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PubMed1991

Effects of ectostriatal lesions on natural concept, pseudoconcept, and artificial pattern discrimination in pigeons.

Pigeons were trained on four different visual discrimination tasks: (1) concept of natural stimuli (food vs. non-food object discrimination); (2) arbitrary classification of natural stimuli (pseudoconcept); (3) concept of artificial stimuli (triangles generated by computer graphics); and (4) discrimination of one pair of artificial stimuli. Then, lesions of the ectostriatum were carried out. The ectostriatal lesions impaired the arbitrary classification of natural stimuli and the concept of artificial pattern but did not impair the natural concept or the simple discrimination of fixed two stimuli. Lesions in the neostriatum did not cause deficits in any discrimination task. The birds had to learn individual stimuli for the arbitrary classification of stimuli and the stimulus generalization test after the artificial pattern concept discrimination indicated that the pigeons formed a concept more complicated than "triangle" in human language. These results suggest that the ectostriatum plays a role in task discrimination that requires much visual processing to classify stimuli.

Animals↗
PubMed1986

Stability and malleability of the self-concept.

The self-concept literature is characterized by a continuing controversy over whether the self-concept is stable or malleable. In this article we suggest that it is both but that the stability observed for general descriptions of the self may mask significant local variation. In this study the social environment was varied by creating a situation in which subjects found themselves to be either very unique or very similar to others. Following this manipulation, subjects responded to a series of self-concept measures. Although the uniqueness and similarity subjects did not differ in the trait terms they used to describe themselves, they did differ systematically in their latency for these judgments, in positivity and negativity of their word associations, and in their judgments of similarity to reference groups. These findings imply that subjects made to feel unique recruited conceptions of themselves as similar to others, whereas subjects made to feel similar to others recruited conceptions of themselves as unique. The results suggest that very general self-descriptive measures are inadequate for revealing how the individual adjusts and calibrates the self-concept in response to challenges from the social environment.

Adult↗
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↗
PubMed2006

Factors underlying expectancies of success and achievement: the influential roles of need for cognition and general or specific self-concepts.

It has been assumed that task-specific self-concepts are more important than general self-concepts in determining expectancies of success and subsequent achievement. The authors argue here that the influence varies depending on need for cognition (NFC). Findings from Study 1 (N=104) showed that expectancies of success in an academic task could be predicted from specific self-concept for individuals with a high NFC and from general self-concept for individuals with a low NFC. In Study 2 (N=193), where cognitive load was manipulated, given a high cognitive load, only general self-concept was predictive of success expectancies, independent of NFC. In Study 3 (N=197), given a high relevance of correct expectancy ratings, only specific self-concept was predictive of expectancies and actual achievement, independent of NFC. In Studies 4 and 5, the results from Study 1 concerning the prediction of expectancies (as well as achievement) reappeared in a physical and a social domain.

Achievement↗
PubMed1998

The professional identity of the nurse: concept analysis and development.

The aim of this paper is to highlight the concept of professional identity of the nurse in order to promote theoretical clarity and examine implications for nursing practice. A modification of the hybrid model for concept development was followed. Accordingly, the theoretical analysis of conceptualizations and corresponding theoretical frameworks were combined with empirical data gathered from the field, from semi-structured interviews with eight registered nurses. The sampling was strategic and continuous. Personal and interpersonal dimensions and socio-historical aspects of the concept were found in the literature review as well as in the interview data. Attributes, antecedents and consequences of professional identity of the nurse in relation to the identified dimensions were stated. The analysis ends with a comprehensive description of the concept. Further, the relations to the concepts of self-esteem, self-image, professionalism and professional self-image, as well as professional function and roles of the nurse, are outlined. Finally, the importance of the developed concept is discussed, and suggestions for further research are presented.

Humans↗
PubMed2002

Self-concept and adaptive behaviour of people with intellectual disability in integrated and segregated recreation activities.

BACKGROUND: Leisure and recreation are areas in which the inclusion of people with intellectual disability (ID) in the community is required. In Israel, leisure activities have been developed over the past decade as part of the services provided to individuals with ID in the regular programmes of the community. However, even within those frameworks, people with ID are typically segregated from the whole population. METHODS: The purpose of the present study was to examine whether individuals with ID who participate in recreation activities with normal people as equals are different in their self-concept and adaptive behaviour from their counterparts who participate in segregated recreation programmes. Two hypotheses were examined: (1) whether people with ID who participate in integrated recreation programmes have a higher self-concept than those who participate in segregate programmes; and (2) whether individuals with ID who have better adaptive behaviour have a higher self-concept than people with ID who have lower adaptive behaviour. RESULTS: The hypotheses were partially confirmed. Differences were found in two subscales of self-concept. First, the physical self-concept of individuals with ID who participated in integrated programmes was found to be higher than that of their counterparts who participated in segregated programmes. Secondly, satisfaction with the whole self-concept of people with ID who participated in integrated programmes was found to be higher than of those who participated in segregated programmes. CONCLUSIONS: The implications of the research findings are discussed and future planning is recommended.

Adaptation, Psychological↗
PubMed2002

Concept mapping assessment in medical education: a comparison of two scoring systems.

BACKGROUND: Concept mapping has the potential to measure important aspects of a student's evolving knowledge framework in a way that conventional examinations cannot. This is important because development of an elaborate and well-structured knowledge framework is a critical step toward becoming an expert in a particular field. Little is known about the best way to score concept maps in the setting of medical education. Therefore, as a preliminary step in addressing this question, we compared two different scoring systems for validity: a structural method based on the organization of a map's hierarchical structure and a relational method based, not on structure, but on the quality of each individual map component. METHODS: A total of 21 paediatric resident doctors completed concept map training, drew a preinstruction concept map about "seizures", completed a seizure education course, and then drew a postinstruction seizure map. Two raters using both structural and relational methods scored each map. RESULTS: Structural scores increased significantly after instruction and were higher in more experienced residents, but relational scores were not significantly different. Interrater scoring reliability for both methods ranged from moderate to strong, but was greater using the relational scoring method. CONCLUSIONS: These data suggest that scoring systems for evaluating concept maps in postgraduate medical education may need to account for structural features of maps, if scores are to reflect changes in the developing knowledge frameworks of resident doctors. More research to further evaluate reliability and validity is critical prior to any future use of concept mapping assessment in medical education.

California↗
PubMed1991

From high school to college: changes in women's self-concept and its relationship to eating problems.

A longitudinal panel study of a sample of college women was undertaken to assess changes in women's self-concept from high school to college and during their college years and the relationship between changes in self-concept ratings and eating disorders. Self-concept was measured at Time Change 1 (senior year of high school to sophomore year of college), Time Change 2 (sophomore year of college to senior year of college), and Time Change 3 (senior year of high school to senior year of college) using Brownfain's (1952) self-rating scale. Eating behavior in college was measured at two points, sophomore and senior year, by the Eating Attitudes Test (Garner, Olmsted, Bohr, & Garfinkel, 1982). The women were placed into three eating groups: Group 1 (eating pattern becomes or remains abnormal). Group 2 (eating pattern gets better), and Group 3 (eating pattern remains normal). Results revealed that all women's self-concept ratings declined in Time 1 with only a slight increase on a few traits in Time 2. Analysis of variance (ANOVA) showed that Group 1 experienced a significant overall decline in self-concept ratings between Time 1 and Time 3 compared with Group 2 and Group 3. Group 2 reported significantly greater increases in assertiveness at Time 1 compared with Group 3. We suggest an interactional model for understanding the relationship between self-concept and eating problems.

Adolescent↗
PubMed1990

Influence of self-concept on school adjustment among middle-school students.

The view that children's self-concepts influence their school adjustment and behavior is widely accepted, but the strength of the influence and the contribution of specific self-concept dimensions to children's nonacademic performance in school are uncertain. This issue is important in view of evidence that behavior problems are acute among minority children in inner-city public schools. The purpose of the present study was to examine the relationship between specific self-concept dimensions and school adjustment in three areas: (a) general classroom behavior, (b) group participation, and (c) attitude toward authority, as assessed by teachers. The sample consisted of 142 American middle-school children who attended four inner-city public schools. The results showed that significant bivariate correlations existed between each self-concept dimension on the Tennessee Self-Concept Scale and the three behavioral domains studied. Stepwise multiple regression procedures also indicated strong individual and combined predictive power among the self-concept dimensions.

Adolescent↗
PubMed1998

The influence of traditional values of education of Greek students' real and ideal self-concepts.

Students' real and ideal self-concepts were studied with respect to their acceptance or rejection of the traditional values of Greek education. The relationship between the real and the ideal components of self-concept was also examined. A sample of Athenian students who answered a questionnaire accepted most of the traditional values of education. The students' internalization of such values predicted their moderately satisfied real self-concepts and their extremely developed ideal self-concepts, which symbolized their hopes and ambitions for academic achievement. The factor-analyzed items of self-concept revealed a disparity between the real and the ideal components of the participants' self-concepts.

Achievement↗
PubMedDate not supplied

Cultural marginality: a concept analysis with implications for immigrant adolescents.

Society in the United States is becoming increasingly culturally diverse. In 1996, almost 1 in 10 people living in the United States was a foreign-born immigrant and the number of foreign-born in the population exceeded 25 million. However, the lack of mutual understanding between health care providers and immigrants, particularly children and adolescents, has impeded progress in research and practice for this population. To facilitate nurses' understanding of immigrant adolescents' unique experiences, this article explores the concept of cultural marginality. Cultural margin ality is defined by the author as "situations and feelings of passive betweeness when people exist between two different cultures and do not yet perceive themselves as centrally belonging to either one." Using Walker and Avant's (1995) method as a framework, my article identifies attributes, antecedents, and consequences of cultural marginality in the context of immigrant adolescents' experiences. To clarify the abstract concept, cases are provided that distill meanings of the concept in life. A conceptual model has been synthesized to illustrate relationships among attributes, antecedents, and consequences and to highlight areas for further inquiry. Concept analysis is a critical step for the develop ment of nursing knowledge. The process of concept analysis is demonstrated through clarification of the concept of cultural marginality, which offers guidance for nursing research and practice within the immigrant adolescent population.

Adolescent↗
PubMedDate not supplied

The measurement of child characteristics from infancy to toddlerhood: temperament, developmental competence, self-concept, and social competence.

Maternal report on four characteristics was obtained for 126 infants at 8, 12, 24, and 36 months of age. Temperament was assessed using the Revised Infant and Toddler Temperament Scales; the Infant/Child Monitoring Questionnaires were used to screen developmental competence. The Self-Concept Questionnaire and the Adaptive Social Behavior Inventory were outcome measures at 12, 24, and 36 months. Temperament and developmental competence were found to be relatively stable but unrelated over time. The second year, 12-24 months, was a salient period of development in which the greatest increases in self-concept and social competence were observed. Correlation analyses revealed temperament difficulty was negatively related to social competence yet unrelated to self-concept; developmental competence was more strongly related to the developing self-concept than social competence. The strongest relationships between social competence and self-concept were obtained by earlier social competence in relation to subsequent self-concept.

Adolescent↗
PubMed2006

Maximizing the utility of interorganizational data using concept mapping.

OBJECTIVE: The overall objective of this article was to apply an existing methodology (concept mapping) to a nonstandardized interorganizational data set. The specific aims were to (1) identify, define, and create a map that represented the common conceptual domains of patient satisfaction; (2)validate the relationships among concepts; and (3) use the map by testing the relationships of the patient satisfaction concepts to other patient outcomes. BACKGROUND: The lack of standardized methodologies for collecting patient outcome data across multiple institutions poses threats to the validity and generalizability of research findings. METHODS: The steps in concept mapping were used to explicate the common underlying conceptual dimensions from 3 patient satisfaction tools. The map was then used to evaluate the extent that patient satisfaction was related to outcomes of hospitalized patients. Each of 3 hospitals' measure of patient satisfaction varied in the number and type of items. All items were examined to identify potential areas of conceptual correspondence. RESULTS: Items were grouped into 1 of the 3 identified categories that were consistent across sites: caring, communication, and responsiveness. Moderate correlations were found among the concepts of satisfaction and medication errors, nosocomial infections, and patient falls. CONCLUSIONS: Concept mapping-more traditionally used for learning, project planning, and evaluation-is a technique that has demonstrated utility in multi-institutional research.

Audiovisual Aids↗
PubMedDate not supplied

The concept of health scale: developed for Chinese people with chronic illness.

BACKGROUND: As the concept of health in Chinese people with chronic illness had not been previously explored, a scale to measure this concept in this client group was developed. OBJECTIVE: To develop and test the psychometric integrity of the Concept of Health Scale (CHS) for use with Chinese people. METHODS: Previous nursing experience and a literature review were used to inform the initial development of the CHS. It was revised following scrutiny by a panel of experts. Two studies tested the psychometric integrity of the scale. In Study One the data gathered from 80 Chinese people with a chronic illness were subjected to item analysis and exploratory factor analysis. In Study Two, with a convenience sample of 372 chronically ill Chinese people, confirmatory factor analysis was conducted. RESULTS: Instrument analysis in Study One resulted in a 34-item scale with a Cronbach alpha of 0.94. The results of an exploratory factor analysis showed that physical, psychosocial, and spiritual factors were represented by the CHS. The hypothesized model of the CHS was tested in Study Two using confirmatory factor analyses. The results of this study indicated that the concept of health was comprised of six first-order and three second-order factors. CONCLUSION: The results of this study demonstrated that Chinese people with chronic illness held a broad frame of reference in gauging the concept of health. The development of the CHS brings us one step closer to understanding how Chinese people with chronic illness regard the concept of health.

China↗
PubMed2003

Factors related to self-concept of elderly residing in a retirement center.

The purpose of this study was to explore the self-concept of elderly adults residing in retirement centers as well as its relationship to other variables, including function of activities of daily living (ADL), subjective well being, etc. Selected demographic attributes (sex, age, years of education etc.) were also examined for their relationship to self-concept. The subjects were a convenience sample of people aged 65 or older who were recruited from a retirement center in the south of Taiwan (N = 42), and a control group of elderly living with their family (N = 33). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. The Multidimensional Functional Assessment Questionnaire- Chinese Version (MFAQ) was applied to measure the function of activities of daily living. A total of 37 subjects from the retirement center group and 28 subjects from the home group completed these questionnaires. The data were analyzed using SPSS/PC software version 10.0. After multiple linear regression analysis, the results showed that the elderly residing in the retirement center had significantly lower Personal Self and Family Self scores. The variables of ADL, sex and subjective well-being had effects on the total self-concept. Female elderly individuals also revealed significant higher scores than males in the subscales of Moral- Ethical, Family Self, Social Self, Identity, Satisfaction Self. These results suggest we should design appropriate programs to increase elderly people's interaction with others and establish new social networks for them which may enhance a sense of positive self-concept.

Activities of Daily Living↗
PubMed2004

Impact of urinary incontinence on self-concept in children with spina bifida.

PURPOSE: Low self-concept and self-esteem are thought to be the main predictors of psychological problems in children and adolescents. Children with spina bifida are thought to be at an increased risk for low self-concept and self-esteem given their disabilities. We examined the impact of urinary continence on self-concept in children with myelomeningocele. MATERIALS AND METHODS: A total of 50 patients 7 to 19 years old with spina bifida were evaluated using the Hartner self-perception profile. Each patient was asked to self-rate on a scale of 1 to 4 using specific domains of self-concept, including scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct and global self-worth. Continence and several other factors, namely ambulatory status, family situation and insurance status, were reviewed simultaneously. RESULTS: There were no statistically significant differences between continent patients with spina bifida and controls. Overall children with spina bifida rated lower in scholastic competence, social acceptance and behavioral conduct than controls. Girls with spina bifida scored lower in perceived athleticism, physical appearance and global self-worth than boys with spina bifida. Continent girls were self-rated higher in social acceptance and global self-worth than incontinent girls. Continent boys were self-rated higher in scholastic competence, social acceptance, physical appearance and behavior compared to incontinent boys. CONCLUSIONS: Continence is associated with better self-concept in children with spina bifida and incontinent girls are at particularly high risk for poor self-esteem. Urologists' efforts to promote continence are likely to have a positive effect on self-concept in boys and girls with spina bifida.

Adolescent↗
PubMed2003

Quality of life philosophy VI. The concepts.

The about a hundred central concepts related to research in the global quality of life can, in a holistic medical frame of interpretation, be organized under ten abstract key concepts: existence, creation of the world, state of being, daily living, talents, relations, sex, health, personal development, and therapy with subthemes as discussed in this paper. The paper shows that the concepts in each group can be seen as related to each other in a quite intuitive and logical way, to give a coherent quality of life philosophy that allows the physician to encourage, inspire, and support his patient. In every consultation, one new concept and idea of existence can be taught to the patient, helping him or her to realize the meaning of life, the source of joy, and the reason for the actual suffering. In this way, we help the patient to mobilize hidden and known resources and to improve quality of life, subjective health, and the ability to function. The concepts were harvested in 2003 at a Nordic seminar on quality of life research, held in Sweden. Life does not only cohere on the inside, but also on the outside. The same power that ties together all the cells in our body, seems to tie us together in relationships and new wholeness. This power evolves into new kinds of relations that unite on more and more complex levels, with the global ecosystem as the highest known level. Our intentions come from this coherent matrix of life. In the beginning of our life, the web of life itself gave birth to our fundamental purpose of life. The abstract purpose determines the frame of interpretation of reality: How we will perceive ourselves throughout life, our inner life, and the world around us. The frame of interpretation is pitched in language and concepts, in fact it creates our perceptions. Based on these perceptions and our purposes of life, our behavior arises. Our consciousness evolves through the witnessing of our behavior and through the response caused by it. Through the slowly acquired mastering of our surrounding world, we obtain our power, which gives us success in life, when we use it responsibly and unite it in harmony with our deepest purpose of life. When many people experience not having success, it is because they are not conscious about their original purpose or the deepest meaning of their lives. They do not know themselves. They do not experience the world in that way and do not realize that they themselves are the cause. Therefore responsibility and self-knowledge, which add up to wisdom, are the ways to a good and successful life.

Animals↗
PubMed2002

When a grandiose self-image is threatened: narcissism and self-concept clarity as predictors of negative emotions and aggression following ego-threat.

Two studies examined the relation between narcissism, self-concept clarity, negative emotions, and aggression based on theoretical assumptions proposed by Baumeister, Smart, and Boden (1996). Narcissism and self-concept clarity were examined as predictors for anger, depression, and verbal aggression following ego-threat, which was operationalized by a bogus performance feedback on an intelligence test. The second study also examined the mediating effects of participants' negative emotions to provide an additional explanation for the aggressive reactions after failure. As expected, narcissism and self-concept clarity were significant predictors of negative emotions and aggression after failure. In accordance with our hypothesis, high narcissists with low self-concept clarity reacted with anger and aggression after failure, whereas less narcissistic individuals with high self-concept clarity showed feelings of depression and no aggression. The results also indicated that aggression was always directed toward the source of the ego-threatening feedback. Additionally, anger and depression could predict the aggressive response after failure but they did not mediate the relation between narcissism, self-concept clarity, performance feedback, and aggression.

Achievement↗