Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “SELF CONCEPT”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 271 records · Page 15Linked to original sources
PubMed2001

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

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

Adolescent↗
PubMedDate not supplied

Fostering positive self-concept in the school-age child.

Self-concept provides the basis for personal growth and healthy development in the school-age child. Pediatric nurses working with this age group need to understand this concept and use specific nursing interventions that will enhance and promote the development of a positive self-concept.

Body Image↗
PubMed1976

Causal priority of social desirability over self-concept: a cross-lagged correlation analysis.

The study examined the causal relationship between social desirability (SD) and self-concept (SC). Two self-report instruments--Crandall's Children's Social Desirability Scale and the Piers-Harris Children's Self-Concept Scale--were administered before and after a 9-month therapeutic treatment designed to enhance self-concept. Subjects were 57 upper elementary pupils in a laboratory research school. Three hypotheses were proposed: (a) There is a positive correlation between SD and SC; (b) SD is more stable across time than SC; and (c) SD is causally prior to SC. Cross-lagged panel correlation analysis supported all three hypotheses. Discussion centers on a causal explanation of the distorting effect of SD upon SC scores.

Child↗
PubMed2006

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

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

Adolescent↗
PubMed1992

Self-concept and need for achievement of men with physical disabilities.

Self-concept and need for achievement of athletically active and relatively inactive American males with physical disabilities were investigated using the Tennessee Self-Concept Scale Counseling Form (Fitts, 1965) and the Thematic Apperception Test (McClelland, Clark, Roby, & Atkinson, 1949). The subjects were 45 men, ranging from 18 to 40 years old, with physical disabilities. We hypothesized that subjects in the athletically active group had a more favorable mean self-concept and a higher mean need for achievement than subjects in the inactive group. Fifty able-bodied subjects, composing two counterpart groups, were also included in the study. It was hypothesized that the differences regarding the criterion variables between disabled and able-bodied counterpart groups would be negligible. The results of an analysis of variance (ANOVA) and an analysis of covariance (ANCOVA) supported the hypothesis that predicted significant differences at the .025 alpha level between the athletic and the inactive disabled groups. Age, education, and level of disability were treated as covariates. The results of this study also supported the hypothesis that predicted negligible differences (p less than .10) between the disabled subjects and the able-bodied counterpart groups.

Achievement↗
PubMed2005

Self-concept and quality of life following acquired brain injury: a pilot investigation.

OBJECTIVE: To investigate through pilot exploration the relationships between depression, self-concept and perceived quality of life (QoL) in post-acute patients with acquired brain injury (ABI). METHODS: Nineteen patients with ABI were administered the Beck Depression Inventory-II and the Quality of Life Inventory, along with the Tennessee Self-Concept Scale-2 and the Head Injury Semantic Differential Scale, measures of self-concept. The relationships between these measures were explored using correlational analyses. RESULTS: Ratings of self-concept were correlated with perceived QoL, suggesting that poorer view of self was associated with lower subjective QoL. Additionally, depressive symptoms were associated with lower QoL ratings, consistent with previous research. CONCLUSIONS: These results suggest that intra-personal variables, such as self-concept and depression, impact the perceived QoL of the ABI survivor. Future research exploring the mediating effects of these variables on QoL may clarify this relationship and may aid in developing more effective interventions for these individuals.

Adult↗
PubMed1989

Theoretical and methodological considerations of self-concept measurement.

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

Achievement↗
PubMed1996

On the structure of social self-concept for pre-, early, and late adolescents: a test of the Shavelson, Hubner, and Stanton (1976) model.

This study is the first to empirically validate the social self-concept component of the R. J. Shavelson, J. J. Hubner, and G. C. Stanton (1976) model. The primary purpose was to test for each of 3 age groups--preadolescents (Grade 3), early adolescents (Grade 7), and late adolescents (Grade 11)-3 hypotheses bearing on the structure of social self-concept within the context of this model: (a) that it is multidimensional, (b) that it is hierarchically ordered, and (c) that it becomes increasingly differentiated with age. Given evidence of a hierarchical social self-concept structure, a secondary focus of the study was to determine the extent to which this pattern held across age. On the basis of the analysis of covariance structures within the framework of confirmatory factor analysis, results revealed a multidimensional social self-concept structure that becomes increasingly differentiated and a hierarchical ordering that becomes better defined with age. Overall, findings were consistent with both the R. J. Shavelson et al. (1976) conceptualization of self-concept structure and developmental processes that underlie self-concept formation.

Adolescent↗
PubMed2000

Behavioral and self-concept changes after six months of enuresis treatment: a randomized, controlled trial.

BACKGROUND: Previous studies have suggested changes in self-concept with successful treatment of primary nocturnal enuresis (PNE), but behavioral changes have not been reported as a consistent associated finding. OBJECTIVE: To determine if self-concept and behavior change after 6 months of treatment of monosymptomatic PNE by conditioning alarm or desmopressin acetate (DDAVP). DESIGN: Randomized, controlled trial in an inner-city hospital clinic. Subjects were 182 children referred or recruited through media publicity, randomly assigned both to 1 of 8 pediatricians and 1 of 3 treatment groups (alarm, DDAVP, or placebo). Included were children >7 years old with PNE, no daytime symptoms, bladder capacity >50% expected, and wetting >3 times a week. Excluded were children with central nervous system disorders or developmental delays, and those currently on DDAVP or alarm. Subjects completed the Piers-Harris Children's Self-Concept Scale and Harter's Perceived Competence Scale for Children (PCSC) at initial visit and after 6 months of treatment. Parents completed the Achenbach Child Behavior Checklist (CBCL) at the same times. RESULTS: After 6 months of treatment the Piers-Harris total score showed a highly significant treatment by period interaction effect for DDAVP, a significant effect for alarm, and no effect for placebo. For children who achieved 75% dryness the CBCL showed a treatment by improvement interaction effect that was highly significant for DDAVP and placebo with no effect for alarm. For the PCSC there were no treatment or outcome interaction effects. After 6 months of treatment there were significant changes over time unrelated to outcome or treatment in the Piers-Harris Subscales and in the CBCL Internalizing and Externalizing Scores, and the Social Thought and Attention Problems Subscales. The PCSC was more stable with no changes in total score, and positive changes over time in only 2 Subscales, Scholastic and Social. CONCLUSION: Children's self-concept improved with the type of treatment and amount of success. Parents' perceptions of behavior improve with type of treatment and amount of success. Children rate their self-concept and some physical attributes better after treatment with any of DDAVP, alarm, or placebo regardless of outcome. Frequent follow-up with emotional support and encouragement appear to be important components of an efficacious intervention for children with nocturnal enuresis.

Child↗
PubMed1989

The "second skin": perceptions of disturbed and nondisturbed early adolescents on clothing, self-concept, and body image.

The purpose of this investigation was to determine if there were differences between regular education and emotionally disturbed early adolescents with respect to self-concept, body image, and selected uses of clothing. A questionnaire was administered to 74 regular education students from three middle schools. An additional 27 students labeled emotionally disturbed were surveyed from one of the schools. The questionnaire contained existing measures of self-concept and body cathexis and a revised clothing scale developed by the authors. Analysis of the data using t tests revealed significant differences between the groups with regard to self-concept and body image. In both cases, regular education students perceived themselves more positively than did those labeled emotionally disturbed. Factor analysis of the clothing-use measure gave rise to five distinct factors, one of which revealed a significant difference between the groups when analyzed by t tests. This factor, "dependence," examined the emotional effects of the use of clothing on individuals, such as the ability to influence mood. The emotionally disturbed students were less likely to use clothing to influence mood than were the regular education students. The results of this investigation lend further credence to the importance of self-concept in the education curriculum, and imply that the usual aspects of the curriculum that deal with self-concept may be served better by helping the individual become more realistic and self-accepting. The use of clothing as a tool to enhance self-concept merits further investigation.

Adolescent↗
PubMed2005

Self-concepts of parents with a child of school age with a severe intellectual disability.

The self-concepts of Hong Kong Chinese parents with a child of school age with severe intellectual disability were explored. A 20-item Adult Sources of Self-Esteem Inventory (ASSEI) and open-ended questions on self-evaluation and interviewing were adopted as the major procedures to identify the source and basis of their self-conceptions. One hundred and nine parents--35 males and 74 females, aged 31 to 45--participated in this study. The results indicated that the participants showed similar life priorities as the control group (parents of non-handicapped children). However, the participants showed significantly lower concept of self than the control group in most areas of life. An exploratory factor-analytic result showed that the parents' concept of self had a one-dimensional structure, which might indicate the parents' lack variety in their life. An analysis of the contents of the open-ended responses showed that family and work were the most important domains of the concept of self. However, most of the respondents stated that poor family relationships, the health problems of their child, and work and financial problems made them 'feel bad'.

Adult↗
PubMed2003

Reconceptualizing causative factors and intervention strategies in the eating disorders: a shift from body image to self-concept impairments.

In this report, we argue that impairments in self-concept development function as a cognitive vulnerability that contributes to the formation of the eating disorders (ED) of anorexia nervosa (AN) and bulimia nervosa (BN). More specifically we argue that impairments in development of the total collection of identities that comprise the self-concept contribute to body image disturbances which in turn, motivate the eating and body-weight attitudes and behaviors that characterize the disorders. First, we review current understandings of the role of body image disturbances in the ED and discuss limitations of this approach. Then we review theories from psychoanalytic and feminist traditions that suggest that identity disturbances are a key factor in the etiology of the ED. Next, results of studies that examine identity disturbances in the ED are reviewed. Results of a study of women with AN and BN using the schema model of the self-concept as the theoretical framework showed that women with few positive and many negative self-cognitions are particularly vulnerable to cultural messages about body weight and form weight-related cognitions about the self that contribute to disordered eating attitudes and behaviors. Finally, the implications of these findings for primary and secondary level prevention of ED are addressed.

Body Image↗
PubMed1998

Structure, stability, and development of young children's self-concepts: a multicohort-multioccasion study.

A new, individual administration procedure for assessing multiple dimensions of self-concept for young children 5-8 years of age (Marsh, Craven, & Debus) was the basis of this study. We expanded this application in a multicohort-multioccasion (MCMO) study that provides simultaneous multicohort comparisons (cross-sectional comparisons of different age cohorts) and longitudinal comparisons of the same children on multiple occasions. There was reasonable support for predictions that reliability, stability, factor structure, and the distinctiveness of the SDQ factors would improve with age (a between-group age cohort comparison) and from 1 year to the next (a longitudinal comparison), and that small gender differences were reasonably stable over age. Consistent with the proposal that children's self-perceptions become more realistic with age, Time 1 (T1) teacher ratings were more highly correlated with student self-ratings at T2 than T1 and contributed to the prediction of T2 self-concept beyond effects mediated by T1 self-concepts. The results support and expand the surprisingly good support for the multidimensionality of self-concept responses for very young children using this procedure.

Age Factors↗
PubMedDate not supplied

For which students with learning disabilities are self-concept interventions effective?

We have previously conducted a meta-analysis of outcomes of school-based interventions aimed at enhancing the self-concept of students with learning disabilities (LD). This study extends the previous findings by analyzing intervention effect sizes in relation to students' levels of self-concept prior to intervention. The results of these analyses indicated that only groups of students with documented low self-concept benefited significantly from intervention. For these students, intervention effects were much larger than the effects previously estimated from aggregations that included groups with wide-ranging or unknown levels of self-concept prior to intervention. These findings underscore the need for researchers and practitioners to identify students for self-concept intervention based on their documented need, rather than assuming a need based on the students' identification as students with LD.

Child↗
PubMed1978

Physical activity, motor development and self-concept: race and age differences.

To investigate the effect of organized physical activity on the development of specific motor skills (body coordination and self-concept) of elementary age children, 344 children from the ethnic origins, black and white, were administered the Schilling Body Coordination Test and the Martinek-Zaichkowsky Self-concept Scale for Children. Motor development (body coordination) and self-concept scores were significantly higher for the group who participated in the physical activity program than for controls who did not. There was a linear trend in motor skill improvement, with Grades 2, 3, 4, and 5 showing significantly higher gains than Grade 1. The self-concept scores indicated a significant decline for Grades 3, 4, and 5. There were no significant differences between blacks and whites. A two-way interaction was found between grade and race in motor development, with blacks demonstrating lower mean scores than whites in Grade 2 but higher mean scores in Grade 5. Correlations between self-concept and motor development were non-significant.

Black or African American↗
PubMed1988

Psychosocial development, self-concept, and gender.

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

Adult↗
PubMed1992

Academic and nonacademic self-concepts: influence of recent life-change experiences and demographic, social, and health variables.

For 150 undergraduate students (50 men, 100 women) the influences of demographic, social, health, and recent life-change experiences were examined on four facets of academic self-concept and nine facets of nonacademic self-concept. Multiple regression analyses showed that, in general, past academic performance, family structure, and family satisfaction were important predictors of academic self-concept. Family structure, family satisfaction, social satisfaction, mental stress associated with recent life-change experiences, and health factors in general were important predictors of nonacademic self-concept. Recent life-change experiences and mental health were significantly associated, more prominently among subjects who were low on emotional self-concept than those who scored high.

Achievement↗
PubMed1995

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

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

Adolescent↗