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PubMed1976

Self-concept: a cross-cultural study.

Self-concept differences between 190 American and 98 Danish 5th and 6th grade suburban students were examined in light of known societal and educational differences. Danish males and American females reported significantly higher self-confidence in personal attributes; American students reported higher achieving in school scores than Danish students. Results are discussed in the contex of cultural differences; further areas of investigation are offered.

Achievement↗
PubMed1990

Classroom environment and locus of control in identifying high and low self-concept in fourth- and fifth-graders.

This study examined classroom environment and locus of control in identifying successfully children showing high and low self-concepts. In their respective intact classrooms, 107 fourth- and fifth-graders were administered the Piers-Harris Children's Self-concept Scale, the Classroom Environment Scale, and the Nowicki-Strickland Children's Locus of Control Scale. A stepwise discriminant analysis indicated that four variables in combination successfully classified 76% all cases, suggesting the importance of environmental factors associated with classrooms and locus of control in identifying self-concepts of children of elementary-school age.

Child↗
PubMed1980

Salience of handedness in the spontaneous self-concept.

The distinctiveness postulate regarding selective perception implies that an aspect of a complex stimulus is likely to be noticed in direct proportion to its distinctiveness in the environment in which it is perceived. An implied prediction tested in the present study is that handedness is more salient in the self-concepts of left-handers than of right-handers. The spontaneous self-concept was measured in two different populations by open-ended "Tell us about yourself" questions. In each group, a significantly greater proportion of left- than right-handers mentioned their handedness as part of their self-concept.

Adult↗
PubMed1990

A 5-year follow-up study of psychotherapy. The stability of changes in self-concept.

This 5-year study examined students who were in individual psychotherapy. The specific interest of the study was in the stability of changes in their self-concept after psychotherapy. Students who were patients at the Dental Health Care Unit were used as a control group. Self-concept was measured by a multidimensional measure which consisted of four dependent variables: symptoms, Beck's Depression Inventory, self-image test and general progress during therapy. Changes in self-concept were presented as change profiles which showed that statistically significant changes had occurred in the experimental group during the 5-year follow-up study. However, the profile of the control group remained unchanged. The results of this follow-up study provide strong evidence for the stability of changes produced by psychotherapy. On the basis of LISREL models the 5-year results were best predicted by the 2-year results. The situation at the outset of psychotherapy predicted only 17% of the results after 5 years.

Adult↗
PubMed2005

Genetic and environmental influences on self-concept in female preadolescent twins: comparison of Minnesota and Seoul data.

It has been argued that culture significantly influences the developmental basis of self-concept. The goal of the present study is to compare the relative importance of genetic and environmental factors to explain individual differences in various dimensions of self-concept in female preadolescents of Minnesota in the United States and Seoul in South Korea. Two hundred and eighteen monozygotic (MZ) and 137 dizygotic (DZ) twin pairs from the Minnesota Twin Family Study (MTFS) and 74 MZ and 42 DZ twin pairs from the Seoul Twin Family Study (STFS) completed the 6 cluster scales of the Piers-Harris Children's Self-Concept Scale (P-H). The 6 cluster scales of the P-H include Popularity, Physical Appearance and Attributes, Behavior, Intellectual Competence and School Status, Anxiety, and Happiness and Satisfaction. Univariate model-fitting analyses were performed. In both samples, a model incorporating shared and nonshared environmental influences fitted the data best for Popularity, Anxiety, and Intellectual Competence and School Status, whereas a model including additive genetic and nonshared environmental factors provided the best fit for Physical Appearance and Attributes, and Behavior. The univariate model did not yield an adequate fit for Happiness and Satisfaction. For Physical Appearance and Attributes, and Intellectual Competence and School Status, estimates of additive genetic and environmental factors were significantly different between the MTFS and the STFS samples. For Popularity, Anxiety, and Behavior, however, the genetic and environmental estimates were comparable between the two samples.

Anxiety↗
PubMed1981

Effects on self-concept in two different alcoholism treatment programs.

Ninety-six male alcoholics were tested before and after a 4-week residential rehabilitation program. One-half of the subjects were residents of a VR treatment center which stressed development of internal controls and the attribution of responsibility to self. The other half were patients at a VA hospital which fostered considerable dependency and reliance on external controls. Change in self-concept was assessed by the Tennessee Self-Concept Scale (TSCS). A Locus of Control of Drinking Behavior Scale (LCDB) was also administered. Positive changes occurred across settings on 9 of 17 self-concept variables. However, there were four variables on which a differential change occurred. These setting-by-treatment interactions are discussed in terms of the treatment philosophy of the two programs.

Alcoholism↗
PubMed1985

Sex-role stereotype, self-concept, education and experience: do they influence decision-making?

The purpose of this study was to investigate the effects of self-concept, sex-role stereotype, educational preparation and years of experience upon the nurse's attitudes regarding decision-making. The Joseph Decision-making Tool (JDMT) was designed by the investigator to measure nurses' attitudes regarding decision-making. The tool consists of 20 scenarios in which the subject is asked to make a decision regarding a patient problem. Having an alpha reliability of 0.79, the JDMT was found to be exceedingly useful and easy to administer. Self-concept was measured by the BEM Scale. A heterogeneous population of female staff nurses working in medical-surgical units of two large metropolitan hospitals was used. A stepwise multiple regression technique was used to measure the potency of the particular variables in question. In a selected sample of 85 nurses, it was found that nurses with masculine sex-type scores and diploma education (P less than 0.05) felt that nurses should assume responsibility for decision-making. Experience was found to have an inverse relationship (P less than 0.01) with the JDMT. The more experience the nurse has, the less willing she is to make decisions. The majority of nurses (62%) who participated in the study were found to have androgynous rather than feminine sex-role stereotype scores. These two findings indicate changing trends in the traditional view of staff nurses. These new findings will assist nurses in changing the current image of a typically feminine nurse with a low self-concept. This study found strengths in nurses that are often overlooked by the feminists when they study nurses.

Adult↗
PubMed2005

Upward social comparison and self-concept: inspiration and inferiority among art students in an advanced programme.

We examined the role of social comparison in changes in the artistic self-concept of adolescents attending an advanced arts programme. Unfavourable comparisons that promoted a sense of inferiority and favourable comparisons that promoted inspiration were measured just prior to, in the first week of, and at the end of the 6 week programme. Consistent with the 'big fish little pond effect', inferiority comparisons made during the programme were associated with negative changes in self-concept. Consistent with the social comparison literature, however, inspiration comparisons made during the programme were associated with positive changes in self-concept. Rather than suggesting that exposure to highly talented peers is necessarily unfavourable, results suggest that the interpretation of the comparisons made in situ determines the favourability of such exposure.

Adolescent↗
PubMed1979

Self-concept and identified problem differences between pre- and postmenarcheal adolescents.

Examined differences in the number and types of problems as well as in self-reported self-concept between 232 middle and low SES pre- and postmenarcheal adolescents. The study also examined differences in these variables across four developmental levels of menarcheal status: Initial, Intermediate, Middle, and Established. These data were analyzed by a multiple ANOVA technique, and significant differences were found between pre- and postmenarcheal girls and between the two social class groups. Postmenarcheal adolescents had more problems, but were also higher on self-concept variables. Low SES females experienced the menarche earlier than middle class SES females, had different problems, and described themselves differently on the self-concept measures. These data were interpreted as supporting the view that menarche onset is a positive event for most young females.

Adolescent↗
PubMed2001

Self-concept of deaf secondary school students in different educational settings.

The purpose of this study was to examine the effects of different educational settings on the self-concept of deaf secondary school students. The Self-Description Questionnaire-1 (Marsh, 1986), a multidimensional measure, was linguistically modified and sign language videos were produced for those using sign communication. In the main study, the participants were deaf secondary students from three school settings: segregated (institutional), congregated (a new facility housing the previously segregated school for the deaf and a hearing secondary school), resource programs (in mainstream schools, providing both special class instruction and opportunities for integration). Examining dimensions of self-concept, the results identified academic advantages in attending resource programs and social advantages in attending segregated settings. Overall, deaf students who were integrated with hearing students had better self-perceptions of reading ability than those in special classes. Additional analyses with subsamples of deaf students found no significant differences between those using spoken and sign communication in any dimension of self-concept.

Journal Article↗
PubMed1995

Preliminary data on a relation between self-talk and complexity of the self-concept.

Recent empirical work in social cognition suggests that in building a self-concept people make inferences about themselves based on overt behavior or private thoughts and feelings. This article addresses the question of how, exactly, people make these inferences about themselves and raises the possibility that they do so through self-talk. It is proposed that the more on talks to oneself to construct a self-image, the more this image will gain coherence and sophistication. A correlational study was conducted to explore the relation between richness of the self-concept (using the W-A-Y) and natural disposition to talk to oneself (using a pilot questionnaire). A moderate but positive correlation of .30 is obtained. The article concludes with clinical implications.

Adult↗
PubMed2003

Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools.

Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries (N = 103,558) who completed the same self-concept instrument and achievement tests. Consistent with the BFLPE, the effects of school-average achievement were negative in all 26 countries (M beta = -.20, SD = .08), demonstrating the BFLPE's cross-cultural generalizability.

Adolescent↗
PubMed1981

Sex-role-related differences in self-concept and mental health.

Examined the differences in serf-concept and psychological health between androgynous, sex-typed, cross-sex-typed, and undifferentiated males and females. Two hundred forty-nine students who were enrolled in introductory psychology classes were classified according to sex type on the basis of their scores on the Bem Sex-Role Inventory. Nine aspects of self-concept and five aspects of psychological health, obtained, from the Tennessee Self-Concept Scale, were analyzed as a function of Sex and Sex Type. A series of analyses of variance and subsequent individual comparisons across groups revealed a clear pattern wherein androgynous subjects manifested more positive self-concepts and more positive psychological health than sex-typed subjects. Undifferentiated subjects manifested the poorest self-concepts, while results for sex-typed and cross-sex-typed subjects varied more as a function of the sex of the subject. The data are discussed as appearing to be consistent with Bem's hypothesis that androgynous people may represent a more appropriate societal definition of mental health than strongly sex-typed people. Qualifications of this support are also discussed.

Journal Article↗
PubMed1984

The effects of an undergraduate clinical internship on the self-concept and professional role mastery of baccalaureate nursing students.

PURPOSE: The Purpose of this investigation was to determine whether an eight-week undergraduate clinical courses would enhance students' self-concepts and increase their perception of competence in critical care, teaching/collaboration, planning/evaluation, professional development, leadership and interpersonal skills, and communication. RESEARCH QUESTIONS: Is there a need for an undergraduate clinical internship? Will there be a difference in self-concept and perception of role mastery between the group of students who participated in the internship and those who did not participate? METHODOLOGY: Nursing students at the University who were between their junior and senior years were offered the opportunity to enroll in the course (didactic and clinical). Eight interns enrolled in the course; five non-interns enrolled in the didactic portion only; and the remaining 36 classmates were designated as the control group. DESIGN: A pretest-post test designed was utilized. Two instruments were used: 1) The Tennessee Self-Concept Scale and 2) The Six-Dimensional Scale of Nursing Performance. RESULTS: One way ANOVA with .05 level of significance was used as the statistical test. There were no significant differences noted.

Clinical Clerkship↗
PubMedDate not supplied

Self-concept, marital vulnerability and brain damage.

The present study investigated the influence of a man's brain injury on both his and his wife's self-concept and perception of marital vulnerability. Thirty-six couples in which the husbands had brain damage and twenty-nine couples without disability filled out the Tennessee Self-concept Scale [1], and the Marital Vulnerability Scale [2]. Marital vulnerability of husbands with brain damage was found not to differ from that of the husbands in the control group. However, the marital vulnerability of the wives of the former husbands was lower than that of the other wives. Both men with brain damage and their wives exhibited a decrease in self-esteem and an increase in conflict and pathology. Brain damage appears to affect both the extent and direction of the relations between aspects of the self-concept and marital vulnerability differentially for husbands with brain damage and their wives. Practical and theoretical implications of the negative impact of brain damage upon the person with the damage, upon his wife, and upon their marital relationship are discussed.

Adaptation, Psychological↗
PubMed2001

Modeling processes in recovery from mental illness: relationships between symptoms, life satisfaction, and self-concept.

For persons with severe mental illness, controlling symptoms, regaining a positive sense of self, dealing with stigma and discrimination, and trying to lead a productive and satisfying life is increasingly referred to as the ongoing process of recovery. Drawing on psychiatric-medical and stress-social support models, and theories of self-concept and stigma, this study examines social-psychological processes in recovery from mental illness. Using longitudinal questionnaire data from 610 persons in self-help groups and outpatient treatment, 1 estimate a series of models of the relationships between key elements identified as part of the recovery process: symptoms, self-concept, and life satisfaction. The results show that these elements affect each other in a reciprocal manner. Moreover, findings indicate a key role for self-esteem, which mediates the effect of life satisfaction on symptoms. The study suggests a general framework for examining processes involved in recovery from mental illness.

Female↗
PubMedDate not supplied

Maternal limit-setting patterns and toddler development of self-concept and social competence.

In 126 mother-toddler dyads, the relationships between maternal limit-setting patterns at 12, 24, and 36 months were examined in relation to toddler self-concept and social competence at 3 years. Maternal limit-setting patterns differentiated toddler self-concept and social competence scores, demonstrating effects of socialization as well as cognitive maturation. Less optimal toddler outcomes at 36 months were associated with an inconsistent maternal limit-setting style and an indirect style. Children of mothers with a teaching-based pattern yielded the most positive outcomes. Although a power-based maternal limit-setting style was related to diminished self-regulatory behavior in a concurrent limit-setting context, outcomes for children of power-based mothers in terms of self-concept and social competence were not as negative as expected.

Adult↗