focusing on how these impressions are organized and how they are active throughout life. Successes and failures are closely related to the ways in which people have learned to view themselves and their relationships with others. This theory describes self-concept as learned (i.e., not present at birth); organized (in the way it is applied to the self); and dynamic (i.e.
|
|
Unpublished doctoral dissertation, University of Auckland, Auckland, New Zealand. This factor includes an evaluation of positive effect brought about by Pacific group membership, and an evaluation of the extent to which one's Pacific identity is seen as a central and defining aspect of self-concept. High scores on this factor would indicate that positive/worthwhile feelings are derived from Pacific identification, and that affiliation with a Pacific group is seen as a desirable aspect of self-concept and is central to identity.
|
|
New York, NY: McGraw-Hill. "Barometric self- esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence.Rosenberg, M. (1986). Self-concept from middle childhood through adolescence.
|
|
To be accepted within a group, individuals may convey or conceal certain parts of their personalities. This is known as self-presentation.Schlenker, B. R. (1980). Impression management: The self-concept, social Identity, and interpersonal relations.
|
|
Additionally, teens begin to evaluate their abilities on a continuum, as opposed to the "yes/no" evaluation of children. For example, while children might evaluate themselves "smart", teens might evaluate themselves as "not the smartest, but smarter than average." Despite differing opinions about the onset of self-concept development, researchers agree on the importance of one's self-concept, which influences people's behaviors and cognitive and emotional outcomes including (but not limited to) academic achievement, levels of happiness, anxiety, social integration, self-esteem, and life-satisfaction.
|
|
Self-concept refers to the set of attributes, abilities, attitudes, and values that one identifies as defining who he or she is. Although some initial milestones occur before this period that support self- concept, including basic self awareness (i.e., the ability to recognize themselves in a mirror) and self-labeling of their gender, this period involves several advances in this domain. By 42 months, children are able to describe their likes and dislikes, suggesting a developing awareness of what elicits positive and negative emotions in themselves.
|
|
Self-enhancement can occur by either self-advancing or self-protecting, that is either by enhancing the positivity of one's self-concept, or by reducing the negativity of one's self-concept. Self-protection appears to be the stronger of the two motives, given that avoiding negativity is of greater importance than encouraging positivity. However, as with all motivations, there are differences between individuals. For example, people with higher self-esteem appear to favour self-advancement, whereas people with lower self-esteem tend to self-protect.
|
|
Greenwald, Anthony G., Bellezza, Francis S.. and Banaji, Mahzarin R. (1988). Is self-esteem a central ingredient of the self-concept? Personality and Social Psychology Bulletin, 14, 34-45. Another aspect is about social interaction (e.g.
|
|
Researchers state that these patterns indicate that adolescent sexual behavior is not at all sporadic and impulsive, rather that it is strongly affected by the adolescent girls' sexual self-concept and changes and expands through time.
|
|
In 1993, Constantine Sedikides performed an experiment investigating the roles of each of the self-evaluation motives, investigated if one was stronger and held more weight than others and tried to draw out specifically the self-assessment and self-verification motives. The first experiment conducted the results showed that when choosing what questions they wanted to be asked they were more likely to request those that would verify their self-concept rather than assess it. This finding supports the idea that certain traits are more central to a person's self- concept, however shows little support for the self-assessment motive. When considering the interaction between how strong and how central certain traits are to a person's self-concept Sedikides again found evidence in support of the self-verification and self-enhancement motives, though again none for the self-assessment motive.
|
|
This ability to overcome relationship-threats as perpetuated by high levels of implicit self-esteem is crucial to relational well-being. In addition, low implicit self-esteem has also been found to precipitate uncertainty in self-concept.
|
|
"On the present account, an individual's self-concept is conceived as that individual's summary formulation of his or her status. This conception differs significantly from traditional ones in which the self-concept is universally considered to be a kind of organized informational summary of perceived facts about oneself, including such things as one's traits, values, social roles, interests, physical characteristics, and personal history. For this reason, and because the notion of 'status' will be unfamiliar to most readers, this section will be devoted to explaining the present conception."Bergner, R., & Holmes, J. (2000).
|
|
The social characteristics of boys and girls as they develop throughout childhood tend to carry over later in life as they become men and women, although characteristics displayed as younger children are not necessarily entirely reflective of later behavior. Several studies have shown a difference between men and women based upon their academic self-concept. In general, men are more likely to view their overall academic self-concept higher, especially in the areas of math, science and technology. Women tend to have higher perceived abilities in their language related skills.
|
|
Like children, the continuous development of a self-concept is related to the development of self-referencing in individuals. The relationships formed with intimate others over the lifespan appear to have an effect on self-referencing in relation to memory. The extent to which we include others in our self-concept has been a topic of particular interest for social psychologists. Theories of intimacy and personal relationships might suggest that the self-reference effect is affected by the closeness of a relationship with the other used as a target.
|
|
Sameer Babu M, and Selvamari S (2018). In Selvamari. S. (2018) "Academic self-concept, self-handicapping, and mastery goal orientation as predictors of achievement in mathematics of secondary school students". Unpublished M Phil Dissertation, University of Kerala, India.
|
|
Ease of retrieval as information: Another look at the availability heuristic. Journal of Personality and Social Psychology, 61, 195-202.Tice, D. M. (1993). Self-concept change and self-presentation: The looking glass self is also a magnifying glass.
|
|
Carl Rogers' theory is that "people use the term self concept to refer to all the information and beliefs you have as an individual regarding your own nature, unique qualities, and typical behaviors." Huffman, Karen. Psychology In Action. 8th ed.
|
|
In the U.S., children within sixth to ninth are sometimes referred to as "junior highers".Gillham, Isabel. "Self-concept and Reading". The Reading Teacher 21.3 (1967): 270–273. The “junior high school” concept was introduced in 1909, in Columbus, Ohio.
|
|
Narcissists focus on themselves and often distance themselves from intimate relationships; the focus of narcissistic interpersonal relationships is to promote one's self- concept. Generally, narcissists show less empathy in relationships and view love pragmatically or as a game involving others' emotions.
|
|
When the self attributes comprising the self-concept constitute a well-diversified portfolio, then psychological outcomes at the level of the individual such as mood and self-esteem should be more stable than when the self-concept is undiversified. This prediction has been confirmed in studies involving human subjects. Recently, modern portfolio theory has been applied to modelling the uncertainty and correlation between documents in information retrieval. Given a query, the aim is to maximize the overall relevance of a ranked list of documents and at the same time minimize the overall uncertainty of the ranked list.
|
|
The collection of self-representations or self-knowledge that someone has about their self is referred to as their self-concept, and this is formed based on past experiences and expectations about the future. Forming a self- concept about themselves in the future is referred to as possible selves. The research on possible selves, which includes positive or negative views of the self in the future, explains that the way that youth think of themselves in the future can guide and determine current behavior. In other words, thinking of oneself in a desirable place in the future is motivating in two ways.
|
|
These "rules" of meaning "are always chosen within a context", and the context of a situation can be used as a framework for interpreting specific events. Contexts that an individual can refer to when interpreting a communicative event include the relationship context, the episode context, the self-concept context, and the archetype context. ;Relationship context:This context assumes that there are mutual expectations between individuals who are members of a group. ;Episode context:This context refers to a specific event in which the communicative act is taking place. ;Self-concept context:This context involves one's sense of self, or an individual's personal ‘definition’ of him/herself.
|
|
The relative year in school effect (RYiSE) is a frame-of- reference effect analogous to the big-fish-little-pond effect. Both the RYiSE and the BFLPE suggest that academic self-concept are formed in relation to those of other students in the school. While the BFLPE demonstrates specifically that class-average achievement is negatively related to academic self-concept (ASC), the RYiSE shows the effects of being one or more years ahead, or one or more years behind same-age classmates. The social comparison theoretical models underlying the BFLPE seem to underlie the RYiSE too.
|
|
Malcolm Gladwell publicized the BFLPE in his 2013 book David and Goliath: Underdogs, Misfits, and the Art of Battling Giants. Higher academic self-concept (ASC) has been shown to predict future performance and achievement. Marsh and O'Mara (2008) demonstrated that academic self-concept among 10th graders was a better predictor of their educational attainments five years after high school graduation than their school grades, standardized test scores, intelligence, and socioeconomic status. Liem, Marsh, Martin, McInerney, and Yeung (2004) showed that positive academic self concepts were associated with better educational outcomes 10 years later—evidence that ASC can have long lasting effects.
|
|
In psychological testing, Sawilowsky is a co-author of two self-determination assessment batteries; an instrument designed to assess locus of control, self-esteem, and self-concept among at-risk adolescents;Wood, P. C, Hillman, S. B., & Sawilowsky, S. S. (1996). Locus of control, self-concept, and self-esteem among at-risk African -American adolescents. Tests in Print, Volume 1, Oscar Krisen Buros, Buros Institute of Mental Measurements, Educational tests and measurements, 1999, p. 247. an instrument "which measures future orientation, knowledge of the realities of child rearing, personal intentions, and sexual self-efficacy;" and a college well-being instrument.
|
|
Within social psychology self-stereotyping (or autostereotyping) is a process described as part of social identity theory (SIT) and, more specifically, self-categorization theory (SCT). Self-stereotyping occurs when an individual integrates commonly held characterizations (i.e. stereotypes or prototypes) of an in-group into their self-concept. According to SIT, group membership is most likely to influence self-concept and self-esteem when the cognitive processes of identification and categorization interact. In other words, when an individual identifies strongly with a group and categorizes him or herself as a member of that group, group membership becomes integrated into the person’s identity.
|
|
In social psychology, self-assessment is the process of looking at oneself in order to assess aspects that are important to one's identity. It is one of the motives that drive self-evaluation, along with self-verification and self- enhancement. Sedikides (1993) suggests that the self-assessment motive will prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time people use self- assessment to enhance their certainty of their own self-knowledge. However, the self-assessment motive could be seen as quite different from the other two self-evaluation motives.
|
|
Several studies have been conducted on the way reflected appraisal affects various relationships in a person's life. The idea that a person's self-concept is related to what that person perceives as another's opinion usually holds more weight with significant others. Appraisals from significant others such as parents, close friends, trusted colleagues, and other people the individual strongly admires, influences self- concept development and often has more influence than a stranger on a child's developing self-esteem. Study of this topic has led to the realization that people sometimes tend to anticipate what will happen in the future based on a previous perception.
|
|
This last theory stems from intuitions made about core self-evaluations from previous connections found in literature. For example, literature has connected the construct of positive self-concept, an idea similar to core self-evaluations, to the ability to cope well with organizational change. Furthermore, individual core self-evaluation traits like emotional stability have been linked to job performance in team settings (Mount, Barrick, & Stewart, 1995 as cited in). Finally, it is suggested that those with a positive self-concept will be likely to perform well in customer service settings due to their positive emotional displays.
|
|
This stage entails forming causal attributions, elaborating standards and strategies, and dismissing the intention and further planning. During the postactional stage the major motivational influences are the learners’ attributional styles and biases, self-concept beliefs, and received feedback during the L2 learning process.
|
|
As the Sikh diaspora starts forming in places like Britain, some researchers are interested in understanding how these ethnic, religious, and sexual identities affect one's self-concept. Many queer Sikhs find it difficult to reconcile their religious identity with their sexual identity.
|
|
Three notable bases for resilience—self- confidence, self-esteem and self-concept—all have roots in three different nervous systems—respectively, the somatic nervous system, the autonomic nervous system and the central nervous system.Siebert, Al (2005). The Resiliency Advantage, pp. 74–78. Berrett-Koehler Publishers. .
|
|
17:229–66 These negative consequences may be threats to the consistency, stability, predictability, competence, moral goodness of the self-concept,Aronson E. 1992. The return of the repressed:Dissonance theory makes a comeback. Psychol.Inq. 3:303–11 or violation of general self-integrity.Steele CM. 1988.
|
|
That is, if someone perceives threat to one domain, he or she can accommodate this threat by upholding a value in another domain. Self-affirmations can come from many sources. Having a flexible self- concept allows people to adapt in the face of threat.
|
|
Self-estimates of cognitive ability are most accurate when evaluating subjects that deal with numbers, such as math. Self-estimates were more likely to be poor in other areas, such as reasoning speed. Some researchers suggest that to raise academic self-concept, parents and teachers need to provide children with specific feedback that focuses on their particular skills or abilities. Others also state that learning opportunities should be conducted in groups (both mixed-ability and like-ability) that downplay social comparison, as too much of either type of grouping can have adverse effects on children's academic self-concept and the way they view themselves in relation to their peers.
|
|
Research from 1997, inspired by the differences in self-concept across cultures, suggested that men tend to be more independent, while women tend to be more interdependent. A study from 1999 showed that, while men and women do not differ in terms of independence or interdependence, they differ in their types of interdependence. Women utilize relational interdependence (identifying more with one-to-one relationships or small cliques), while men utilize collective interdependence (defining themselves within the contexts of large groups). In addition to their view of interdependence, men and women also view themselves differently in regards to several other traits that have to do with self- concept.
|
|
From the vantage point of self-psychology, there are two areas of interest: the processes by which a self is formed (the "I"), and the actual content of the schemata which compose the self-concept (the "Me"). In the latter field, theorists have shown interest in relating the self-concept to self-esteem, the differences between complex and simple ways of organizing self-knowledge, and the links between those organizing principles and the processing of information . The "Neo-Eriksonian" identity status paradigm emerged in later years, driven largely by the work of James Marcia. This paradigm focuses upon the twin concepts of exploration and commitment.
|
|
Optimal development, as referred to in proposition 14, results in a certain process rather than static state. He describes this as the good life, where the organism continually aims to fulfill its full potential. He listed the characteristics of a fully functioning person (Rogers 1961): # A growing openness to experience – they move away from defensiveness and have no need for subception (a perceptual defense that involves unconsciously applying strategies to prevent a troubling stimulus from entering consciousness). # An increasingly existential lifestyle – living each moment fully – not distorting the moment to fit personality or self-concept but allowing personality and self-concept to emanate from the experience.
|
|
The extent to which reflected appraisals affect the person being appraised depends upon characteristics of the appraiser and his or her appraisal. Greater impact on the development of a person's self-concept is said to occur when: (1) the appraiser is perceived as a highly credible source (2) the appraiser takes a very personal interest in the person being appraised (3) the appraisal is very discrepant with the person's self-concept at the moment (4) the number of confirmations of a given appraisal is high (5) the appraisals coming from a variety of sources are consistent and (6) appraisals are supportive of the person's own beliefs about himself or herself.
|
|
In Noble's extended self model, individual Black identity is inextricably tied to a collective Black racial identity. However, these collective characteristics of Black behavior and values are misinterpreted when analyzed through a Euro-American perspective.Nobles, W. W. (1976). Extended self: Rethinking the so-called Negro self-concept.
|
|
Self and Identity is a subfield of psychology. As the name implies, it deals with topics pertaining to both self and identity. Key areas of investigation include self-concept, self-esteem, and self-control. What distinguishes self and identity as a discipline is its scientific character.
|
|
An experimental social psychologist, Nobles focuses his research on such topics as African psychology, Black self- concept, African-American family dynamics, and African-centered education, healing, and spirituality. Nobles co-leads the “Enyimnyam Project,” created with the objective of connecting diasporic Africans with Africans from the continent.
|
|
In addition to the experimental and statistics data, evidence from neuro-imaging studies, also help strengthen the reliability of cultural psychology research. For example, when thinking of mother, the brain region related to self-concept showed significant activation in Chinese, whereas no activation observed in Westerners.
|
|
This is very common throughout society, as everyone takes part in basic form violation.O'Grady, William. 2011. Crime in Canadian Context. Ontario: Oxford University Press Primary deviance does not result in a person internalizing a deviant identity, so one does not alter their self-concept to include this deviant identity.
|
|
These periods of failure and frustration lower the individual's self- concept to a point where they have little sense of self-worth. In fact, students who perceive their academic performance as "failing" are three times more likely to attempt suicide than those who perceive their performance to be acceptable.
|
|
Swann, W. B. Jr. (1983). Self-verification: Bringing social reality into harmony with the self. In Psychological perspectives on the self, 2, 33–66. In other words, negative information is not processed as deeply as positive information because it is incompatible with self-concept as opposed to simply unflattering.
|
|
One aspect of autobiographical memory is the self-reference effect, which means that typically people have a stronger memory for information that is relevant to themselves. It has been theorized that individuals with ASD have diminished psychological self-knowledge, but an intact physical self-knowledge. As a result, these individuals show impaired autobiographical episodic memory and a reduced self-reference effect (which may each rely on psychological aspects of the self-concept) but do not show specific impairments in memory for their own rather than others’ actions (which may rely on physical aspects of the self- concept). Impaired memory binding may also play a role, meaning individuals with autism have a hard time remembering events where they were involved.
|
|
It is common for athletes, especially those of elite status, to strive for perfectionism in their sport. Coaches may pound it into their athletes that “practice makes perfect” - a common misconception that with more and more training, perfectionism will be reached. Although having high standards may be part of elite athletics and can, in return, be beneficial for the athlete’s performance, this idea that nothing but a perfect performance is good enough plays a key role in developing a negative self-concept and a fear- of-failure syndrome. Individuals who struggle with a negative self-concept and strive towards perfectionism may excessively engage in cognitive rumination about the need to be perfect.
|
|
Similarly, it has been shown that encouraging women to think about their multiple roles and identities by creating self-concept map can eliminate the gender gap on a relatively difficult standardized test. Women given such an opportunity for reflection did equally well as men on the math portion of the GRE, while women who did not create a self-concept map did significantly worse on the math section than men did. Increasing the representation of minority groups in a field has also been shown to mitigate stereotype threat. In one study, women in STEM fields were shown a video of a conference with either a balanced or unbalanced ratio of men to women.
|
|
Nagengast's research focuses on different aspects of education, among them self-concept, communication of values, the effects of educational interventions in classrooms and research methodology. He is reviewer for numerous international scientific journals and editorial board member at the Journal of Educational Psychology (since 2013) and Review of Education (since 2017).
|
|
An aspirational brand is a term in consumer marketing for a brand or product which a large segment of its exposure audience wishes to own, but for economic reasons cannot. The premise of this type of marketing is that purchase decisions are made at an emotional level, to enhance self-concept.
|
|
Overall, high levels of the negative affect trait are related to emotional eating. Negative affectivity is a personality trait involving negative emotions and poor self-concept. Negative emotions experienced within negative affect include anger, guilt, and nervousness. It has been found that certain negative affect regulation scales predicted emotional eating.
|
|
The stages are growth, exploration, establishment, maintenance, and disengagement. Throughout life, people have many roles that may differ in terms of importance and meaning. Super also theorized that career development is an implementation of self-concept. Gottfredson also proposed a cognitive career decision-making process that develops through the lifespan.
|
|
Sometimes after strokes patients' perception of self changes. Often after a stroke, patients report their perception of self in more negative terms than before their stroke. Ellis-Hill CS, Horn S. Change in identity and self-concept: a new theoretical approach to recovery following a stroke. Clinical Rehabilitation. 2000;14(3):279-287.
|
|
Continuity and commitment: A developmental analysis of identity formation process in suicidal and non-suicidal youth. In H. Bosma & S. Jackson (Eds.), Coping and self-concept in adolescence (pp. 149-166). Heidelberg: Springer Verlag. Retroactive interference occurs when you forget a previously learnt task due to the learning of a new task.
|
|
The big-fish–little-pond effect (BFLPE) is a frame of reference model introduced by Herbert W. Marsh and John W. Parker in 1984. According to the model, individuals compare their own self-concept with their peers and equally capable individuals have higher self-concepts when in a less capable group than in a more capable group. For example, it is better for academic self- concept to be a big fish in a little pond (gifted student in regular reference group) than to be a big fish in a big pond (gifted student in gifted reference group). High achieving and gifted students are just as susceptible to the effect as are less talented students indicating that the effect depends only on the achievement of the reference group.
|
|
In addition, privacy may be viewed as a state that enables autonomy, a concept closely connected to that of personhood. According to Joseph Kufer, an autonomous self-concept entails a conception of oneself as a "purposeful, self-determining, responsible agent" and an awareness of one's capacity to control the boundary between self and other—that is, to control who can access and experience him or her and to what extent. Furthermore, others must acknowledge and respect the self's boundaries—in other words, they must respect the individual's privacy. The studies of psychologists such as Jean Piaget and Victor Tausk show that, as children learn that they can control who can access and experience them and to what extent, they develop an autonomous self-concept.
|
|
It was also found that 57% of gamers had created a character of the opposite gender, and it is suggested that the online female persona has a number of positive social attributes.Hussain, Zaheer (2008), Gender Swapping and Socializing in Cyberspace: An Exploratory Study A German fMRT-study conducted by researchers of the Central Institute of Mental Health points towards impairments in social, emotional and physical aspects of the self-concept and a higher degree in avatar identification in addicted MMORPG players, compared to non-addicted and naive (nonexperienced) people.Leménager, Tagrid; Gwodz, Alexander; Richter, Anne; Reinhard, Iris; Kämmerer, Nina; Sell, Madlen; Mann, Karl (2013): "Self-Concept Deficits in Massively Multiplayer Online Role-Playing Games Addiction". European Addiction Research 19: 227-234.
|
|
This evaluative dimension of body image is dependent on a person's investment of mental and emotional energy in body size, parts, shape, processes, and functions, and is integral to one's sense of self-concept. First recognized by Jourard and Secord, body cathexis is assessed by examining correlations between measures of self- concept or esteem and bodily attitudes. An individual's evaluation of his or her own body tends to drive various behaviors, including clothing choices and weight management, and the existence of a universal ideal for certain dimensions of body type is, in many cases, a source of anxiety and insecurity. While the body has been studied by psychologists from numerous different viewpoints, few recent reports of systematic empirical research into feelings about the body exist.
|
|
The authors approach the critique on the assumption that basic skills are decidedly just that—basic. The authors imply that basic skills are only taught through "rote methods"—a decidedly negative connotation (p. 137). Regarding the finding that "models that emphasize basic skills produced better results on tests of self-concept than did other models", the authors question the efficacy of the self-esteem measures; implying, among other things, that young students cannot possibly have a concrete understanding of self-concept (pp. 138–139). While the article intended to review the operational design of the Follow Through evaluation, instead it appears to (1) refute the finding that cognitive-conceptual and affective-cognitive models were largely failures, and (2) unilaterally condemn the models that emphasize basic skills.
|
|
A "moral self" is fostered by mutually responsive parenting in childhood. Children with responsive parents develop more empathy, prosociality, a moral self and conscience. Darcia Narvaez describes the neurobiological and social elements of early experience and their effects on moral capacities. The moral self results when people integrate moral values into their self-concept.
|
|
At the public school, students in the experimental class received the Jigsaw program for an hour a day, five days a week, for three weeks. Measures were taken pre- and post-intervention. Academic performance data was available only from the public school. Self-esteem was measured by the Piers-Harris Children's Self-concept Scale (CSCS).
|
|
Why do people choose one form of media over another? According to the Galileo Model, there are different forms of media spread throughout three-dimensional space.Cheong, P., Hwang, J., Elbirt, B., Chen, H., Evans, C., & Woelfel, J. (2010). Media use as a function of identity: The role of the self concept in media usage.
|
|
Kassing and Avtgis (1999) demonstrated that an individual's verbal aggressiveness and argumentativeness influence the manner in which an individual will approach expressing dissent. Verbal aggressiveness involves attacking another person's self concept. This may include character attacks, competence attacks, ridicule, and threats. Argumentativeness, on the other hand, is when an individual argues about controversial issues.
|
|
Daljeet's narratives of Indian masculinity, ethnicity, religion, and sexuality conflicted with one another and his self-concept is deeply affected by it. Those who do not conform to heteronormative and binary definitions of gender and sexuality are tasked with creating a new narrative that incorporates all aspects of their identity in an encompassing way.
|
|
Döring 1999, p. 262. Another factor in impression management is self-verification, the act of conforming the audience to the person's self-concept. The audience can be real or imaginary. IM style norms, part of the mental programming received through socialization, are so fundamental that we usually do not notice our expectations of them.
|
|
Adventure education has many positive outcomes. A meta-analysis of adventure education studies identified forty major outcomes, grouped into the following six categories: leadership, self-concept, academic, personality, interpersonal, and adventuresomeness.Hattie, J., Marsh, H., Neill, J. T., & Richards, G. (1997). Adventure education and Outward Bound: Out-of class experiences that make a lasting difference.
|
|
Adult Education Quarterly, Vol. 52, No. 3, p. 216 Self-concept can be critiqued not just from the instructor's point of view, but also from the student's point of view. Not all adult learners will know exactly what they want to learn in a course and may seek a more structured outline from an instructor.
|
|
Secondary goals are derivative of primary goals: without a primary goal, no secondary goals exist. Secondary goals directly apply to the actions of the individual in the Goals, Plans, Action model. There are five secondary goals: identity, conversation management, relational resource, personal resource, and affect management. Identity goals are based on the individual's self-concept.
|
|
Adler, N & Stewart, J ( 2004) Self-Esteem. Research Network on SES & Health. Self-esteem is generally considered the evaluative component of the self-concept, a broader representation of the self that includes cognitive and behavioral aspects as well as evaluative or affective ones. There are several different proposals as to the functions of self-esteem.
|
|
This mechanism was tested by Pinter and his colleagues experimentally. Half of the participants were prompted to incorporate the information they were given into their self- concept. They were instructed to find similarities between the information and their self-knowledge and determine reasons for why the information described them. This process was termed integration.
|
|
A review of research on outdoor learning. Shrewsbury, UK: National Foundation for Educational Research and King's College London. pp. 2000 In another meta analysis, focus areas such as self-concept, leadership, and communications skills were shown to have positive gains during the educational experience, and in contrast to many educational interventions, significant ongoing gains in follow up reviews.
|
|
In the process of consumer socialization, self-brand connections develop throughout childhood as a result of developmental changes. Major changes occur in the representation of self-concepts between early childhood and adolescence.Rosenberg, Morris (1986), "Self-Concept from Middle Childhood through Adolescence," in Psychological Perspectives on the Self, ed. Jerry Suls and Anthony Greenwald, Hillsdale, NJ: Erlbaum, 107–36.
|
|
On the marketing level, companies gain an enduring competitive advantage by utilizing the association between brand and self-concept. This type of association is difficult for competitors to imitate. For example, in a sport consumption context, when consumer fans identify with the team (i.e., a branded organization) and rally together in expectation of victory, the team image is emphasized.
|
|
In addition, there is a bitter love triangle between Sachi, Kenzo, and Matsu. Sachi is now an old woman with leprosy. Lepers are forced into exile and are said to dishonor their family because of their disfigured bodies. Sachi says that society thinks of her as a monster, and these thoughts have obviously rubbed off on her self-concept.
|
|
Researchers Putwain, Woods & Symes (2010), found that a low academic self-concept was associated with higher worry and tension about their abilities to do well on a test. A student's metacognitive beliefs play an important role in the maintenance of negative self-beliefs. Anxiety reactions can be generalized from previous experiences to testing situations.Mandler, G. & Sarson, S. B. (1952).
|
|
" Even Carl Rogers, who presumably emphasized unconditional positive regard, actually held that the individual can accept himself only when someone else, such as the therapist, accepts him or loves him unconditionally; so that his self-concept is still dependent on some important element outside himself."Ellis, Albert (1973). Humanistic Psychotherapy: The Rational-Emotive Approach. New York.
|
|
Instead of having one self-concept (e.g., I am a good parent), self-affirmation theory posits that individuals flexibly define who they are using various roles (e.g., I am a good parent, child, and worker). Having a flexible sense of self allows individual to offset weaknesses in one domain, by highlighting the strengths in another domain.
|
|
There is research dedicated to the psychosocial development of individuals with cleft palate. A cleft palate/lip may impact an individual's self-esteem, social skills and behavior. Self- concept may be adversely affected by the presence of a cleft lip or cleft palate, particularly among girls. Negative outcomes can also be associated with the long durations of hospitalization.
|
|
In assessing a family, the nurse would ask how the family provides for the physical and survival needs of the family members. A function of the self-concept mode is the need for maintenance of psychic integrity. Perceptions of one's physical and personal self are included in this mode. Families also have concepts of themselves as a family unit.
|
|
Although some continue to propose that a low level of anxiety may be helpful, studies have almost unanimously shown that anxiety damages students' prospects for successful learning. Anxiety is often related to a sense of threat to the learner's self-concept in the learning situation, for example if a learner fears being ridiculed for a mistake.
|
|
Donahue, E.M., Robins, R.W., Roberts, B.W., & John, O.P. (1993). The divided self: Concurrent and longitudinal effects of psychological adjustment and social roles on self-concept differentiation. Journal of Personality and Social Psychology, 64(5), 834-846. From this stance, highly self-complex individuals may suffer the strain of role conflict, identity uncertainty, and/or identity competition (e.g.
|
|
Labeling Theory: Social Constructionism, Social Stigma, Deinstitutionalisation, George Herbert Mead, Howard S. Becker, Labelling. General Books LLC. The theory was prominent during the 1960s and 1970s, and some modified versions of the theory have developed and are still currently popular. Stigma is defined as a powerfully negative label that changes a person's self-concept and social identity.
|
|
While studying the effects of alcohol use on social behavior, Steele was formulating a theory about the effects of self- affirmation. Developed in the 1980s, self-affirmational processes referred to the ability to reduce threats to self-image by stepping back and affirming a value that is important to self-concept. Steele often uses the example of smokers who are told that smoking will lead to significant negative health outcomes. The perception that they may be evaluated negatively by their willingness to engage in negative behaviors threatens their self-image. However, affirming a value in a domain completely unrelated to smoking but important to one’s self-concept: joining a valued cause, or accomplishing more at work, will counter the negative effects of the self-image threat and re- establish self-integrity.
|
|
Furthermore, self-belief has been acknowledged as able to potentially influence effort and persistence invested in acquiring a desired level of second-language competence. Self-belief comprises two components: Self-efficacy beliefs and self-concept beliefs. The former refers to one's own belief as to whether he or she is capable of performing a given learning task and are consequently future-oriented; whereas the latter involves evaluations of one's general self-worth based on past experiences.Bong, M., & E. M. Skaalvik. (2003). ‘Academic self-concept and self-efficacy: How different are they really?,’ Educational Psychology Review, 15, 1–40 It is said that low self-efficacy beliefs would pose as an obstacle in language learning because it indicates a lack of self-confidence and thus reduces the motivation to learn.
|
|
Body image is one of the most significant components of an individual's self-concept. One's perception of his or her body and the feelings associated with this perceived image greatly influence overall satisfaction with the self and can predict levels of self-esteem. The relationship between body image and the self-concept has been investigated extensively by Secord and Jourard, and as their research indicates, self- esteem scores and personal identification are highly correlated with body cathexis, acceptance, and overall satisfaction with physical body traits and functions. Among the few empirical studies relevant to the relatedness of the body and the self is that of Schilder, who – through a series of self-report questionnaires – procured evidence suggesting that negative feelings, associations, and memories about the body can probe higher levels of dissatisfaction with the self.
|
|
From 1980, Hans-Werner Gessmann integrated the ideas of humanistic psychology into group psychotherapy as humanistic psychodrama.Gessmann, Hans-Werner (2013;2), Humanistische Psychologie und Humanistisches Psychodrama. In: Humanistisches Psychodama Band 4, Verlag des PIB Duisburg, pp. 27–84. According to humanistic thinking, each individual person already has inbuilt potentials and resources that might help them to build a stronger personality and self-concept.
|
|
Klein, S. B., Loftus, J., & Burton, H. A. (1989). Two self- reference effects: The importance of distinguishing between self- descriptiveness judgments and autobiographical retrieval in self-referent encoding. Journal of Personality and Social Psychology, 56(6), 853–865. doi:10.1037/0022-3514.56.6.853 Research includes investigations into self- schema, self-concept and self-awareness as providing the foundation for self- reference's role in memory.
|
|
The self-concept is an internal model that uses self- assessments in order to define one's self-schemas. Features such as personality, skills and abilities, occupation and hobbies, physical characteristics, gender, etc. are assessed and applied to self-schemas, which are ideas of oneself in a particular dimension (e.g., someone that considers themselves a geek will associate "geek-like" qualities to themselves).
|
|
Academic self-concept refers to the personal beliefs about their academic abilities or skills. Some research suggests that it begins developing from ages 3 to 5 due to influence from parents and early educators. By age 10 or 11, children assess their academic abilities by comparing themselves to their peers. These social comparisons are also referred to as self-estimates.
|
|
In order to measure fulfillment of needs, a broad range of human needs was sorted into four conceptually distinct categories that are (a) contingent on corresponding stages of cognitive and moral development,Kohlberg, Levine, & Hewer, 1983.Piaget, 1952. (b) constitute major components of self-concept,Marcia, 1980. and (c) correspond to the neural activity in different clusters of anatomical brain regions.
|
|
Researchers have used three general approaches to understanding identity development: self-concept, sense of identity, and self- esteem. The years of adolescence create a more conscientious group of young adults. Adolescents pay close attention and give more time and effort to their appearance as their body goes through changes. Unlike children, teens put forth an effort to look presentable (1991).
|
|
Adler, p. 69-70 At its broadest, the life style includes self-concept, the self-ideal (or ego ideal), an ethical stance and a view of the wider world.Mosak/Maniacci, p. 49 Classical Adlerian psychotherapy attempts to dissolve the archaic style of life and stimulate a more creative approach to living, using the standpoint of social usefulness as a benchmark for change.
|
|
And above all, she is 'Yo,' the Spanish first person pronoun, the 'I' of the narrator." Julie Barak finds the wording of Yolanda’s note to her husband, John, explaining why she must leave him, quite significant with reference to her divided self-concept. Yolanda began "I'm going home to my folks till my head-slash-heart clears. She revised the note.
|
|
Ethnic identity development includes the identity formation in an individual's self-categorization in, and psychological attachment to, (an) ethnic group(s). Ethnic identity is characterized as part of one's overarching self-concept and identification. It is distinct from the development of ethnic group identities. With some few exceptions, ethnic and racial identity development is associated positively with good psychological outcomes, psychosocial outcomes (e.g.
|
|
In J. C. Turner, M. A. Hogg, P. J. Oakes, S. Reicher & M. S. Wetherell (Eds.), Rediscovering the social group: A self-categorization theory (pp. 171–202). Oxford, England: Basil Blackwell. also challenged the conceptualization of deindividuation as a loss of self. This process assumes that individuals have a unitary self-concept that they can be more or less aware of.
|
|
Individuals will seek out and maintain group memberships that allow this equilibrium to be operated at an optimal level, which depends on the particular social context (Brewer, 2003). This optimal level of group membership, according to the theory, is associated with a positive self- concept (Brewer, 1991, 2003). From Brewer's 1991 text, a replica of figure 2 The optimal distinctiveness model.
|
|
The BFLPE is moderated by several personality factors. Students who are higher in narcissism or lower in neuroticism experienced a weaker BFLPE on their math self-concept. This suggests that the assimilation process might be stronger for these individuals. Jonkmann (2013) also found that students who are engaged academically experience stronger BFLPE, regardless of whether they were mastery or performance oriented.
|
|
Rogers suggested that the incongruent individual, who is always on the defensive and cannot be open to all experiences, is not functioning ideally and may even be malfunctioning. They work hard at maintaining and protecting their self-concept. Because their lives are not authentic this is a difficult task and they are under constant threat. They deploy defense mechanisms to achieve this.
|
|
Levine believes that an individual's adaptation occurs in four different modes. This also holds true for families (Hanson, 1984). These include the physiologic mode, the self-concept mode, the role function mode, and the interdependence mode. The individual's regulator mechanism is involved primarily with the physiologic mode, whereas the cognator mechanism is involved in all four modes (Roy and Roberts, 1981).
|
|
The family goals correspond to the model's modes of adaptation: survival = physiologic mode; growth = self-concept mode; continuity = role function mode. Transactional patterns fall into the interdependence mode (Clements and Roberts, 1983). In the physiologic mode, adaptation involves the maintenance of physical integrity. Basic human needs such as nutrition, oxygen, fluids, and temperature regulation are identified with this mode (Fawcett, 1984).
|
|
The major issue that lies behind bibliotherapy is the lack of research that has been conducted on this therapy device. Advantages of bibliotherapy include teaching students to solve problems, help students cope with teasing, name calling, mockery, fears, sexuality changes, anxiety, and death. Despite the limited research on bibliotherapy and its effects, many teachers have shown improved achievement and self-concept.
|
|
Loevinger describes the ego as a process, rather than a thing;Witherell, S., & Erickson, V.,(2001). "Teacher Education as Adult Development", Theory into Practice, 17(3), p.231 it is the frame of reference (or lens) one uses to construct and interpret one's world. This contains impulse control and character development with interpersonal relations and cognitive preoccupations, including self-concept.
|
|
Child Psychiatry and Human Development, 24(3), 173-182. Young children are believed to possess relatively few and undifferentiated self- aspects (i.e., low self-complexity), resulting in a simplified self-concept. As children grow in terms of their physical, social, and cognitive selves, they should attain the cognitive capacity necessary to identify a greater number of distinct self-aspects (i.e.
|
|
The consequences of using these labels needs to be assessed. Positive outcomes of emotional and psychiatric treatment for rape exist; these can be an improved self-concept, the recognition of growth, and implementing new coping styles. A perpetrator found guilty by the court is often required to receive treatment. There are many options for treatment, some more successful than others.
|
|
Personality and Social Psychology Bulletin, 21(6), 558-571. Self-verification theory would explain this by the abused partner’s need to self-verify that the way they are being treated is deserved, in order to establish an accurate self-concept (Swann & Ely, 1984).Swann, W. B., Jr., & Ely, R. J. (1984). A battle of wills: Self-verification versus behavioral confirmation.
|
|
Robert Cialdini and his research team looked at the number of university T-shirts being worn on college campuses following either a win or loss at the football game. They found that the Monday after a win, there were more T-shirts being worn, on average, than following a loss. In another set of studies, done in the 1980s by Jennifer Crocker and colleagues using the minimal group paradigm, individuals with high self-esteem who suffered a threat to the self-concept exhibited greater ingroup biases than did people with low self-esteem who suffered a threat to the self-concept. While some studies have supported this notion of a negative correlation between self- esteem and in-group bias, other researchers have found that individuals with low self-esteem showed more bias toward both in-group and out-group members.
|
|
As noted in two recent theoretical reviews, the theoretical basis for the inclusion of self-identity in the theories of reasoned action and planned behavior has many similarities to social identity theory and its extension, self-categorization theory. According to social identity theory, an important component of the self-concept is derived from memberships in social groups and categories. When people define and evaluate themselves in terms of a self-inclusive social category (e.g., sex, class, team) two processes come into play: (1) categorization, which perceptually accentuates differences between the in-group and out-group, and similarities among in-group members (including the self) on stereotypical dimensions; and (2) self-enhancement which, because the self-concept is defined in terms of group membership, seeks behaviorally and perceptually to favor the in-group over the out-group.
|
|
This resistance, SDT maintains, is difficult to explain if the self-concept is conceived as an informational summary. On the status dynamic view, the self-concept is impervious to seemingly contradictory facts because it does not function as an informational entity at all, but instead functions as a positional one. SDT maintains that, so long as one's assignment of a position to someone does not change, there is no way for any new fact to refute one's belief that they occupy that position. In such a situation, there are no refuting facts. An example they employ to illustrate this point is that, if one knows that Tom's position on a baseball team is that of a pitcher, no fact that one discovers about his behavior or accomplishments as a player will disconfirm one’s belief that he is a pitcher.
|
|
Hänze and Berger assessed 12th-grade physics classes in 2007. They took eight 12th-grade classes and randomly assigned them to either the jigsaw technique or direct instruction. Students were assessed for academic performance and completed a questionnaire looking at personality variables (goal orientation, self-concept, and uncertainty orientation). The topics (motion of electrons and electromagnetic oscillations and waves) were introduced through direct instruction in both branches.
|
|
I can be supremely confident that I will fail at an endeavor. Perceived self-efficacy refers to belief in one's agentive capabilities, that one can produce given levels of attainment. A self-efficacy belief, therefore, includes both an affirmation of a capability level and the strength of that belief. ;Self-efficacy versus Self-concept :Self-efficacy comprises beliefs of personal capability to perform specific actions.
|
|
Cultural identity refers to a person's sense of belonging to a particular culture or group. This process involves learning about and accepting traditions, heritage, language, religion, ancestry, aesthetics, thinking patterns, and social structures of a culture. Normally, people internalize the beliefs, values, norms, and social practices of their culture and identify themselves with that culture. The culture becomes a part of their self- concept.
|
|
Solitude can increase freedom and moreover, freedom from distractions has the potential to spark creativity. In 1994, psychologist Mihaly Csikszentmihalyi found that adolescents who cannot bear to be alone often stop enhancing creative talents. Another proven benefit to time given in solitude is the development of self. When a person spends time in solitude from others, they may experience changes to their self-concept.
|
|
Are they a good member? #Public collective self-esteem – how the group one belongs to is evaluated by others. #Importance to identity – how important membership in a group is to self-concept. The study concluded that prejudice and discrimination toward out-groups were not so much motivated by personal self-esteem needs but rather they were attempts to increase or enhance collective self-esteem.
|
|
Authentic communication is built on honest self-disclosure. This part of the relationship process lies heavily on exposing one’s personal values and self- concept. When a relationship is being created, innermost thoughts and feelings are shared and trust is built. It can be difficult for lesbian individuals to open-up about their sexual identities, because of the fear of being rejected or losing special relationships.
|
|
The impact of co-educational schooling on student self-concept and achievement. Paper presented at the biennial meeting of the International Society for the Study of Behavioral Development, Quebec City, Quebec, Canada. Even in co-ed schools, certain classes, such as sex education, are sometimes segregated on the basis of sex. Parallel education occurs in some schools, when administrators decide to segregate students only in core subjects.
|
|
The "self" concept in western psychology originated from views of a number of empiricists and rationalists and empiricist. By its very nature, the concept of "self" has continued to exhibit high involvement in Western educational psychology. Hegel (1770–1831) established a more comprehensive belief of self-consciousness. That is, by observation, our subject-object consciousness stimulates our rationale and reasoning, which then guides human behaviour.
|
|
For two of her years at Temple University, she was the only African-American student in the graduate school. She was awarded a Masters in 1970, with a dissertation entitled A case study of critical factors which affect sharing of perceptions in a group situation, and a doctor of education in 1973 with a dissertation entitled A workshop method for improving self-concept of Black youth.
|
|
Being a member of a group is also important for social identity, which is a key component of the self-concept. Mark Leary of Duke University has suggested that the main purpose of self-esteem is to monitor social relations and detect social rejection. In this view, self-esteem is a sociometer which activates negative emotions when signs of exclusion appear.Leary, M. R., Downs, D. L., (1995).
|
|
Self-affirmation theory is a psychological theory that focuses on how individuals adapt to information or experiences that are threatening to their self-concept. Claude Steele originally popularized self-affirmation theory in the late 1980s,Steele, C. M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. Advances in experimental social psychology, 21, 261-302Cohen, G. L., & Sherman, D. K. (2007).
|
|
One's self-perception is defined by one's self-concept, self-knowledge, self-esteem, and social self. The self is an automatic part of every human being, in which enables people to relate to others. The self is made up of three main parts that, incorporated, allow for the self to maintain its function. The parts of the self include: Self-knowledge, interpersonal self, and the agent self.
|
|
According to self-complexity theory, an individual who has a number of self-aspects that are unique in their attributes will have greater self-complexity than one who has only a few self- aspects, or whose self-aspects are closely associated to one another. In other words, self-complexity may invoke the question, “How full is the self- concept”?Brown, J.D. (1998). The self.
|
|
Journal of Personality and Social Psychology, 62(6), 1036-1049. as well as having a smaller proportion of their self-aspects affected by any salient emotional event, whether positive or negative. In essence, after receiving any form of self-relevant feedback individuals high in self-complexity will have less of their self-concept represented, and as a result will exhibit less extreme affective responses.
|
|
The self in social psychology. Philadelphia: Psychology Press. Cognitive responses guide the self-verification motive partially depending on their previously formed self-concept. That is, when a certain trait is present, positive feedback regarding this trait is judged to be more accurate than unfavourable feedback; but when in the presence of the alternative trait, there isn’t any difference in the judgement of the feedback accuracy.
|
|
The other half of the participants were prompted to separate the information from their self-concept. They were asked to identify differences between the information and their self-knowledge and determine reasons for why the information did not describe them. This process was termed separation. The first finding of the experiment was that recall for both positive and negative information was poorer for separation than for integration.
|
|
Recent studies indicate that African-American disadvantaged youths are less likely than Euro-American youths to self-label as gay male, lesbian, or transgender youths. The National Black Men's Xchange is the oldest and largest US "community-based movement devoted to promoting healthy self-concept and behavior, cultural affirmation and critical consciousness among same-gender loving (SGL), gay-identifying and bisexual African-descended males and allies".
|
|
Mechanism also affords people to find unipolar understanding, meaning they seek unambiguous, singular explanations. Humanism on the other hand, advocates for bipolar meaning - meaning that is defined by its opposite or alternative scenario. For example, psychological research has repeatedly tried to prove that Blacks are inherently inferior to Whites. A mechanistic analysis might say that Black people have internalized this hierarchy and have developed a negative self- concept.
|
|
Boys and girls become involved in different social interactions and relationships. Girls tend to prefer one-on-one (dyadic) interaction, forming tight, intimate bonds, while boys prefer group activities. One study in particular found that boys performed almost twice as well in groups than in pairs, whereas girls did not show such a difference. In early adolescence, males are more likely to have a positive physical self-concept.
|
|
This may make them more prone to condemnation, rejection, and the possible consequent feelings of anger, anxiety, guilt, low self-concept, isolation, and depression. Even the occasional indiscretion can make social situations awkward, and could result in the loss of a friend, co-worker, client, or even job. Those who are willing to adjust their behavior will often find that others are more receptive, pleasant, and benevolent towards them.
|
|
Walker, p. 20 Angelou's editor, Robert Loomis, agrees, stating that Angelou could rewrite any of her books by changing the order of her facts to make a different impact on the reader. Hagen sees Angelou's structure somewhat differently, focusing on Maya's journey "to establish a worthwhile self-concept",Hagen, p. 58. and states that she structures the book into three parts: arrival, sojourn, and departure, which occur both geographically and psychologically.
|
|
Health is seen as a sound, unimpaired condition leading to wholeness. Nursing's goal is to promote modes of adaptation that support overall health. Four modes of adaptation support integrity: physiologic-physical, self-concept group identity, role function and interdependence. In applying Roy's model, the following steps may help to integrate it with the traditional nursing process: assessment of client behavior; assessment of stimuli; nursing diagnosis; goal setting; interventions; and evaluation.
|
|
George Herbert Mead (1863–1931) developed a theory of social behaviorism to explain how social experience develops an individual's self-concept. Mead's central concept is the self: It is composed of self-awareness and self-image. Mead claimed that the self is not there at birth, rather, it is developed with social experience. Since social experience is the exchange of symbols, people tend to find meaning in every action.
|
|
The structure and evaluation of RTI will help this particular group of students to be successful in the academic environment. Reading difficulties is one of the most common reasons students need intervention support. Reading goals can develop reading self-concept, which influence reading fluency skills and promotes the importance of goal setting in reading intervention programs. It is imperative that students monitor these goals and celebrate their progress.
|
|
Huguet et al. (2009) supported the idea that friends may induce smaller contrast effects than classmates in addition to inducing larger assimilation effects than classmates. The hypothesis that class-average achievement has the larger effect has garnered the most support. Wouters, Colpin, Van Damme, De Laet, and Verschueren (2013) compared the effects of friend-average achievement and class-average achievement on global academic, math, and language self-concept.
|
|
He attended Woosuk University for his postgraduate degree, majoring in "Culture and Education Contents Development". He participated in the project on youth self-concept development started by students in his major. He has conducted special seminars in Iksan Namseong Middle School, North Jeolla Province, and Gimje Girls' Middle School in Seoul. His thesis is titled "The Influence of Styling Education on Appearance Satisfaction and Self-Esteem of Korean Adolescents".
|
|
Adolescents, however, view appearance as the most important characteristic, above intelligence and humor. This being the case, adolescents are susceptible to additional problems because they cannot hide their facial differences from their peers. Adolescent boys typically deal with issues relating to withdrawal, attention, thought, and internalizing problems, and may possibly develop anxiousness-depression and aggressive behaviors. Adolescent girls are more likely to develop problems relating to self-concept and appearance.
|
|
35, No. 4, December 1992, pp. 222-228 According to the feminist theory, "gender may be a factor in how human beings represent reality." Men and women will construct different types of structures about the self, and, consequently, their thought processes may diverge in content and form. This division depends on the self-concept, which is an "important regulator of thoughts, feelings and actions" that "governs one's perception of reality".
|
|
The social group is a critical source of information about individual identity. An individual's identity (or self- concept) has two components: personal identity and social identity (or collective self). One's personal identity is defined by more idiosyncratic, individual qualities and attributes. In contrast, one's social identity is defined by his or her group membership, and the general characteristics (or prototypes) that define the group and differentiate it from others.
|
|
Research finds that dominant group members identify with the multiculturalism ideology less than their minority counterparts. White participants were slower to associate multiculturalism with their self-concept than racial minorities, and were faster to pair exclusion with multiculturalism in an implicit association test. However, after being exposed to an "all-inclusive multiculturalism" message that intentionally frames the dominant group as being part of the diversity, the automatic pairing becomes slower.
|
|
The preconventional, or the orientation to individual survival, stage is to show that women are seeking "who they are." In other words, they usually felt alone in a hostile world and are unable to look past their own self-interest. In this stage, there is no thought of a "should" and women only think of what they want. During Gilligan's study of pregnant women, this stage showed this self-concept.
|
|
The expectations of treatment and willingness to cooperate are also noted. Second, the Strength of Fears Questionnaire is completed and scored. The 60-item 4-point Likert scale responses is scored to examine five sub-categories of fear, namely personal reactive-external, personal reactive- internal/self-concept, environmental, physical, and abuse. The test is sensitive to the detection of trauma and identifies and rates specific fear and associated situations.
|
|
This factor assesses the individual's subjective satisfaction with their family, and the subjective well-being of and within their family. Family offers physical, mental, cultural, spiritual and social nurturance, and is an integral aspect of Pacific self-concept, closely tied to wellbeing.Tamasese, K., Peteru, C., & Waldegrave, C. (1997). O le Taeo Afua—The new morning: A qualitative investigation into Samoan perspectives on mental health and culturally appropriate services.
|
|
In the 1970s, concepts from MPT found their way into the field of regional science. In a series of seminal works, Michael Conroy modeled the labor force in the economy using portfolio- theoretic methods to examine growth and variability in the labor force. This was followed by a long literature on the relationship between economic growth and volatility. More recently, modern portfolio theory has been used to model the self-concept in social psychology.
|
|
"A stigma is a negative social label that not only changes others' behaviour towards a person but, also alters that person's self-concept and social identity." Once placed into such a category, an individual finds it nearly impossible to move out of that particular grouping. Such becomes his or her master status, overshadowing any other statuses. Such conditions the individual to continuously partake in the activities ascribed to the master status, good or bad.
|
|
In search of self-definition: Motivational primacy of the individual self, motivational primacy of the collective self, or contextual primacy? Journal of Personality and Social Psychology, 76, 5–18. Groups are also a major part of the self; therefore we attribute the role that different groups play in our self-concept also play a role in the self-reference effect. We process information about group members similarly to how we process for ourselves.
|
|
Isolation () is a defence mechanism in psychoanalytic theory first proposed by Sigmund Freud. While related to repression, the concept distinguishes itself in several ways. It is characterized as a mental process involving the creation of a gap between an unpleasant or threatening cognition, and other thoughts and feelings. By minimizing associative connections with other thoughts, the threatening cognition is remembered less often and is less likely to affect self-esteem or the self concept.
|
|
Throughout the long history of consumer research, there has been much interest regarding how consumers choose which brand to buy and why they continue to purchase these brands. Self-branding describes the process in which consumers match their own self-concept with the images of a certain brand. People engaged in consumption do not merely buy certain products to satisfy basic needs. In fact, consumer buying habits are at a much deeper level.
|
|
The basis of authentic leadership comes from the leader's personal history, including life-events (often called trigger events) that direct the flow of leadership formation. How leaders interpret these personal histories and trigger events will inform their self- identity as leaders and influence their moral development and values, two essential components in the development of authentic leaders.Eliam, G. & Shamir, B. (2005). Organizational change and self-concept threats: A theoretical perspective and a case study.
|
|
But researchers using the Kohlberg model found a gap between what people said was most moral and actions they took. In response, Augusto Blasi proposed his self-model that links ideas of moral judgment and action through moral commitment. Those with moral goals central to the self-concept are more likely to take moral action, as they feel a greater obligation to do so. Those who are motivated will attain a unique moral identity.
|
|
Stetsenko has outlined a socio-cultural activity theory and its potential positive and negative outcomes within the human development and learning. She has carried out extensive empirical research on adolescents and social development, closely related to issues of gender, self-concept and motivation. Her works are closely connected with the social-cultural interaction and daily activities of adolescents and children. Stetsenko's writings have a strong emphasis on multicultural theories in developmental psychology.
|
|
When forming academic self- concept (ASC), the question arises of classroom friend achievement or class achievement having a larger effect. One hypothesis suggests that friend average achievement has the larger effect. This is known as the friend dominance hypothesis and is consistent with the local dominance effect model. The local dominance effect model posits that people tend to rely on the most local comparison source when there are multiple comparison sources available.
|
|
On the whole, women tend to work through developing a self-concept internally, or with other women with whom they are intimate. Women (heterosexual or otherwise) also limit who they divulge their sexual identities to and more often see being lesbian as a choice, as opposed to gay men, who work more externally and see being gay as outside their control. Anxiety disorders and depression are the most common mental health issues for women.
|
|
Carl Rogers used the term "self-actualization" to describe something distinct from the concept developed by Maslow: the actualization of the individual's sense of 'self.'Rogers, C. R. (1951/2015) Client-centred therapy. London: Robinson. p. 489. In Rogers' theory of person-centered therapy, self-actualization is the ongoing process of maintaining and enhancing the individual's self-concept through reflection, reinterpretation of experience, allowing the individual to recover, develop, change, and grow.
|
|
Roy's goal for nursing is "the promotion of adaptation in each of the four modes, thereby contributing to the person's health, quality of life and dying with dignity". These four modes are physiological, self-concept, role function and interdependence. Roy employs a six-step nursing process: assessment of behaviour; assessment of stimuli; nursing diagnosis; goal setting; intervention and evaluation. In the first step, the person's behaviour in each of the four modes is observed.
|
|
Both what is being appraised (with regard to its importance for one's self-concept) and who does the appraising, are important qualifiers. For children, on most things, the reflected appraisals of their parents may matter much more than those of their siblings. Reflected appraisal has been the main process examined in studies of self-esteem within families. The bulk of this research has focused on the effects of parental behavior on children's self-esteem.
|
|
Presented at the 80th Annual Meeting of the MidwesternPsychological Association, Chicago, IL, May 2008. The fading affect bias is a phenomenon in which emotions associated with a negative event fade faster than emotions associated with a positive event. Like mnemic neglect, the fading affect bias is hypothesized to promote positive self-concept. Despite the similarities between mnemic neglect and fading affect bias, the hypothesized mechanisms of fading affect bias differ from that of mnemic neglect.
|
|
The case of Félida X is one of the earliest documented descriptions of what would later be called a multiple personality disorder. At the time, this situation garnered interest in the medical community, and created several puzzling questions regarding self-concept, as well as the definition of personal ego. Additionally from a quasi-religious context, the concept of multiple personalities was contrary to the paranormal belief system of spiritualism, which had a large following in the 19th century.
|
|
These types of differences were also seen in a study done with Swedish and Japanese adolescents. Typically, these would both be considered non-Western cultures, but the Swedish showed more independent traits, while the Japanese followed the expected interdependent traits. Along with viewing one's identity as part of a group, another factor that coincides with self- concept is stereotype threat. Many working names have been used for this term: "stigmatization", "stigma pressure", "stigma vulnerability" and "stereotype vulnerability".
|
|
Religion helps them to feel better about themselves and thus improve their self-concept in this way."Religion in Corrections", The Encyclopedia of Crime and Punishment, 2002 There are various other reasons inmates may find religion while in prison. Some prisoners may seek to improve their life and the discipline required to practice religion helps them to change and control their actions. Others may join a religious group as a form of protection from other inmates.
|
|
Patients are encouraged to accept the fact that they have such sexual inclinations, integrate it into their self-concept, and involve relatives or partners in the therapeutic process. Cognitive behaviour therapy is used to improve coping skills, stress management, and sexual attitudes. Drugs that reduce general sex drive, such as serotonin reuptake inhibitors and anti-androgens, may also be offered. The PPD and the individuals who join the organization have been the subject of several research studies.
|
|
In the past, gender was seen as fixed, and a congruent representation of an individual's sex. It is understood now that there is fluidity among sex and gender separately. Researchers also noted that when evaluating products, a person's biological sex is as equal of a determinant as his or her own self- concept. As a customer response, when the advertisement is directed towards them, gay men and women are more likely to have interest in the product.
|
|
Deficits in social skills and positive social interactions have been empirically proven to be main contributors to the maintenance of depression. Individuals with depression typically interact with others less frequently than non-depressed persons, and their actions are typically more dysfunctional. One theory of social skills revolves around the lack of interaction-seeking behaviors displayed by the depressed individual. This lack of interaction results in social isolation that furthers the development of a negative self-concept, loneliness, and isolation.
|
|
Choosing a hairstyle. Certain choices, as personal preferences, can be central to expressing one's concept of self-identity or values. In general, the more utilitarian an item, the less the choice says about a person's self-concept. Purely functional items, such as a fire extinguisher, may be chosen solely for function alone, but non-functional items, such as music, clothing fashions, or home decorations, may instead be chosen to express a person's concept of self- identity or associated values.
|
|
As research continues, the application of the theory of social tuning broadens. Social psychology bases many of its concepts on the belief that a person's self concept is shaped by the people with whom he or she interacts. Social tuning allows people to learn about themselves and the social world through their interactions with others. People mold their own views to match those of the people surrounding them through social tuning in order to develop meaningful relationships.
|
|
A.m.A.S.S.I. or AmASSI (The African, American Advocacy, Support-Services & Survival Institute) was founded in 1989 by Manago. It aims to end "health disparities, self-concept and inter-group conflict among diverse people of African descent." Since its foundation in 1989, it has become one of the replicated organizations in the United States, making Manago an early provider the AIDS movement of culturally specific HIV/AIDS treatment and prevention services for African-Americans using a psychosocial, mental health model.
|
|
107) London: Routledge. In another critique of Knowles' work, Knowles was not able to use one of his principles (Self-concept) with adult learners to the extent that he describes in his practices. In one course, Knowles appears to allow "near total freedom in learner determination of objectives" but still "intended" the students to choose from a list of 18 objectives on the syllabus.Rachel, J.R. (2002) Andragogy's detectives: A critique of the present and a proposal for the future.
|
|
Freud also founded the idea that individuals usually seek out marital partners who are similar to that of their opposite-sex parent. In 1891, William James wrote that a person's self-concept is defined by the relationships endured with others. In 1897, Émile Durkheim's interest in social organization led to the examination of social isolation and alienation. This was an influential discovery of intimate relationships in that Durkheim argued that being socially isolated was a key antecedent of suicide.
|
|
Verbal abuse (also verbal attack or verbal assault) is the act of forcefully criticizing, insulting, or denouncing another person. Characterized by underlying anger and hostility, it is a destructive form of communication intended to harm the self-concept of the other person and produce negative emotions.The Verbally Abusive Relationship, Patricia Evans. Adams Media Corp 1992, 1996, 2010 Verbal abuse is a maladaptive mechanism that anyone can display occasionally, such as during times of high stress or physical discomfort.
|
|
There are three primary influences on self-esteem: reflected appraisal, social comparison, and contingencies of self-worth. Reflected appraisal refers to messages you receive from others that assess your self-concept. For example, we are not able to believe that we are smart if the ones who are important in our lives tell us that we are slow or dumb. Social comparison is evaluating ourselves by comparing our own abilities, attributes, and accomplishments to those of other people.
|
|
Recent popular work in couples therapy and conflict resolution points to the importance of the Michelangelo phenomenon. Diana Kirschner reported that the phenomenon was common among couples reporting high levels of marital satisfaction. It is the opposite of the Blueberry phenomenon “in which interdependent individuals bring out the worst in each other.” The Michelangelo phenomenon is related to the looking-glass self concept introduced by Charles Horton Cooley in his 1902 work Human Nature and the Social Order.
|
|
Self-evaluation is the process by which the self-concept is socially negotiated and modified. It is a scientific and cultural truism that self- evaluation is motivated. Motives influence the ways in which people select self-relevant information, gauge its veracity, draw inferences about themselves, and make plans for the future. Empirically-oriented psychologists have identified and investigated Three cardinal self-evaluation motives (or self-motives) relevant to the development, maintenance, and modification of self-views.
|
|
Some more radical reconstructionists like Wade Nobles, the founder of the Association of Black Psychologists, argue that the Black self- concept should center around African worldviews, like communalism. The reconstructionist approach also highlights the importance of Black racial identity development that rejects Eurocentric concepts of identity.William Cross proposed a prominent model of Black racial identity called the Nigrescence theory. Lastly, the reconstructionist approach examines the ways in which racism influences interactions between Black and White people.
|
|
George Kelly, in his book The Psychology of Personal Constructs, also credits Lecky as an influence. Lecky stressed the defense mechanism of resistance as an individual's method of regulating his self- concept. Lecky's self-consistency theory is that self-consistency is a primary motivating force in human behavior. Lecky's theory concerned the organization of ideas of the self and the self's overall need for a "master" motive that serves to maintain for the self a consistency in ideas.
|
|
Consciousness is an integral part of the hypercognitive system. The very process of setting mental goals, planning their attainment, monitoring action vis-à-vis both the goals and the plans, and regulating real or mental action requires a system that can remember and review and therefore know itself. Therefore, conscious awareness and all ensuing functions, such as a self-concept (i.e., awareness of one's own mental characteristics, functions, and mental states) and a theory of mind (i.e.
|
|
The behaviour differences between the average consumer and the shopping addict are more quantitative than qualitative. Advertising and commercial influences, which cause in some people serious problems of shopping addiction or excessive indebtedness, also contribute to excessive consumer behaviour in many others. This model is graphically described by the “consumerist pyramid”. Another model is the one defended by Helga Ditmar, which could be classified as a mixed model, since she considers that shopping addiction problems are caused by the conjunction of two factors: a high level of materialism and a high discrepancy between the real self-concept (how the person sees themselves) and the ideal self-concept (how the person wishes to see themselves). Shopping addiction as a drug-free addiction or as a social addiction: In this theoretical perspective, not incompatible with the previous approaches, shopping addiction is usually included among the so-called “drug- free addictions”, such as addiction to gambling and, specifically, within a number of addictions grouped together as social addictions such as the addiction to Internet, video-games or mobile-phones.
|
|
There are thus five important associations possible in a typical balanced identity design that connect these three categories of concepts. An attitude is the association of a social group/object with a valence attribute; a stereotype is the association of a social group with one or more nonvalence attribute(s); self-esteem is the association of the self with a valence attribute; a self-concept is the association of the self with one or more nonvalence attribute(s); and the last important association is between the self and a social group/object, which is called an identity. However, in a typical balanced identity design, only three of the five possible associations come into play, and they are usually either identity, self-concept, and stereotype or identity, self-esteem, and attitude. Researchers using a balanced identity design are the ones to determine the set of concepts they want to investigate, and each one of the associations within the system that the researchers created will then be tested and analyzed statistically with both implicit and explicit measures.
|
|
Teenagers were also shown to feel intelligent and creative around teachers, and shy, uncomfortable and nervous around people they were not familiar with. In adolescent development, the definition self-awareness also has a more complex emotional context due to the maturity of adolescents compared to those in the early childhood phase, and these elements can include but are not limited to self-image, self-concept, and self–consciousness along many other traits that can relate to Rochat's final level of self awareness, however it is still a distinct concept within its own previous definition. Social interactions mainly separate the element of self-awareness in adolescent rather than in childhood, as well as further developed emotional recognition skills in adolescents. Sandu, Pânișoară, and Pânișoară demonstrate these in their work with teenagers and demonstrates that there is a mature sense of self-awareness with students who were aged 17, which in term provides a clear structure with how elements like self-concept, self-image, and self- consciousness relate to self-awareness.
|
|
An early example of the process of self-assessment If through self-assessing there is a possibility that a person's self-concept, or self-esteem is going to be damaged why would this be a motive of self-evaluation, surely it would be better to only self-verify and self-enhance and not to risk damaging self- esteem? Trope in his paper "Self-Enhancement and Self Assessment in Achievement Behaviour" suggests that self-assessment is a way in which self- esteem can be enhanced in the future. For example, self-assessment may mean that in the short-term self-assessment may cause harm to a person's self- concept through realising that they may not have achieved as highly as they may like; however in the long term this may mean that they work harder in order to achieve greater things in the future, and as a result their self- esteem would be enhanced further than where it had been before self- assessment. Within the self-evaluation motives however there are some interesting interactions.
|
|
Implicit self-esteem IAT's utilize "self" and "other" as categories, and "positive" and "negative" as attributes.Greenwald, A.G., & Farnham, S.D.(2000). Using the Implicit Association Test to measure self- esteem and self-concept Journal of Personality and Social Psychology, 79(6), 1022-1038 Participants who group "self" stimuli quicker when sharing a response with "positive" stimuli show positive implicit self-esteem. On the other hand, participants who group "self" stimuli quicker when sharing a response key with "negative" stimuli show low implicit self-esteem.
|
|
In C. M. Davis, W. L. Yarber, R. Bauserman, G. Schreer, & S. L. Davis (Eds.), Handbook of sexuality-related measures (pp. 521–524). Thousand Oaks, CA: Sage. Another aspect is sexual anxiety; this includes one's negative evaluations of sex and sexuality. Sexual self-concept is not only developed from sexual experiences; both girls and boys can learn from a variety of social interactions such as their family, sexual education programs, depictions in the media and from their friends and peers.
|
|
The social identity theory of inter-group behavior. In S. Worchel & L. W. Austin (Eds.), Psychology of Intergroup Relations. Chicago: Nelson-Hall Membership in a group(s), as well as one's value and emotional significance attached to this membership, is an important part of one's self-concept. One of the earliest statements of social identity was made by Kurt Lewin, who emphasized that individuals need a firm sense of group identification in order to maintain a sense of well-being.Lewin, K. (1948).
|
|
This study, implemented by the author of this theory Stella Ting-Toomey, John Oetzel, Martha Idalia Chew-Sanchez, Richard Harris, Richard Wilcox, and Siegfried Stumpf, observed how facework in conflict with parents and siblings is affected by culture, self-concept, and power distance. There were 449 people from four different countries and cultures that participated. Germany, Japan, Mexico, and the United States were the countries used in the study. The survey looked at 3 apprehensions of face and 11 behaviors of "facework".
|
|
The 3-part model of the psyche Freud (1856–1939) developed comprises the Id (Das Es), the Ego (Das Ich), and the superego (Das Über-Ich; Freud, 1923). Freud's self-concept has established an influence on Erikson (1902–1994), who emphasized self-identity crisis and self-development. Following Erikson, J. Marcia described the continuum of identity development and the nature of our self-identity. The more commonly- recognised concept, self-consciousness, is derived from self-esteem, self- regulation, and self-efficacy.
|
|
Scholars have also argued that both personal characteristics and various culture among different groups will have influences on whether a person will willingly speak out. If one person "has a positive self-concept and lacks a sense of shame, that person will speak out regardless of how she or he perceives the climate of public opinion." Another influence critics give for people choosing not to speak out against public opinion is culture. Open expression of ideas is forbidden in some of the cultures.
|
|
Aronson advanced Festinger's theory by showing that it is most powerful when the self-concept is involved; see Tavris, C., & Aronson, E. (2007), Mistakes were made (but not by ME): Why we justify foolish beliefs, bad decisions, and hurtful acts. New York: Houghton Mifflin Harcourt. Aronson refined the theory, which posits that when attitudes and behaviors are inconsistent (dissonant), psychological discomfort results. This discomfort motivates the person experiencing it to either change the behavior or the attitude so that consonance is restored.
|
|
It is however uncertain which aspects of non-shared environmental factors influence stability in self-esteem. Factors including overreliance on the evaluations, love, and approval of others, an impoverished self-concept, and excessive dependency needs have been implicated for why immediate feelings of self-worth of some individuals are highly unstable. Furthermore, developmentally, harsh or controlling family environments are thought to promote fragile, unstable feelings of self-worth. A father who is misogynistic – consciously or unconsciously – and who displays psychological manipulation, control etc.
|
|
It has been shown that individuals with social anxiety are more likely to use the Internet to form close relationships. These relationships are also shown to be stronger online relationships as opposed to weaker relationships (i.e. "acquaintances"). Forming these relationships can also help a socially anxious person express their true-self and form their social identity. This identity often involves the groups a person is a part of because belonging to a group frequently becomes a part of one's self-concept.
|
|
Nagengast and Marsh (2011) showed that science career aspirations were significantly affected by science self-concept in 57 countries. In this study there was also some evidence that the effect might be larger in more economically and socially developed countries. Researchers initially hypothesized that the BFLPE would be moderated by socioeconomic status. However, SES does not appear to moderate the BFLPE despite students from higher SES backgrounds having slightly higher math self-concepts in a 2010 study conducted by Seaton, Marsh, and Craven.
|
|
At length, a better understanding of the client's dynamics and clinical progress is one of the most essential gains that have been revealed in many clinical reports. Interpretive dream work can provide clinicians better access to their client's cognitive schemas. This is because the dream content can reflect the evolution of the client’s self-concept, defense mechanisms, core conflicts and at last transfer reactions. The third gain is that dreams' pleasant or unpleasant content has a vital function in dream interpretation.
|
|
At George Washington University (GWU), Witt's classmates described her as withdrawn and quiet, though when she spoke about her military service, she described "drone strikes, extrajudicial killings and atrocities against children, all of which […] her colleagues in the military would brag about. She seemed distressed by what she called 'gross incompetence' by her superiors during her time abroad." All of this allegedly gave Witt insomnia. About herself, Witt described an isolated woman conflicted about her self-concept and sense of belonging.
|
|
Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions: physical development, cognitive development, and social emotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self- concept, and identity formation. Developmental psychology examines the influences of nature and nurture on the process of human development, and processes of change in context across time.
|
|
Although meditation is popularly associated with Dharmic religions, other types of meditation have also influenced the spiritual dimensions of Abrahamic religions. Since the 19th century, Asian meditative techniques have spread to other cultures where they have also found application in non-spiritual contexts, such as business and health. Meditation may significantly reduce stress, anxiety, depression, and pain, and enhance peace, perception, self-concept, and well-being. Meditation is under research to substantiate its health (psychological, neurological, and cardiovascular) benefits and other effects.
|
|
And so, as the threats mount, the work of protecting the self-concept becomes more difficult and the individual becomes more defensive and rigid in their self structure. If the incongruence is immoderate this process may lead the individual to a state that would typically be described as neurotic. Their functioning becomes precarious and psychologically vulnerable. If the situation worsens it is possible that the defenses cease to function altogether and the individual becomes aware of the incongruence of their situation.
|
|
Strong parent support networks may help to prevent the development of negative self- concept in children with cleft palate. In the later preschool and early elementary years, the development of social skills is no longer only impacted by parental attitudes but is beginning to be shaped by their peers. A cleft lip or cleft palate may affect the behavior of preschoolers. Experts suggest that parents discuss with their children ways to handle negative social situations related to their cleft lip or cleft palate.
|
|
These findings exposed internalized racism in African-American children, self-hatred that was more acute among children attending segregated schools. This research also paved the way for an increase in psychological research into areas of self-esteem and self-concept. This work suggests that by its very nature, segregation harms children and, by extension, society at large, a suggestion that was exploited in several legal battles. The Clarks testified as expert witnesses in several school desegregation cases, including Briggs v.
|
|
Marsh completed undergraduate and master's degrees at Indiana University before earning a PhD in at the University of California at Los Angeles in 1974. He was Head of Evaluation Research Services at the University of Southern California before moving to Australia in 1980 to take a faculty position at Sydney University. He joined the University of Western Sydney where he established the Self-concept Enhancement and Learning Facilitation (SELF) Research Centre. In 2006, Marsh became a Professor at the University of Oxford.
|
|
The self-enhancement motive is the motive to improve the positivity of one's self-concept, and to protect the self from negative information (we search for positivity and avoid negativity). This motive influences people's self-evaluations. For instance, people process information important to the self in a selective manner, focusing on information that has favourable implications to the self and discarding information with unfavourable implications. People also choose to compare themselves socially to others so as to be placed in a favourable position.
|
|
Mnemic neglect is a term used in social psychology to describe a pattern of selective forgetting in which certain autobiographical memories tend to be recalled more easily if they are consistent with positive self-concept. The mnemic neglect model stipulates that memory is self-protective if the information is negative, self-referent, and concerns central traits. Pinter, B., Green, J.D., Sedikides, C., & Gregg, A.P. (2011) Self-protective memory: Separation/integration as a mechanism for mnemic neglect. Social Cognition, 29 (5), 612-624.
|
|
Humour has been shown to improve and help the ageing process in three areas. The areas are improving physical health, improving social communications, and helping to achieve a sense of satisfaction in life. Studies have shown that constant humour in the ageing process gives health benefits to individuals. Such benefits as higher self-esteem, lower levels of depression, anxiety, and perceived stress, and a more positive self-concept as well as other health benefits which have been recorded and acknowledged through various studies.
|
|
The chronic phase encompasses the treatment for cancer. Along with the psychological repercussions typical of the initial phase, many other psychological outcomes become relevant as the patient undergoes cancer treatment due to a number of additional stressors that the caregiver must deal with. These additional stressors may cause "intrapsychic strain, such as guilt or changes in the caregiver's self-concept" (Haley, 2003, p. 153). For a minority of caregivers, they may meet the criteria for a psychiatric diagnosis, typically of depression or an anxiety disorder.
|
|
Freud illustrated the concept with the example of a person beginning a train of thought and then pausing for a moment before continuing to a different subject. His theory stated that by inserting an interval the person was "letting it be understood symbolically that he will not allow his thoughts about that impression or activity to come into associative contact with other thoughts." As a defense against harmful thoughts, isolation prevents the self from allowing these cognitions to become recurrent and possibly damaging to the self-concept.
|
|
The cycle of transition from one life stage to another is marked by three phases: # Mastering or failing a task; # Consequential reevaluation of life circumstances, values, and self-concept; and # Adjustment and adaptation to new values and circumstances. To a lesser degree, cycles of transitions occur continually within major life stages on annual and even on daily bases. A curve of SWB throughout the lifespan can reflect the experience of an individual's good life. Ideally, all three SPQL axes should be evaluated for each life stage.
|
|
Stories of Resilience in Childhood. London, England: Taylor & Francis, pp. 22–23. Psychologist Chris Boyatzis has used Caged Bird to supplement scientific theory and research in the instruction of child development topics such as the development of self-concept and self-esteem, ego resilience, industry versus inferiority, effects of abuse, parenting styles, sibling and friendship relations, gender issues, cognitive development, puberty, and identity formation in adolescence. He has called the book a highly effective tool for providing real-life examples of these psychological concepts.
|
|
An adult's level of sophistication and how developed their stigmatized identity is may also have an effect on individuals' willingness to reveal an invisible stigma. Highly developed individuals with stigmas that are central to their self-concept tend to see their stigmatized identity equally valid as other identities, and thus should theoretically not be as afraid to reveal it to others. Indeed, research has shown that individuals who ultimately reveal their stigmatized identity tend to be more assured of that identity than individuals who choose to pass.
|
|
They, in middle childhood (7–8 years of age) can name multiple brand products and request products by brand name.John, Deborah Roedder (1999), "Consumer Socialization of Children: A Retrospective Look at Twenty-Five Years of Research," Journal of Consumer Research, 26 (December), 183–213. Their comparisons of the self-concept with brand take place on a concrete level that self-brand connections are straightforward in nature. For example, self-brand connections might be made on the basis of simply being familiar with or owning a brand.
|
|
As pointed out by Shinobu Kitayama, professor of psychology and Director of the Culture & Cognition Program at the University of Michigan, culture can have a profound impact on the way people think about and perceive the world around them. East Asians may think differently from Westerners (See also, Cultural differences in self-concept and Self-construal.) Kitayama proposed that unlike the traditional American point-of-view which accentuates the importance of one's self and makes oneself independent, an Asian will instead feel more interdependent.
|
|
Amalia Soto, known as Molly Soda, is a Brooklyn-based artist and internet celebrity. Soda works across a variety of digital platforms, producing videos, GIFs, zines, and web-based performance art, which are presented both online and in gallery installations in a variety of forms. Molly Soda's work explores the technological mediation of self-concept, contemporary feminism, cyberfeminism, mass media and popular social media culture. Molly Soda is the co-editor with Arvida Byström of the 2017 book, Pics or It Didn't Happen: Images Banned From Instagram.
|
|
The rouge test is a measure of self-concept; the child who touches the rouge on his own nose upon looking into a mirror demonstrates the basic ability to understand self-awareness.Social Psychology, 6th Edition p. 68-69 Animals, young children,"Consciousness and the Symbolic Universe" and people who have their sight restored after being blind from birth, sometimes react to their reflection in the mirror as though it were another individual. Theorists have remarked on the significance of this period in a child's life.
|
|
The treatment approach that emerged from this research is called behavioral activation. In addition, use of positive reinforcement has been shown to improve symptoms of depression in children. Reinforcement has also been shown to improve the self-concept in children with depression comorbid with learning difficulties. Rawson and Tabb (1993) used reinforcement with 99 students (90 males and 9 females) aged from 8 to 12 with behavior disorders in a residential treatment program and showed significant reduction in depression symptoms compared to the control group.
|
|
Corporate identity has been named as another context in which identity has been discussed (Hatch & Schultz, 1997). Social identity is "the part of the individual's self-concept which derives from his knowledge of his membership of a social group (or groups) together with the value and emotional significance attached to that membership" (Tajfel quoted in Ashforth, Harrison & Corley, 2008). Identity theory refers to the idea that people attach different meanings and significance to the various roles that they play in "highly differentiated societies" (Ashforth, et al., 2008).
|
|
The Second chapter is comparatively a smaller one and expounds the Brahma Vidya. The Third Chapter talks about the nature and forms of Brahman: Sakala Brahman, Niskala Brahman and Sakala-Niskala Brahman. Raman states that the first chapter is one of the most detailed Upanishadic treatises on various types of Yoga. The last two chapters integrate the Vedanta philosophy, particularly the "nondual Nirguna Brahman as the ultimate self" concept of Hinduism, and asserts that there is oneness of Atman in all living beings, that everything is Brahman.
|
|
According to Schwarz and Bless's (1992) inclusion/exclusion model of judgment, assimilation effects occur when the target of comparison is included in the mental representation of the self or viewed as similar to the self. Conversely, contrast effects occur when the target of comparison is excluded from the mental representation of the self or viewed as distinct from the self. Since academic self-concept tends to be negatively related with group achievement, it is assumed that the contrast process is stronger than the assimilation process.
|
|
Regarding consumers' brand perceptions, it was explained that consumer brand consumption is congruent with consumer gender-image, and stated that the gender-self could generate strong gender-congruency effects with regards to brand loyalty.Sirgy, Joseph M. (1982), "Self-Concept in Consumer Behavior: A Critical Review," Journal of Consumer Research, 9 (3), 287-99. Sirgy, Joseph M. (1986), Self-Congruity: Toward a Theory of Personality and Cybernetics, New York:Praeger Publishers. For example, consumers prefer goods or spokespersons that match their sense of masculinity and femininity.
|
|
The theory deals with the internal structure and the external structure of continuity to describe how people adapt to their situation and set their goals. The internal structure of an individual such as personality, ideas, and beliefs remain constant throughout the life course. This provides the individual a way to make future decisions based on their internal foundation of the past. The external structure of an individual such as relationships and social roles provides a support for maintaining a stable self-concept and lifestyle.
|
|
The United States Department of Veterans Affairs acknowledges, > the current PTSD diagnosis often does not fully capture the severe > psychological harm that occurs with prolonged, repeated trauma. People who > experience chronic trauma often report additional symptoms alongside formal > PTSD symptoms, such as changes in their self-concept and the way they adapt > to stressful events. For example, "limited evidence suggests that predominantly cognitive behavioral therapy (an evidenced based treatment)[is]effective, [it does not] suffice to achieve satisfactory end states, especially in Complex PTSD populations".
|
|
E. Tory Higgins proposed that people have three selves, to which they compare themselves: # Actual self – representation of the attributes the person believes him- or herself to possess (basic self-concept) # Ideal self – ideal attributes the person would like to possess (hopes, aspiration, motivations to change) # Ought self – ideal attributes the person believes he or she should possess (duties, obligations, responsibilities) When these self-guides are contradictory psychological distress (cognitive dissonance) results. People are motivated to reduce self-discrepancy (the gap between two self-guides).
|
|
The anterior cingulate cortex activity increases when errors occur and are being monitored as well as having behavioral conflicts with the self- concept as a form of higher-level thinking. A study was done to test the prediction that the left frontal cortex would have increased activity. University students had to write a paper depending on if they were assigned to a high-choice or low-choice condition. The low-choice condition required students to write about supporting a 10% increase in tuition at their university.
|
|
While trust, straightforwardness, altruism, and compliance all refer to interpersonal or social behaviors, modesty refers to an individual's self- concept. Those who score high on modesty tend to be humble and other-focused, while low scorers tend to be arrogant and self-aggrandizing. Low modesty is otherwise known as conceitedness or Narcissism and, in extreme cases, can manifest as Narcissistic personality disorder. Otherwise known as "humility" in the Revised NEO Personality Inventory, modesty resembles the humility aspect of Honesty-Humility in the HEXACO Model.
|
|
It identified "adolescence [as] a tipping point in development for how social media can influence their self- concept and expectations of self and others", and called for further study into the neuroscience behind digital media use and brain development in adolescence. Although brain-imaging modalities are under study, neuroscientific findings in individual studies often fail to be replicated in future studies, similar to other behavioural addictions; as of 2017, the exact biological or neural processes that could lead to excessive digital media use are unknown.
|
|
Reflected appraisal is a term used in psychology to describe a person's perception of how others see and evaluate him or her. The reflected appraisal process concludes that people come to think of themselves in the way they believe others think of them (Mead, 1934; Cooley, 1902; Sullivan, 1947). This process has been deemed important to the development of a person's self- esteem, especially because it includes interaction with people outside oneself, and is considered one of the main influences on the development of self-concept.
|
|
Girls rated their abilities in maths and sciences higher if they went to a girls' school, and boys rated their abilities in English higher if they went to a boys' school, i.e. gender stereotyping was weaker in the single-sex sector.Sullivan, A. 2009. 'Academic self-concept, gender and single-sex schooling' British Educational Research Journal 35(2) 259-288 Later in life, women who had been to single-sex schools went on to earn higher wages than women who had been to co-educational schools.
|
|
There are numerous pairings styles: newly admitted students paired with older students, low achieving elementary school students paired with high achieving elementary school students;Freyberg, J. T., (1967). "The effects of participating in an elementary school buddy system on the self concept, school attitudes and behaviors, and achievement of fifth grade Negro children." Graduate Research in Urban Education & Related Disciplines, 3(1), 3–29. behaviorally challenged teenagers paired with adults; autistic children paired with neurotypical children; severely disabled children paired with neurotypical children;Carter, E. W., Hughes, C., Copeland, S. R., & Breen, C. (2001).
|
|
Self-concept is made up of one's self-schemas, and interacts with self-esteem, self-knowledge, and the social self to form the self as a whole. It includes the past, present, and future selves, where future selves (or possible selves) represent individuals' ideas of what they might become, what they would like to become, or what they are afraid of becoming. Possible selves may function as incentives for certain behaviour. The perception people have about their past or future selves relates to their perception of their current selves.
|
|
This differing view of academic abilities has resulted in an academic achievement gap in countries such as Norway. These perceived self-concepts tend to reflect the typical gender stereotypes that are featured prominently in most cultures. In recent years, more women have been entering into the STEM field, working in predominantly math and science related careers. Many factors play a role in females adjusting their self-concept to accommodate more positive views of math and science such as; gender stereotypes, family influence and personal enjoyment of the subject.
|
|
In a study by the National Council on Crime and Delinquency, the researchers concluded that religious prisoners found many benefits in their religion, including an easier time adjusting to prison, safety, and an increased ability to cope."Does involvement in religion help prisoners adjust to prison?", The National Council on Crime and Delinquency, Nov 1992 Studies have shown that one of the reasons inmates become involved in religion is to improve their self-concept. Many inmates experience guilt, remorse, and pain as a result of their criminal history and background.
|
|
The study demonstrated that school staff could also support refugees by raising awareness of refugee culture. For example, some schools in Los Angeles arranged celebrations, assemblies, and cultivated a school environment that actively involved the different cultures, languages and backgrounds of the refugees. The study concluded that the actions of the school had an overall positive effect on the attitudes and empathy of refugee children. Additionally, an anthropological paper found that participation in after school programs lead to increased self concept, high school achievements, educational aspirations and interpersonal competence.
|
|
As mentioned in the social comparison theory proposed by social psychologist Leon Festinger in 1954, humans have a drive to evaluate themselves by examining their opinions and abilities in comparison to others. Consumers often use the images of other brands' users as a source of information for evaluating their own beliefs and perceptions about their own and others' social identities. They also actively construct self-concept using brand associations that arise through reference group. In many consumer researches, reference group is a key concept for demonstrating the congruency between group membership and brand usage.
|
|
There have also been studies of other aspects of personal development (including personality, self-concept, and conduct) that similarly reveal few differences between children of lesbian mothers and children of heterosexual parents. These differences are not significant but are noticeable. For example, there was a study that examined and compared particular behaviors and ideas/belief performed by sons and daughters of lesbian mothers. Studies found that 53% of the daughters of lesbian mothers aspired to pursue careers as physicians, attorneys, and engineers compared with only 21% of the daughters of heterosexual mothers.
|
|
Self- associations may take the form of an emotional attachment to the good. Once an attachment has formed, the potential loss of the good is perceived as a threat to the self. A real-world example of this would be an individual refusing to part with a college T-shirt because it supports one's identity as an alumnus of that university. A second route by which ownership may increase value is through a self-referential memory effect (SRE) – the better encoding and recollection of stimuli associated with the self-concept.
|
|
Both the Sikh identity and sexual identities affect a person's self concept and how they relate to their community. Like other religions, Sikhism strives to cultivate a sense of identity through religious practices, but in Sikhism, there is a shared common physical identity too. Through the process of identity formation, people begin to build a sense of individuality that allows them to find communities of people that they identify with. Identity formation at the intersection of Sikh and sexual identities has not been a focus of many studies.
|
|
Some research is aiming to understand how the Sikh narrative and the narrative of sexuality coincide and conflict with one another. In an article written by David Mair for the University of Birmingham, David examines the life narrative of an openly gay, practicing Sikh named Daljeet. This study aimed to understand how clashing narratives affect one's self-concept and relationship to the community at large. After having an in-depth conversation with Daljeet, David found that many of the struggles that he faced were because of the clash of narratives in his own life.
|
|
However, Kim did not find any difference in student self- concept or learning strategies between those taught by constructivist or traditional methods. Doğru and Kalender compared science classrooms using traditional teacher-centered approaches to those using student-centered, constructivist methods. In their initial test of student performance immediately following the lessons, they found no significant difference between traditional and constructivist methods. However, in the follow-up assessment 15 days later, students who learned through constructivist methods showed better retention of knowledge than those who learned through traditional methods.
|
|
As one's self-concept is created through group affiliations, the organization as a whole and one's membership to it serve as important factors in creating OI (Edwards & Peccei, 2010). In fact, van Dick, Grojean, Christ, and Wieseke (2006) explain that through social identity individuals identify with their organization and claim its goals and vision as their own. Consequently, employees have more overall satisfaction as their goals and needs are fulfilled. Also, the perception of fairness serves as a key ingredient in allowing individuals to identify with their organization.
|
|
Diagnosis and treatment of cancer is known to influence psychological well-being to a significant degree. Rates of psychological distress are elevated for most individuals who have been diagnosed with cancer when compared to population norms. Common psychological reactions to cancer are mood and anxiety-related concerns. Elevated rates of depression and anxiety in response to a cancer diagnosis is often attributable to uncertainty regarding mortality and well as going through arduous treatments and concerns related to functional interference and body-image or other self-concept related distress.
|
|
Marsh and Hau (2003) found the effect in 26 different countries, thus demonstrating the cross-cultural generalizability of the effect. The countries were: Australia, Austria, Belgium, Brazil, Czech Republic, Denmark, Finland, Germany, Hungary, Iceland, Ireland, Italy, Korea, Latvia, Liechtenstein, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Portugal, Russia, Sweden, Switzerland, United Kingdom, and United States. Seaton, Marsh, and Craven (2009) expanded this list to 41 countries, including both collectivist and individualist cultures. The effects of academic self-concept (ASC) on career aspirations appear to generalize across many countries as well.
|
|
Although self-enhancement is seen in people with low self-esteem as well as with high self-esteem, these two groups tend to use different strategies. People who already have high esteem enhance their self-concept directly, by processing new information in a biased way. People with low self-esteem use more indirect strategies, for example by avoiding situations in which their negative qualities will be noticeable. There are controversies over whether or not self-enhancement is beneficial to the individual, and over whether self-enhancement is culturally universal or specific to Western individualism.
|
|
People experiencing hair thinning often find themselves in a situation where their physical appearance is at odds with their own self-image and commonly worry that they appear older than they are or less attractive to others. Psychological problems due to baldness, if present, are typically most severe at the onset of symptoms. Hair loss induced by cancer chemotherapy has been reported to cause changes in self-concept and body image. Body image does not return to the previous state after regrowth of hair for a majority of patients.
|
|
However, body cathexis is of crucial importance to understanding personality, since feelings about the body closely correspond to feelings about the self and produce marked behavioral consequences. Due to the substantial amount of attention individuals devote to the grooming and concern for bodily appearance, body cathexis is believed to be intrinsically related to the self-concept, with high self-esteem and self-acceptance serving as preventative factors against body dissatisfaction.Secord, P. F. & Jourard, S. M. (1953). The appraisal of body cathexis: Body cathexis and the self. Journal of Consulting Psychology, 17(5), 343-347.
|
|
Its usage in psychology and sociology is very different from its colloquial use. In psychology, a significant other is any person who has great importance to an individual's life or well-being. In sociology, it describes any person or persons with a strong influence on an individual's self-concept. Although the influence of significant others on individuals was long theorized, the first actual measurements of the influence of significant others on individuals were made by Archie O. Haller, Edward L. Fink, and Joseph Woelfel at the University of Wisconsin.
|
|
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997).
|
|
School belonging has numerous consequences for students' psychological health and adjustment. Research has shown that when students feel a greater sense of school belonging, their mental health and well-being is improved: they exhibit greater levels of emotional stability, lower levels of depression, reduced stress, and an increase in positive emotions, such as happiness and pride. Feelings of school belonging have also been shown to predict self-esteem, self-concept, and self-worth. Students who possess school belonging experience more positive life transitions as well, which can have important implications for psychological health and adjustment.
|
|
Then after consulting with Merriam-Webster, he corrected the spelling of the term to "andragogy" and continued to make use of the term to explain his multiple ideas about adult learning. Knowles' theory can be stated with six assumptions related to the motivation of adult learning: #Need to know: Adults need to know the reason for learning something. #Foundation: Experience (including error) provides the basis for learning activities. #Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
|
|
"Cape Dutch" may thus be regarded correctly as an English description rather than any sense of self-concept. When first introduced, the term was not actually used by Dutch-speaking whites in the Western Cape to describe themselves, and the idea of a unique Cape Dutch identity did not find widespread expression until the 1870s. The term's explicit connotation to the Netherlands, and the indiscriminate manner in which it was applied by English speakers, also sparked a revival of interest among colonists of German or French origin in their ancestral roots.
|
|
The ideal self and real self involve understanding the issues that arise from having an idea of what you wish you were as a person, and having that not match with who you actually are as a person (incongruence). The ideal self is what a person believes should be done, as well as what their core values are. The real self is what is actually played out in life. Through humanistic therapy, an understanding of the present allows clients to add positive experiences to their real self-concept.
|
|
Relationships are also important for their ability to help individuals develop a sense of self. The relational self is the part of an individual's self-concept that consists of the feelings and beliefs that one has regarding oneself that develops based on interactions with others. In other words, one's emotions and behaviors are shaped by prior relationships. Relational self theory posits that prior and existing relationships influence one's emotions and behaviors in interactions with new individuals, particularly those individuals that remind him or her of others in his or her life.
|
|
Unrealistically high expectations of academic success are often placed on gifted students by both parents and teachers. This pressure can cause gifted students to experience high levels of anxiety, to become perfectionists, and to develop a fear of failure. Gifted students come to define themselves and their identity through their giftedness, which can be problematic as their entire self-concept can be shaken when they do not live up to the unrealistically high expectations of others. A person with significant academic talents often finds it difficult to fit in with schoolmates.
|
|
Social identity is the individual's self-concept derived from perceived membership of social groups. High self-esteem is typically a perception of oneself as attractive, competent, likeable and a morally good person. The perception of having these attributes makes the person feel as if they are more attractive to the outside social world and thus more desirable to others to be in a social relationship.( Shavelson, Richard J.; Bolus, Roger (1982)) BIRGing is a widespread and important impression management technique to counter any threats to self-esteem and maintain positive relations with others.
|
|
Ultimately, "a cadre of patients had developed an entrenched, negative view of themselves, and their experiences of rejection appear to be a key element in the construction of these self-related feelings" and "hostile neighbourhoods may not only affect their self-concept but may also ultimately impact the patient's mental health status and how successful they are."Wright, E. R., W. P. Gronfein, and T. J. Owens. 2000. "Deinstitutionalization, social rejection, and the self-esteem of former mental patients." Journal of Health and Social Behavior 41(1):68–90. . . .
|
|
Communication theories commonly focus on 4 levels: individual, interpersonal, intergroup, and cultural. • The individual level is the motivation for human communication, influencing the ways humans create and interpret messages (for example the need for group inclusion and self-concept support). • The interpersonal level is the way the message is exchanged when humans are communicating as an individual (for example one-on-one communication, intimate relationships and social networks). • The intergroup level is the exchange of messages when humans are communicating as a collective (for example social identities, collective self- esteem).
|
|
When offered a choice of positive or negative feedback, depressed individuals chose to receive negative feedback 82% of the time, suggesting a strong desire to negatively re-affirm their self view. The seeking of negative feedback in order to self-verify has thus been argued to maintain a depressive state. ROT challenges this interpretation and suggests that the observed behavior and maintenance of depressive state is caused by an obligation to confirm a depressive self-concept. This particular study, and many others like it can be reinterpreted using ROT.
|
|
Individual differences research typically includes personality, temperament (neuro-chemically-based behavioural traits), motivation, intelligence, ability, IQ, interests, values, self-concept, self-efficacy, and self-esteem (to name just a few). There are few remaining "differential psychology" programs in the United States, although research in this area is very active. Current researchers are found in a variety of applied and experimental programs, including clinical psychology, educational psychology, Industrial and organizational psychology, personality psychology, social psychology, behavioral genetics, and developmental psychology programs, in the neo- Piagetian theories of cognitive development in particular.
|
|
Conversely, there was less incorporation of representations of their best friend or the self-expected by the best friend. It is theorized that this is because adolescents are less likely to pick a best friend who is a "goody- goody" and deeply involved in service, as well as exemplars possibly having to give up peer expectations in order to engage in service. In a Self-Concept as Theory model, exemplars were most commonly at level 4, a level of self-theory uncommonly reached by adolescents, but common among exemplars. They were also more likely to emphasize academic goals and moral typical activities.
|
|
Being without their partner causes their self-concept to shift as they struggle through emotional distress. This involves an active attempt at denying or ignoring the circumstances of the current situation, or those that led to the dissolution of the relationship. In relation to this, individuals also noted feeling numb and uninterested with the world around them because of the breakup. The combination of this desire to engage in avoidance behaviors and the intrusive memories that may naturally come up cause individuals to feel significant emotional swings and outbursts in the form of irritation, anger, and startle responses.
|
|
Individuals were noted as being far more paranoid, suspicious, and jealous, often tied towards a desire to know information about their ex-partner. Overall, these psychological distress symptoms come together to result in a significantly lower level of self-esteem among individuals who have just undergone the dissolution of a romantic relationship. Additionally, individuals undergo a significant redefinition of their self-concept, as they attempt to understand who they are without their ex-partner. This compounds upon the psychological distress symptoms that they feel from the loss of the relationship and is the most significant negative effect that people undergoing a breakup experience.
|
|
Furthermore, people turn to their social environment to search for clarification when faced with obscure or confusing environmental situations or sensations. Thus extending this theory to emotions would posit that after experiencing emotional situations that do not conform to held expectations or that are ambiguous, one would be expected to later share that emotional experience with others. Festinger's other well-known theory of cognitive dissonance, proposed in 1957 offers further evidence for why such a process might occur. Because emotional experiences are unexpected, they can affect one's self-concept and thus challenge one's system of beliefs.
|
|
NZAVS researchers, Carla Houkamau and Chris Sibley, have also used data from the NZAVS to help design programmes that benefit Māori people particularly in relation to health and education. They studied Māori identity and the factors that make Māori feel positive about themselves and Māori culture. This identity scale is known as the Multi-dimensional Model of Maori Identity and Cultural Engagement (MMM-ICE) and consists of six dimensions;(1) Group Membership Evaluation, (2) Socio- Political Consciousness, (3) Cultural Efficacy and Active Identity Engagement, (4) Spirituality, (5) Interdependent Self-Concept, and (6) Authenticity Beliefs.Houkamau, C. A., & Sibley, C. G. (2010).
|
|
357 Therefore, the following sections will explore how the self and self-concept can be changed due to different cultures. Markus and Kitayama's early 1990s theory hypothesized that representations of the self in human cultures would fall on a continuum from independent to interdependent. The independent self is supposed to be egoistic, unique, separated from the various contexts contexts, critical in judgement and prone to self-expression. The interdependent self is supposed to be altruistic, similar with the others, flexible according to contexts, conformist and unlikely to express opinions that would disturb the harmony of his or her group of belonging.
|
|
Besides assisting consumer to choose which product and brand to buy, the matching process between self-concept and image of brand and product also determines how consumers evaluate the brand and product. When we say that a brand has a positive brand-image, it means that the brand has established some strong, favorable and unique associations with the consumer's self-image (e.g. iPods have a strong and explicit image of being trendy, fashionable and high- tech, a combination of brand image that is unique and valued by young people). These strong, favorable and unique associations can be mainly divided into two parts.
|
|
With unjust actions and behaviors comes to blame. Blame also helps to make up the emotion of indignation. When blameworthy actions take place, the emotion of indignation occurs and negative feelings are projected onto the person who is to blame. Which can be brought on by disturbances that go against social normative. According to Claude Miller, “indignation is defined as a non-primary, discrete, social emotion, specifying disapproval of someone else's blameworthy action, as that action is explicitly viewed to be in violation of the objective order, and implicitly perceived as injurious to the perceiver’s self-concept” (Miller et al, 2007, pg.1).
|
|
Culturally inherited biases and stereotypes negatively affect people with SCI, particularly when held by professional caregivers. Body image and other insecurities affect sexual function, and have profound repercussions on self-esteem and self-concept. SCI causes difficulties in romantic partnerships, due to problems with sexual function and to other stresses introduced by the injury and disability, but many of those with SCI have fulfilling relationships and marriages. Relationships, self-esteem, and reproductive ability are all aspects of sexuality, which encompasses not just sexual practices but a complex array of factors: cultural, social, psychological, and emotional influences.
|
|
As early researchers explored the way people make causal attributions, they also recognized that attributions do not necessarily reflect reality and can be colored by a person's own perspective. Certain conditions can prompt people to exhibit attribution bias, or draw inaccurate conclusions about the cause of a given behavior or outcome. In his work on attribution theory, Fritz Heider noted that in ambiguous situations, people make attributions based on their own wants and needs, which are therefore often skewed. He also explained that this tendency was rooted in a need to maintain a positive self-concept, later termed the self-serving bias.
|
|
An individual with high self-esteem will prefer the non-pratfalling highly able individual to the pratfalling individual of equal ability. This is well explained by social comparison theory and tendencies for individuals to compare themselves to others more similar to themselves. When an individual of similar competency to a rater commits a pratfall, the comparison between the observer and blunderer can cause mental discomfort, which may then result in lower likability ratings. Since observers seek to build accurate self-evaluations, the commonality shared between the blunderer and the observer could threaten the observer's self-concept, especially in self-evaluations of abilities.
|
|
Since these relationships form at a deeper level they may be more durable and more important to the individual. Not being seen also assists in presenting ideal qualities (attributes an individual would ideally like to possess) to other users because there is no information to contradict what they say, the way there is in face to face conversation. This can help a person make these ideal qualities a social reality because when someone confirms these traits the individual can make them a part of their self-concept. An individual is also liked more on the Internet than in face to face conversation.
|
|
During the preschool period, children are deepening their gender identity and integrating gender socialization information into their self-concept. Preschoolers learn gender stereotypes quickly and definitively, ranging from toy preferences, clothes, jobs, and behaviors. These stereotypes are initially held firmly, such that 3 to 4-year-olds will often state that violations are not possible and that they would not want to be friends with a child who violates their stereotypes. Children acquire gender stereotypic behaviors early in the preschool period through social learning, then organize these behaviors into beliefs about themselves, forming a basic gender identity.
|
|
However, one year after the transition to middle school they found that the elementary school BFLPE had diminished and was no longer discernible. Marsh and O'Mara (2008) demonstrated that once within a stable educational setting, BFLPEs persist or even increase over time. This supports the idea that current academic context has the most influence over academic self-concept (ASC), although past academic environments can have effects on a student's ASC that could last up to a year. Despite potentially lingering effects of past environments, this study was encouraging because it showed that simply changing contexts can drive changes in self-perception.
|
|
Most empirical research into Erikson has related to his views on adolescence and attempts to establish identity. His theoretical approach was studied and supported, particularly regarding adolescence, by James E. Marcia. Marcia's work has distinguished different forms of identity, and there is some empirical evidence that those people who form the most coherent self-concept in adolescence are those who are most able to make intimate attachments in early adulthood. This supports the part of Eriksonian theory, that suggests that those best equipped to resolve the crisis of early adulthood are those who have most successfully resolved the crisis of adolescence.
|
|
It may be the case that individuals want to make friends with outgroup members (instead of oppress and mistreat the outgroup) because of the self-expansion motive. Based on Aron and Aron's original work, people want to expand the self and an optimal way of doing so is to make close friendships that give the opportunity for increased perspectives, identities and resources. People who are most similar to ourselves provide a diminished capacity for self-expansion. As a result, an individual may turn to outgroup members for friendship because they are different from one's self-concept.
|
|
Consumers construct their identities through their brand choices based on congruence between brand image and self-image. Thus, the meaning and value of a brand is not just its ability to express the self, but also its role in helping consumers create and build their self-identities. This is one of the main issues today that cause money hungry corporate officials to hinder other individuals hard work. Possessions can be used to satisfy psychological needs, such as actively creating one's self-concept, reinforcing and expressing self-identity, and allowing one to differentiate oneself and assert one's individuality.
|
|
Cognitive dissonance is a state of tension that occurs whenever a person holds two inconsistent cognitions. For example, "Smoking will shorten my life, and I wish to live for as long as possible," and yet "I smoke three packs a day." Dissonance is bothersome in any circumstance but it is especially painful when an important element of self-concept is threatened. For instance, if the smoker considered himself a healthy person, this would cause a greater deal of dissonance than if he considered himself an unhealthy person because the dissonant action is in direct conflict with an image of himself.
|
|
After each student decided whether or not to cheat, they justified this decision to make themselves feel good. To reduce their cognitive dissonance, students who did cheat altered their thoughts on cheating: e.g., “Cheating isn’t that bad,” or “I had to cheat to win the prize,” to justify their actions. On the other hand, students who did not cheat may have justified a lack of success on the test, too: “My morals don't allow me to cheat,” or “Cheating is never right.” In both instances, the student is trying to justify their actions and retain their self-concept.
|
|
Children who are judged as attractive tend to be perceived as more intelligent, exhibit more positive social behaviors, and are treated more positively than children with cleft lip or cleft palate. Children with clefts tend to report feelings of anger, sadness, fear, and alienation from their peers, but these children were similar to their peers in regard to "how well they liked themselves." The relationship between parental attitudes and a child's self-concept is crucial during the preschool years. It has been reported that elevated stress levels in mothers correlated with reduced social skills in their children.
|
|
Like speech accommodation theory, communication accommodation theory continues to draw from social psychology, particularly from four main socio-psychology theories: similarity-attraction, social exchange, causal attribution and intergroup distinctiveness. These theories help to explain why speakers seek to converge or diverge from the language, dialect, accent and behavior of their interlocutors. CAT also relies heavily in social identity theory. This latter theory argues that a person's self-concept comprises a personal identity and a social identity, and that this social identity is based in comparisons people make between in-groups (groups they belong to) and out-groups (groups they do not belong to).
|
|
VR places users directly into the media content, potentially making the experience very vivid and real for children. For example, children of 6–18 years of age reported higher levels of presence and "realness" of a virtual environment compared with adults 19–65 years of age. Studies on VR consumer behavior or its effect on children and a code of ethical conduct involving underage users are especially needed, given the availability of VR porn and violent content. Related research on violence in video games suggests that exposure to media violence may affect attitudes, behavior, and even self-concept.
|
|
In addition, they found that chance locus of control orientation is another individual characteristic that is positively related to moral disengagement. That is, people who believe life experiences and outcomes are due to external forces, are more likely to morally disengage. Their findings also shows that the higher self-importance of moral identity the less prone individuals are to moral disengagement. For individuals with a highly self-important moral identity, "moral concerns" and commitments are crucial in their self- definition and self-concept and hence less likely to cognitively re-construe destructive and harmful conduct as being morally acceptable.
|
|
Children are especially vulnerable to these developmental and psychological consequences of trafficking due to their age. In order to gain complete control of the child, traffickers often destroy physical and mental health of the children through persistent physical and emotional abuse. Victims experience severe trauma on a daily basis that devastates the healthy development of self-concept, self- worth, biological integrity, and cognitive functioning. Children who grow up in constant environments of exploitation frequently exhibit antisocial behavior, over-sexualized behavior, self-harm, aggression, distrust of adults, dissociative disorders, substance abuse, complex trauma, and attention deficit disorders.
|
|
Every day, people are presented with endless amounts of information, and in an effort to help keep track and organize this information, people must be able to recognize, differentiate and store information. One way to do that is to organize information as it pertains to the self.Rogers, T. B., Kuiper, N. A., & Kirker, W. S. (1977). Self-reference and the encoding of personal information. Journal of Personality and Social Psychology, 35(9), 677–688. doi:10.1037/0022-3514.35.9.677 The overall concept of self-reference suggests that people interpret incoming information in relation to themselves, using their self-concept as a background for new information.
|
|
Non-Western cultures favor an interdependent view of the self: Interpersonal relationships are more important than one's individual accomplishments, and individuals experience a sense of oneness with the group. Such identity fusion can have positive and negative consequences. Identity fusion can give people the sense that their existence is meaningful provided the person feels included within the society (for example, in Japan, the definition of the word for self (jibun) roughly translates to "one's share of the shared life space"). Identity fusion can also harm one's self-concept because one's behaviors and thoughts must be able to change to continue to align with those of the overall group.
|
|
Cultural priming is a technique employed in the field of cross-cultural psychology and social psychology to understand how people interpret events and other concepts, like cultural frame switching and self- concept. For example, Hung and his associate display participants a different set of culture related images, like U.S. Capitol building vs Chinese temple, and then watch a clip of fish swimming ahead of a group of fishes. }} When exposed to the latter one, Hong Kong participants are more likely to reason in a collectivistic way. In contrast, their counterparts who view western images are more likely to give a reverse response and focus more on that individual fish.
|
|
As children grow older, they conceptualize the self in less concrete and more abstract terms. For example, a concrete thinker can recognize that John likes clothes; more abstract thinker can reflect on emotions, like affection. Self-concepts become more complex as children mature, with a greater variety of self-constructs used to describe the self.Montemayor, Raymond and Marvin Eisen (1977), "The Development of Self-Conceptions from Childhood to Adolescence," Developmental Psychology, 13 (4), 314–19. In the Dixon and Street (1975) study, possessions were not part of self-concept descriptions for 6- to 8-year-olds but surfaced and increased in importance from 8 to 16 years of age.
|
|
Girls with a positive self-schema are more likely to be liberal in their attitudes about sex, are more likely to view themselves as passionate and open to sexual experience and are more likely to rate sexual experiences as positive. Their views towards relationships show that they place high importance on romance, love and intimacy. Girls who have a more negative view often say they feel self-conscious about their sexuality and view sexual encounters more negatively. The sexual self-concept of girls with more negative views are highly influenced by other people; those of girls who hold more positive views are less so.
|
|
The institute was founded in June 2006 by Joachim Brügge, Wolfgang Gratzer, and Thomas Hochradner and is concerned with selected topics on the interpretation and reception of music (in a project-related way). This should account for a self-concept of an Art University that sees musical practice and musicological reflection as equally creative activities that stimulate, correct and confirm each other. Within the scope of a comprehensive music-historical approach, courses, projects, lectures, symposia, and publications of the institute's members deal with exemplary and symptomatic processes of musical interpretation and reception. An emphasis is put on the examination of Wolfgang Amadé Mozart's effective history.
|
|
The social psychologist, Edward E. Jones, brought the study of impression management to the field of psychology during the 1960s and extended it to include people's attempts to control others' impression of their personal characteristics.Leary; Kowalski 1990 His work sparked an increased attention towards impression management as a fundamental interpersonal process. The concept of self is important to the theory of impression management as the images people have of themselves shape and are shaped by social interactions Our self-concept develops from social experience early in life. Schlenker (1980) further suggests that children anticipate the effect that their behaviours will have on others and how others will evaluate them.
|
|
This psycho-physical process is further linked with psychological craving, manas (conceit) and ditthi (dogmas, views). One of the most problematic views according to the Buddha, is the notion of a permanent and solid Self or 'pure ego'. This is because in early Buddhist psychology, there is no fixed self (atta; Sanskrit atman) but the delusion of self and clinging to a self concept affects all one's behaviors and leads to suffering. For the Buddha there is nothing uniform or substantial about a person, only a constantly changing stream of events or processes categorized under five categories called skandhas (heaps, aggregates), which includes the stream of consciousness (Vijñāna-sotam).
|
|
There is also evidence that other non-trait elements of personality may correlate with happiness. For instance, one study demonstrated that various features of one's goals, such as progress towards important goals or conflicts between them, can affect both emotional and cognitive well-being. Several other researchers have also suggested that, at least in more individualistic cultures, having a coherent sense of one's personality (and acting in a way that conforms to that self-concept) is positively related to well-being. Thus, focusing solely on extraversion—or even extraversion and neuroticism—is likely to provide an incomplete picture of the relationship between happiness and personality.
|
|
Its goal is to support and encourage teens to be drug-free. Since 1987, CADFY has sponsored over 300 Youth to Youth conferences in 35 communities throughout California. Youth to Youth empowers young people to become leaders, focusing its programs on issues that teens are most likely to face while growing up today: drugs, alcohol and smoking, negative peer pressure, depression, bullying, relationships, body image, self-concept, and community responsibility. By learning how to spread the message of positive lifestyle choices, teens involved in Youth to Youth are able to find their own paths which are ultimately the foundation for a more peaceful and harmonious world.
|
|
Social tuning is an intriguing social phenomenon that affects our personal beliefs and views both on a long-term and short-term basis. It impacts many important aspects of an individual's life, and can even play a role in determining a person's beliefs on a variety of important subjects. For example, it plays a large role in our self-concept and our views of others. There are certain situations which heighten the likelihood that a person will engage in social tuning, for example when an individual wants to be liked by another or when an individual does not already hold strong opinions on a subject.
|
|
It is that > the individual has within him or her self vast resources for self- > understanding, for altering her or his self-concept, attitudes, and self- > directed behaviour—and that these resources can be tapped if only a > definable climate of facilitative psychological attitudes can be > provided.Rogers, Carl R. "Client-centered Approach to Therapy", in I. L. > Kutash and A. Wolf (eds.), Psychotherapist's Casebook: Theory and Technique > in Practice. San Francisco: Jossey-Bass Rogers believed that unconditional positive regard is essential for healthy development and tried to establish it as a therapeutic component. Through providing unconditional positive regard, humanistic therapists seek to help their clients accept and take responsibility for themselves.
|
|
One major claim of social psychology is that we experience cognitive dissonance every time we make a decision; in an attempt to alleviate this, we then submit to a largely unconscious reduction of dissonance by creating new motives of our decision-making that more positively reflect on our self-concept. This process of reducing cognitive dissonance regarding decision-making relates back to the problem of individual becoming stagnant in a course of action. Furthermore, once an individual makes a decision dissonance has begun. To alleviate this dissonance, they rationalize their actions by either changing them—or in this case, continuing in their course of action, perpetuating their qualifying beliefs.
|
|
For females in particular, fashionable clothing is often designed to fit a specific body type; thus, when a clothing article does not fit properly, the consumer tends to blame the poor fit on their body and not the design of the apparel – a result of the individual's low body cathexis. Similarly, social stimuli may play a reciprocal role in anticipating behavior, contributing to the formation of negative feelings about the body. Since consumers often rely on social information and preconceived notions of the ideal body image when shaping their self-concept, apparel fit may contribute to body cathexis and overall feelings about the self.
|
|
Psychological issues could extend not just to the individual with CLP but also to their families, particularly their mothers, that experience varying levels of depression and anxiety. Research has shown that during the early preschool years (ages 3–5), children with cleft lip or cleft palate tend to have a self-concept that is similar to their peers without a cleft. However, as they grow older and their social interactions increase, children with clefts tend to report more dissatisfaction with peer relationships and higher levels of social anxiety. Experts conclude that this is probably due to the associated stigma of visible deformities and possible speech impediments.
|
|
Self-concept is a key indicator of core attitudes and coping abilities, particularly in adolescents. Early studies conducted on observing versus participating in violent VR games suggest that physiological arousal and aggressive thoughts, but not hostile feelings, are higher for participants than for observers of the virtual reality game. Experiencing VR by children may further involve simultaneously holding the idea of the virtual world in mind while experiencing the physical world. Excessive usage of immersive technology that has very salient sensory features may compromise children's ability to maintain the rules of the physical world, particularly when wearing a VR headset that blocks out the location of objects in the physical world.
|
|
The most that any such fact – for example, that he bats .350, or that he does not possess a particularly strong throwing arm – might do is to inform one of something that one finds quite surprising for someone in his position. A more clinical example from the SDT literature is the following: if a man’s self-assigned status (self-concept) is that he is an uncaring person, and he perform an act that appears caring and thoughtful – for example, sending a condolence card to a friend who has lost a loved one – for him, this need not count as evidence that he is a caring person.
|
|
First, the organizations identified programs for dissemination that had not been part of the Follow Through experiment and for which there was no empirical validation. Second, JDRP and NDN endorsed programs that showed improvement in areas "such as self-concept, attitude, and mental or physical health (of students) ... (or) if it has a positive impact on individuals other than students, for example if it results in improved instructional behavior of teachers" (p. 47), but did not raise students' academic achievement. Thus, programs "that had been incapable of demonstrating improved academic performance in the Follow Through evaluation" were recommended for adoption by schools and districts.
|
|
Lewis' contends that addiction is not a disease, but rather a habit that self-perpetuates relatively quickly when people repeatedly pursue the same highly attractive goal. Addictive patterns grow quickly and become more entrenched because of the intensity of the attraction that motivates them, the layered symbolic value they acquire, and the loss of a sense of personal (day-to-day) continuity and self-control over time. These psychological changes are mediated by changes in dopamine circuitry and prefrontal mechanisms of perspective-taking, self-concept and inhibitory control, accompanied by a narrowing of the relevant social world. Often, emotional turmoil during childhood or adolescence initiates the belief that addictive rewards are the only reliable sources of relief and comfort.
|
|
There is much anecdotal evidence about benefits of outdoor education experiences; teachers, for example, often speak of the improvement they have in relationships with students following a trip. However, hard evidence showing that outdoor education has a demonstrable long-term effect on behaviour or educational achievement is harder to identify; this may be in part because of the difficulty involved in conducting studies which separate out the effects of outdoor education on meaningful outcomes. A major meta- analysis of 97 empirical studies indicated a positive overall effect of adventure education programs on outcomes such as self-concept, leadership, and communication skills.Hattie, J. A., Marsh, H. W., Neill, J. T. & Richards, G. E. (1997).
|
|
The idea of self-concept is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent and stable. Early in adolescence, cognitive developments result in greater self-awareness, greater awareness of others and their thoughts and judgments, the ability to think about abstract, future possibilities, and the ability to consider multiple possibilities at once. As a result, adolescents experience a significant shift from the simple, concrete, and global self-descriptions typical of young children; as children, they defined themselves by physical traits whereas adolescents define themselves based on their values, thoughts, and opinions. Adolescents can conceptualize multiple "possible selves" that they could become and long-term possibilities and consequences of their choices.
|
|
Exploring these possibilities may result in abrupt changes in self-presentation as the adolescent chooses or rejects qualities and behaviors, trying to guide the actual self toward the ideal self (who the adolescent wishes to be) and away from the feared self (who the adolescent does not want to be). For many, these distinctions are uncomfortable, but they also appear to motivate achievement through behavior consistent with the ideal and distinct from the feared possible selves. Further distinctions in self-concept, called "differentiation," occur as the adolescent recognizes the contextual influences on their own behavior and the perceptions of others, and begin to qualify their traits when asked to describe themselves.Harter, S. (1999).
|
|
According to Alos-Ferrer and Strack the dual-process theory has relevance in economic decision-making through the multiple-selves model, in which one person's self-concept is composed of multiple selves depending on the context. An example of this is someone who as a student is hard working and intelligent, but as a sibling is caring and supportive. Decision-making involves the use of both automatic and controlled processes, but also depends on the person and situation, and given a person's experiences and current situation the decision process may differ. Given that there are two decision processes with differing goals one is more likely to be more useful in particular situations.
|
|
In 2006 and 2011, the proportion of youth living with parent(s) only was in a rising trend between 2001 and 2011 and had risen from 91.5 per cent in 2001 to 94.6 per cent in 2011. Youth who have parents who have higher educational attainment are more likely to have higher educational attainment themselves. Hong Kong youths' social world is greatly influenced by family and peer relationships which shape functioning, support, social self-concept, and social isolation. Between 1996 and 2011, the percentage of never-married females aged 20–24 had risen from 90.1 per cent to 97.3 per cent while the percentage for males had increased steadily from 94.5 per cent to 98.7 per cent in 2011.
|
|
The social identity model of deindividuation effects (SIDE) was developed from further research on the social identity theory and the self- categorization theory, further specifying the effects of situational factors on the functioning of processes proposed by the two theories. The SIDE model uses this framework to explain cognitive effects of visibility and anonymity in intra-group and inter-group contexts. The model is based on the idea that the self-concept is flexible and different in different situations or contexts. The theory consists of a range of different self-categories that define people as unique individuals or in terms of their membership to specific social groups and other, broader social categories based on the context of the situation.
|
|
It depends on the frame of reference within which possible social identities are defined at a particular time, which can range from participants in a specific social gathering to the entire human race. A4. The optimal level of category distinctiveness or inclusiveness is a function of the relative strength (steepness) of the opposing drives for assimilation and differentiation. For any individual, the relative strength of the two needs is determined by cultural norms, individual socialization, and recent experience. Brewer (1991) continues by stating that an alternative basic tenet of the theory is that "excessive" distinctiveness is detrimental to an individual since it can create stigma, negative self- concept, and an undesirable social identity.
|
|
It is thought that when people operate from this broader perspective, they react less defensively to the threat, which allows them to act more effectively. Self-Affirmations can occur by both reflecting on a personally relevant value, belief, or role, as well as engaging in an activity that might evoke a personally relevant value, such as spending time with family if that is personally relevant. Taken together, the four principles suggest that when confronted with information that threatens self-concept, the person experiences distress and is subsequently motivated to self-defense. However, the defensive reaction can impede more adaptive ways to solve the problem (like engaging in problem-solving or changing unhealthy behaviors).
|
|
In 1951, Carl Rogers published Client-Centered Therapy, the work he is most known for, and created three guidelines that psychologists should follow when in a therapeutic session with a client. These general rules are to have unconditional positive regard, empathy, and genuineness. Roger's core goal for implementing these rules was to have the client actualize his or her own inherent potentialities, which is termed self-actualization. But, according to Rogers, self-actualization could not be accomplished until the need for positive regard, positive self-regard, and having a self-concept were gained, so having empathy as one of the main guidelines in therapy helps to move the client towards self-actualization.
|
|
Canfield began his career in 1967 when he taught a year of high school in Chicago, Illinois. He worked at the Clinton Job Corps Center in Iowa and the W. Clement and Jessie V. Stone Foundation in Chicago. In 1976 Canfield co-authored 100 Ways to Enhance Self-Concept in the Classroom.Saul Cooper, Richard Munger, Mark M. Ravlin, "Mental health prevention through affective education in schools", The Journal of Prevention, Volume 1, Issue 1, pp 24-34 He ran a residential Gestalt center called the New England Center for Personal and Organizational Development and was named one of the Ten Outstanding Young Men of America (TOYA) by the U.S. Jaycees in 1978.
|
|
Schulz, C. (1968). Peanuts. Boulder, CO: The Boulder Daily Camera, May 17, 1968. In this example, Charlie provides a simplified illustration of the self- concept as a summary formulation of one's status (“nothing” existing in a world composed of "somethings" and "nothings"), and illustrates, according to SDT, how what is fundamental about self-concepts is not that they are informational summaries of myriad facts about oneself, but that they are self- assigned statuses that place persons somewhere in the scheme of things and carry eligibilities with them. A well-documented fact about self-concepts is that they are resistant to change, even in the face of what would seem to be disconfirming facts that are recognized by the person.
|
|
The three-selves model proposes that social comparison theory is a combination of two different theories. One theory is developed around motivation and the factors that influence the type of social comparison information people seek from their environment and the second is about self-evaluation and the factors that influence the effects of social comparisons on the judgments of self. While there has been much research in the area of comparison motives, there has been little in the area of comparative evaluation. Explaining that the self is conceived as interrelated conceptions accessible depending upon current judgment context and taking a cue from Social Cognitive Theory, this model examines the Assimilation effect and distinguishes three classes of working Self-concept ideas: individual selves, possible selves and collective selves.
|
|
According to Bhikkhu Buddhadasa, "birth" does refer not to physical birth and death, but to the birth and death of our self-concept, the "emergence of the ego". According to Buddhadhasa, Some contemporary teachers tend to explain the four truths psychologically, by taking dukkha to mean mental anguish in addition to the physical pain of life, and interpreting the four truths as a means to attain happiness in this life. In the contemporary Vipassana movement that emerged out of the Theravada Buddhism, freedom and the "pursuit of happiness" have become the main goals, not the end of rebirth, which is hardly mentioned in their teachings. Yet, though freedom and happiness is a part of the Buddhist teachings, these words refer to something different in traditional Asian Buddhism.
|
|
Internalized racism is a form of internalized oppression, defined by sociologist Karen D. Pyke as the "internalization of racial oppression by the racially subordinated." In her study The Psychology of Racism, Robin Nicole Johnson emphasizes that internalized racism involves both "conscious and unconscious acceptance of a racial hierarchy in which whites are consistently ranked above people of color."Robin Nicole Johnson The Psychology of Racism: How Internalized Racism, Academic Self-concept, and Campus Racial Climate Impact the Academic Experiences and Achievement of African American Undergraduates These definitions encompass a wide range of instances, including, but not limited to, belief in negative racial stereotypes, adaptations to white cultural standards, and thinking that supports the status quo (i.e. denying that racism exists).
|
|
The multi-dimensional model of Māori identity and cultural engagement (MMM- ICE) is a self-report (Likert-type) questionnaire designed to assess and evaluate Māori identity in seven distinct dimensions of identity and cultural engagement in Māori populations: group-membership evaluation, socio-political consciousness, cultural efficacy and active identity engagement, spirituality, interdependent self-concept, authenticity of beliefs, and perceived appearance. The MMM-ICE is a quantitative index of identity that can be readily compared across independent studies of the Māori people. The index was developed by Drs Carla Houkamau and Chris Sibley in 2010; both of whom are senior lecturers at The University of Auckland. The scale was updated in 2014 as the MMM-ICE2 to incorporate the seventh measure of perceived appearance.
|
|
Hensel and colleagues conducted a study with 387 female participants between the ages of 14 and 17 and found that as the girls got older (and learned more about their sexual self-concept), they experienced less anxiety, greater comfort with sexuality and experienced more instances of sexual activity. Additionally, across the four years (from 14-17), sexual self-esteem increased, and sexual anxiety lessened. The researchers stated that this may indicate that the more sexual experiences the adolescent girls have had, the more confidence they hold in their sexual behavior and sexuality. Additionally, it may mean that for girls who have not yet had intercourse, they become more confident and ready to participate in an encounter for the first time.
|
|
Rank also redefined the concept of counterwill as a positive trait that defends the integrity of the self and helps in individuation, unlearning and the discovery of willing. Unlearning necessarily involves separation from one's self-concept, as it has been culturally conditioned to conform to familial, group, occupational or organizational allegiances. According to Rank (1932/1989), unlearning or breaking out of our shell from the inside is "a separation [that] is so hard, not only because it involves persons and ideas that one reveres, but because the victory is always, at bottom, and in some form, won over a part of one's ego" (p. 375). In the organizational context, learning how to unlearn is vital because what we assume to be true has merged into our identity.
|
|
Using cellular automata, he has modeled the emergence of public opinion in society and linear versus non-linear societal transitions. At FAU, he conducts both simulation and experimental research in the Dynamical Social Psychology Lab in collaboration with Robin Vallacher. Current research projects include the use of cellular automata to simulate the emergence and maintenance of self-concept and linear and non-linear scenarios of societal change, the use of attractor neural networks to model interpersonal and group dynamics, and the use of coupled dynamical systems to simulate the emergence of personality through social coordination. Dr. Nowak is also developing software for identifying attractors (equilibrium states) in the temporal patterns of thought and emotion on the part of people diagnosed with various forms of mental illness.
|
|
Ethnic-racial socialization refers to the transfer of knowledge about various aspects of race and/ or ethnicity through generations. Parents of color use ethnic-racial socialization to transfer cultural knowledge to their children in order to protect them from potential biases which they may face as a result of their ethnicity and/or race. However, how parents choose to socialize their children regarding issues of ethnicity and race may affect children differently. For example, when parent's socialization efforts focus on positive aspects of their race/ethnicity, children of color tend to report higher self-esteem. On the other hand, if the focus of socialization mainly revolves around mistrust about interracial or inter-ethnic relations, children’s self-concept, or how children view themselves might suffer.
|
|
Psychographics is the use of sociological, psychological and anthropological factors, as well as consumer behavior, style of living and self-concept to determine how different market segment groups make decisions about a philosophy, person or product (Weinstein, 2014). Psychographic information can be utilized by the business to gain a deeper understanding of the consumer groups they intend to target, by analyzing the more intimate details of the consumer's lifestyle and thinking processes so as to gain an understanding of their preferences. Things like financials, interests, hobbies, and lifestyle will all be filtered by the business to create a target audience that will, in theory, be open to the product and will connect with the business through a marketing campaign aimed at them (Dowhan, 2013).
|
|
There are four main ways we go about reducing or eliminating our dissonance: # changing our minds about one of the facets of cognition # reducing the importance of a cognition # increasing the overlap between the two, and # re-evaluating the cost/reward ratio. Revisiting the example of the smoker, he can either quit smoking, reduce the importance of his health, convince himself he is not at risk, or that the reward of smoking is worth the cost of his health. Cognitive dissonance is powerful when it relates to competition and self-concept. The most famous example of how cognitive dissonance can be used for persuasion comes from Festinger and Carlsmith's 1959 experiment in which participants were asked to complete a very dull task for an hour.
|
|
Conversely, an article published in BioMed Central has posited there is no evidence that being labeled with a single disorder leads to better treatment than being labeled with PTSD plus concurrent disorders. Complex PTSD embraces a wider range of symptoms relative to PTSD, specifically emphasizing problems of emotional regulation, negative self-concept, and interpersonal problems. Diagnosing complex PTSD can imply that this wider range of symptoms is caused by traumatic experiences, rather than acknowledging any pre-existing experiences of trauma which could lead to a higher risk of experiencing future traumas. It is also asserts that this wider range of symptoms and higher risk of traumatization are related by hidden confounder variables and there is no causal relationship between symptoms and trauma experiences.
|
|
Mirror test with a baboon The sense in which animals can be said to have consciousness or a self-concept has been hotly debated. The best known research technique in this area is the mirror test devised by Gordon G. Gallup, in which an animal's skin is marked in some way while it is asleep or sedated, and it is then allowed to see its reflection in a mirror; if the animal spontaneously directs grooming behavior towards the mark, that is taken as an indication that it is aware of itself. Self-awareness, by this criterion, has been reported for chimpanzees and also for other great apes,Patterson FGP, Cohn RH (1994) Self-recognition and self- awareness in lowland gorillas. In: Parker ST, Mitchell RW, editors.
|
|
Social structural origin theory argues that the underlying cause of sex-differentiated behaviour is the concentration of men and women in differing roles in society. It has been argued that a reason gender roles are so prevalent in society is that the expectations of gender roles can become internalised in a person's self- concept and personality. In a Brown University study, it has been noted that the social structure of a country determines the age difference between spouses more than any other factor. In regards to mate selection, social structural theory supports the idea that individuals aim to maximise what they can provide in the relationship in an environment that is limiting their utilities through expected gender roles in society and marriage.
|
|
Some of the early tests of gender schema theory came in the form of memory and other cognitive tasks designed to assess facilitated processing of sex-typed information. Much of this early research found that participants who were sex-typed remembered more traits associated with their sex, as well as processed sex-type congruent information more efficiently, suggesting that the gender schemata possessed by sex-typed individuals help to assimilate sex-associated information into one’s self-concept (see Bem, 1981). Bem showed that when given the option of clustering words by either semantic meaning or gender, sex-typed individuals are more likely to use the gender clustering system, followed by undifferentiated individuals. Cross-typed individuals had the lowest percentage of words clustered by gender.
|
|
In: Flöte aktuell 11 (2/1997): 18-27Stockmann A (1994): 207-217 Thus, Dispokinesis goes beyond exercise therapies, self-awareness and relaxation, allowing for musical performance and acting on stage to become the focal point of activity. A period of work separate of the instrument or parallel to the practical work may however be necessary, allowing for new sensorimotor and psychomotor qualities to be integrated with more ease. Dispokinesis does not perceive itself as a psychological approach, but due to its work on sensorimotor processes, body-awareness and the ability of expressing oneself, it often indirectly touches on psychological experiences. With its holistic understanding of the human being, Dispokinesis takes an approach also known in modern humanistic psychology as the positive self-concept (16) of the individual.
|
|
Further, looking at any given knight's position relative to other pieces in the game situation displayed, we would help her to understand its current strategic importance. The crucial point here is that our thinking about the knight, indeed our thinking about what it is to be a knight, is quintessentially relational or positional in nature. When we have completed our description, what we have given our child is a summary formulation of the knight's status—its overall place in the scheme of things—not an informational summary of many different kinds of facts about knights." "Returning from chess pieces to persons, the status dynamic view maintains that the self-concept is most usefully identified, not with an organized summary of myriad perceived facts about oneself, but with one's summary formulation of one's status.
|
|
Thus > they were found, on average, to have a less coherent and positive self- > concept and to manifest more pathological symptomatology than did > nonadoptees. ... It has been suggested (Sorosky et al., 1975; Verrier, 1987) > that the difficulties in resolving a sense of coherent and positive self- > identity is tied to four fundamental psychological issues: ... (4) confusion > and uncertainty regarding genealogical continuity, tied to the lack of > knowledge about one’s ancestors. Accordingly, the lack of ‘‘biological > mutuality’’ among adoptive family members, such as shared biologically based > characteristics regarding appearance, intellectual skills, personality > traits, and so forth, impedes the adoptee’s ability to identify with > adoptive parents. Moreover, the lack of information about one’s biological > background is likely to create a ‘‘hereditary ghost’’ which may contribute > to a confused, unstable, and distorted sense of self.
|
|
An unhappy mood According to the study, for children working on brokering can cause difficulty on making friends which result on negative growth on self-concept such as result on feeling upset or anxious., as well as some language brokers may act more anxious than normal people. Some experts believe that the behavior of language brokering should not occur in school and it is a considerable way to reduce the occurrence of these negative emotions If the children immigrate with family and play a broker role, then they might have more pressure than the children born on a family that already immigrated and have a mature bilingual environment. And youth are suggested should not become a language broker because they think it is not good that youth deal with adult's problem.
|
|
It was reported that 80% of adolescents defined themselves with two to four self-defining activities signifying an understanding in adolescence of self-concept through the domains of leisure, work and academia. Leisure activities were found to have the largest impact on individuals because these activities were the most self- directed of the three domains, as adolescents had the choice of activity, and were more likely to be able to align it with their true selves. The study found that subjective experiences were more important than the activities themselves and that adolescents reported higher levels of well-being. They reported that when adolescents express themselves through self-defining activities across multiple domains, they have a clearer image of themselves, of what they want to achieve and higher wellness.
|
|
This experiment therefore looked at whether this was true and whether it was the central traits that were being looked at in this study rather than peripheral. The results showed exactly what Sedikides expected, though because of this the results of the other parts of the experiment gave support to the self-enhancement motive rather than self-assessment of self-verification. The fifth experiment carried out by Sedikides suggests that in the past experiments the possibility of self-assessing was less likely than self- verification or self-enhancement as the participants would not have been objective in their self-evaluation. For this experiment therefore the experimental group were asked to approach their reflections in an objective way, as if they were approaching their self-concept as a scientist, bringing each of their traits under scrutiny.
|
|
Deaf culture critics also point out that the cochlear implant and the subsequent therapy often become the focus of the child's identity at the expense of language acquisition and ease of communication in sign language and Deaf identity. They believe that measuring a child's success only by their mastery of speech will lead to a poor self-image as "disabled" (because the implants do not produce normal hearing) rather than having the healthy self-concept of a proudly Deaf person. Children with cochlear implants are more likely to be educated orally, in the standard fashion, and without access to sign language and are often isolated from other deaf children and from sign language. Cochlear implants have been one of the technological and social factors implicated in the decline of sign languages in the developed world.
|
|
Bloom's 2 sigma problem refers to an educational phenomenon observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal Educational Researcher. Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students who learn via conventional instructional methods—that is, "the average tutored student was above 98% of the students in the control class". Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class. Bloom's graduate students J. Anania and A. J. Burke conducted studies of this effect at different grade levels and in different schools, observing students with "great differences in cognitive achievement, attitudes, and academic self- concept".
|
|
A 2013 Pew Research Center survey shows that American children of interfaith marriages are more likely to have been raised Jewish and identify as Jewish than in the past, which some scholars attribute to more welcoming and inclusive attitudes among Jewish organizations. The increasing awareness and social validation of self-concept as defining one's identity may also be a contributing factor. Studies have shown that American adults whose fathers are Jewish and whose mothers are not can readily identify lasting damage to their identity formation, family relations and faith due to patrilineal rejection, regardless of whether they were raised as Jews. Experiences include being singled out and made to feel unwelcome at Jewish events, sites and schools; pressure to disguise their heritage; being bullied or isolated; uncertainty regarding their personal identity; and narrowed access to a Jewish education and a community of faith.
|
|
The status dynamic view maintains that the self-concept is most usefully identified, not with an organized summary of myriad perceived facts about oneself (the traditional view), but with one's summary formulation of one's status. That is, it is one's overall conception of one's place or position in relation to all of the elements in one's world, including oneself. A favorite heuristic employed by status dynamic adherents to illustrate this point is a Peanuts cartoon in which Charlie Brown laments that he is unable to initiate a relationship with a little girl on the playground because "I'm a nothing and she's a something." He goes on to relate that, if he were a "something," or she a "nothing," he could pursue her, but that, since "nothings" cannot hope to succeed with "somethings," he could not pursue her.
|
|
The component process model proposed by Klaus Scherer utilizes cognitive appraisal to explain an individual’s psychological and physiological response to situations. Scherer’s model makes additions to the Lazarus’ transactional model regarding how many appraisals occur. Rather than just two levels of appraisal in response to an event (primary and secondary), Scherer’s model suggests four distinct appraisals occur: (a) the direct effects or relevance that an individual perceives an event being to them (b) the consequences an event has both immediately and long-term to an individual and their goals (c) the ability an individual perceives they can cope with the consequences of an event (d) the ways in which the events are perceived to result from an individual’s values and self-concept. This model and additional work by Scherer notably highlights not only psychological responses, but many physiological responses according to how events are appraised by an individual.
|
|
The American Psychological Association holds an annual convention, and Cross plans on attending the upcoming 2014 convention, which will take place in Washington D.C. At the convention, it is Cross's goal to emphasize two key topics: (1) the mass incarceration of people of color, and (2) the lived experience of LGBT people of color. One of the major focuses of the Division 45 is highlighting the roles of women, gay and lesbians, and people with disabilities within the American Psychological Association. In a recent review, Cross commented, “I feel very fortunate to have lived the life I’ve led. I’ve been married for over 40 years, with a daughter who lives in Denver; so moving to Denver has reunited our family.” In fact, Cross and his daughter have co-authored two different works, one on self-concept and the other employing a lifespan perspective to look at racial identity development.
|
|
This study expanded Cross's Black identity development model to a lifespan perspective. In essence, the study examined the Nigrescence model in cohort with Erik Erikson's (1968) adolescent development model, and determined that a distinction was necessary between the two because there was some overlap in the populations that the models described. Cross and Fhagen-Smith determined that the importance factor in this distinction was the centrality of the individual; individuals who made their race/ethnicity central to their identity or sense of self may be better described by the Nigrescence model, whereas those with “nonethnic” frameworks may be better described by Erikson's adolescent development model. The work established in this paper emphasized the relationship between Nigrescence and self-concept or identity development, and related that Nigrescence may begin for an individual as early as adolescence, or after the development of one's foundational adult identity.
|
|
Though self-assessment is one of the self-evaluation motives it could be suggested that it may not be the most popular one. Self-enhancement was displayed in each of the experiments conducted by Sedikides and self-assessment, and even self-verification to an extent was only displayed when it was teased out. This is not to say that self-assessment is not a self-evaluation motive, however most of the experiments conducted by Sedikides ended up with the participants reflecting on central traits rather than peripheral traits. This is unsurprising as they are the most important traits to a person's self-concept, however it is not therefore surprising that these are the traits that are enhanced rather than assessed as if someone assessed their central traits and found fault it would be more of an issue than finding a fault with a peripheral trait.
|
|
Nobles has authored over 100 articles, research reports, chapters, and books, including African Psychology: Toward its Reclamation, Reascension and Revitalization, Seeking the Sakhu: Foundational Writings in African Psychology, and The Island of Memes: Haiti’s Unfinished Revolution. Island of Memes, inspired by Nobles' visit to Haiti following the 2010 earthquake, focuses on the roles of Haitian religion and class systems in its recovery from natural disaster and uses memes as cultural indicators. Among Nobles' scientific publications is his article "Extended self: Rethinking the so-called Negro self-concept," which critiques Euro-Americans' research about African Americans on the basis of their fundamental misunderstanding of group differences and misapplication of Euro-centric norms. Similarly, his article "Africanity: Its Role in Black Families" criticizes social science research defining the black family as disorganized and pathological, as it is performed by non-black researchers with negative assumptions of black family life.
|
|
She has been recognized by several international organizations for her contributions to psychology—she is a Fellow of the Association for Psychological Science, the American Psychological Association, the Society for Experimental Social Psychology, and the Society for Personality and Social Psychology. Oyserman is interested in cultural differences in affect, behavior, and cognition – how people feel, act, and think about themselves and the world around them. She also examines racial, ethnic and social class gaps in educational achievement and health (see also work relating to gender and self-concept). Across these domains of research and in different contexts, Oyserman investigates how changes in mindset can shape the perceived meaning of behaviors and situations and how these shifts can have significant effects on health and academic performance. Throughout her work, she examines how apparently “fixed”differences between groups may in fact mask highly malleable situated processes that can be profoundly influenced through small interventions that shift mindset.
|
|
The second experiment conducted by Sedikides (1993) investigated the possibility that the ability for greater reflection than experiment one may show greater levels of self-assessment in the participants. However the results of this experiment showed that though through some analysis there was evidence of some self-verification there was no real evidence pointing towards self-assessment and all the results supported self- enhancement. The third experiment again tried to draw out evidence for self- verification and self-assessment and though, as with experiment two, there was some evidence to support the self-verification motive most of the results pointed towards the self-enhancement method and not self-assessment. In experiment four Sedikides suggests that the reason past experiments have not supported self-assessment is because participants reflect more on the central traits than peripheral traits, which are generally ones that are assessed so as to be able to improve at the same time as not harming the self-concept too much.
|
|
Among factors conducive to the development of sustainable peace are: the fundamental belief that conflicts are frequent, but that they can be solved without violence and for the benefit of the various conflict parties; the concept of humanism with the features of human dignity, pacifism, empathy, respect, tolerance and solidarity, and respect for all people or for humanity as a whole; critical proximity to one's own group that – in addition to positive identification – also integrates own weaknesses, mistakes, and committed wrongdoings in the collective self-concept. In the transformation of cultures of violence into cultures of peace the focus on human rights is of high importance. Human rights are inalienable rights that apply to all human beings, without distinction as to sex, color, ethnicity, language, religion, political opinion, or social origin (prohibition of discrimination). The UN Human Rights Charter contains the essential documents of the Universal Declaration of Human Rights (UDHR, 1948) and the Twin Covenants (1966, International Covenant on Economic, Social and Cultural Rights and International Covenant on Civil and Political Rights).
|
|
Nick Bilton, , New York Times, August 9, 2011 Jobs was perceived as a demanding perfectionist who always aspired to position his businesses and their products at the forefront of the information technology industry by foreseeing and setting innovation and style trends. He summed up this self-concept at the end of his keynote speech at the Macworld Conference and Expo in January 2007, by quoting ice hockey player Wayne Gretzky: Jobs demonstrating the iPhone 4 to Russian President Dmitry Medvedev on June 23, 2010 On July 1, 2008, a billion class action suit was filed against several members of the Apple board of directors for revenue lost because of alleged securities fraud. In a 2011 interview with biographer Walter Isaacson, Jobs revealed that he had met with US President Barack Obama, complained about the nation's shortage of software engineers, and told Obama that he was "headed for a one-term presidency". Jobs proposed that any foreign student who got an engineering degree at a US university should automatically be offered a green card.
|
|
Through the lens of Otto Rank's work on understanding art and artists, action learning can be seen as the never- completed process of learning how to "step out of the frame" of the ruling mindset, whether one's own or the culture's—in other words, of learning how to unlearn. Comparing the process of unlearning to the "breaking out" process of birth, Otto Rank was the first psychologist to suggest that a continual capacity to separate from "internal mental objects"—from internalized institutions, beliefs and assumptions; from the restrictions of culture, social conformity and received wisdom—is the sine qua non for lifelong creativity. Unlearning necessarily involves separation from one's self- concept, as it has been culturally conditioned to conform to familial, group, occupational or organizational allegiances. According to Rank (1932/1989), unlearning or breaking out of our shell from the inside is "a separation [that] is so hard, not only because it involves persons and ideas that one reveres, but because the victory is always, at bottom, and in some form, won over a part of one's ego" (p. 375).
|
|
In the episode "Order of the Straight Arrow," Bill says "I'm so depressed, I can't even blink", upon the reminiscence of his childhood days as an Arrow Scout and remembering his wishes to be a free spirited pilot like his father. Bill's negative self-concept is clearly displayed in the episode "A Firefighting We Will Go"; Bill, Dale, Hank, and Boomhauer recall an evening's events, and, while the other three characters imagine themselves in a positive light, Bill imagines himself as being balder, fatter, and more of a glutton than he is in reality. Despite all of this, Bill is loyal and brave in the face of adversity, rescuing the Hills from their house after smelling a gas leak and resuscitating both Peggy and Hank on their front lawn afterwards. Bill is often a foil for his friends, who verbally and emotionally put him down on a regular basis, either because they don't realize how hurtful their remarks are or because Bill is too dimwitted to mind very much.
|
|
This review of contemporary research includes chapters by James Borland, Linda E. Brody, Julian Stanley, Carolyn M. Callahan, Erin M. Miller, Tracy L. Cross, Laurence J. Coleman, John F. Feldhusen, Joan Freeman, Francoys Gagne, Edmund Gordon, Beatrice L. Bridglall, Kurt A. Heller, Christoph Perleth, Tock Keng Lim, Ida Jeltova, Elena L. Grigorenko, Franz J. Monks, Michael W. Katzko, Jonathan A. Plucker, Sasha A. Barab, Sally M. Reis, Joseph S. Renzulli, Nancy M. Robinson, Mark A. Runco, Dean Keith Simonton, Robert J. Sternberg, Rena F. Subotnik, Linda Jarvin, Joyce Van Tassel-Baska, Catya von Karolyi, Ellen Winner, Herbert J. Walberg, Susan J. Paik, Albert Ziegler, and Richard E. Mayer. Motivation, high self-concept, and creativity are key qualities in many of these broadened conceptions of giftedness. Joseph Renzulli's (1978) "three ring" definition of giftedness is one frequently mentioned conceptualization of giftedness. Renzulli's definition, which defines gifted behaviors rather than gifted individuals, is composed of three components as follows: Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits—above average ability, high levels of task commitment, and high levels of creativity.
|
|