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PubMed2006

Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.

The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.

Adolescent↗
PubMed2006

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

Effective interpersonal communication skills are needed for pharmacists to deliver patient-centered care. To achieve this outcome with pharmacists, communication skills are emphasized in pharmacy school in required coursework, such as a clinical communication course. One important concept to include in communication coursework is content on perceptions because perceptions influence communication interactions. Specific emphasis should include a focus on self-perceptions and self-concept, because related empirical literature demonstrates that accurate academic self-concepts predict academic success. These results were extrapolated to a pharmacy clinical communications course where a lecture and laboratory series was designed to emphasize self-concept and facilitate communication skills improvement. The instructional design of this series promoted the advancement of students' communication skills by using communication inventories, self-reflection activities, peer and class discussion, and lecture content. Class discussions, self-reflections, and baseline, and follow-up counseling activities throughout the semester provided evidence of improvements.

Communication↗
PubMed1988

[The effect of social feedback on receiver's self-concept change: an examination of the role of receiver's perception on sender's self-concept].

Cognitive processes for feedback information on self-concept as influenced by the receiver's perception of the sender's trait were examined in 40 male and female undergraduates. Subjects in the consistent and inconsistent feedback situations received information consistent and inconsistent with their initial self-rating of a trait, respectively. The sender (confederate) had a higher or lower scale score for the same trait than the subjects. Subsequently, subjects did final self-rating. Inconsistent feedback produced self-concept changes no more than consistent feedback only when the sender had a higher trait tendency than the subjects. This finding suggests: (1) only in the inconsistent feedback situation, the receiver sets out to search cause of feedback; (2) whether or not the receiver changes one's self-concept depends on causal attribution of inconsistent feedback; and (3) the direction of causal attribution is influenced by the receiver's consideration of the sender's trait tendency.

Adult↗
PubMed1983

Self-concept: a function of self-perceived somatotype.

The Tennessee Self-concept Scale was employed to assess multiple dimensions of self-concept in 284 college males; the Perceived Somatotype Scale was used to assess three indices of somatotype. MANOVA revealed significant differences in global self-concept among the self-perceived somatotype (PSS), the perceived-ideal somatotype (PSI), and the self-ideal discrepancy (PSD) groups. Univariate analyses indicated that the PSS groups differed significantly in all but the Moral-Ethical dimension of self-concept, while no univariate self-concept differences were found among the PSI groups. The PSD groups differed markedly on all but the Moral-Ethical and Family Self subscales. The assertion that somatotype affords little psychological predictive utility needs amendment in light of the findings of the present study.

Adult↗
PubMed2006

Students' self-concepts: implications for promoting self-care within the nursing curriculum.

An important component of encouraging self-care among nursing students is the development of a self-concept that is aligned with valuing personal health. Dimensions of self-concept have been found to correlate with health behaviors and responses to health promotion information. In this study, 300 undergraduate students in a health course completed measures regarding their self-concept, health behaviors, and responses to a health promotion message. Students reported little overlap between their descriptions of themselves and of people they liked and respected and their descriptions of people who are healthy and take care of themselves. In addition, various self-concept ratings were related to self-reported involvement with smoking, alcohol consumption, and exercise, as well as to their responses to a health promotion message. This study offers suggestions for addressing the complexity of students' self-concepts in the nursing curriculum to foster a self-identity that includes valuing self-care at this key developmental stage.

Adolescent↗
PubMed1993

[Self concept: toward a cognitive approach to identity disorders].

The development of the concept of self is one of the prominent facts of 20th-century psychology; its conceptualizations are diverse. Within the field of cognitive psychology, concurrent with growing interest in comprehensive theories of personality has been the recent emergence of the self-concept. The self-concept is viewed as the cognitive structure comprised of mental representations of oneself, and responsible for their integration and processing; it appears as the cornerstone of personality. The cognitive modelling of the self-concept currently opens new directions in the approach to identity processes and their psychopathologic disturbances.

Cognitive Behavioral Therapy↗
PubMed1979

The impact of chronic pain on the self-concept.

Compared self-concepts of three groups, medical patients, chronic low back pain patients and chronic head pain patients (N = 60) to determine (1) whether chronic pain patients have self-perceptions that differ from other medical patients; (2) whether changes in self-perception are limited to physical attributes and capacities; and finally (3) whether persons who suffer different types of chronic pain would have differing self-concepts. Significantly lower self-concepts were obtained from groups of head pain and low back pain patients. Self-concept patterns for the two pain groups were quite similar with the exception of two self-concept components that were significantly lower for the head pain group. Differences were explained in terms of loss of many normal functions and disruption of normal life-styles. Implications for treatment of pain patients and for training of health professionals were discussed.

Adult↗
PubMed1999

Discovery of self: exploring, interconnecting and integrating self (concept) and nursing.

Self concept of individual nurses is still largely unexplored in nursing. While the role of self-knowledge and self-actualisation are recognised as integral to nursing practice, little has been done to examine their relationships to self concept and nursing practice. The aim of this research study was to explore the role and significance that self concept plays in women nurses' experience of their beginning practice. The exploration examined factors which contribute to and impact on self concept within a nursing practice environment. Self concept relates to how an individual experiences oneself and is integrally linked to one's interactions and relationships with others. This two phase research was situated in critical and feminist theory using reflective journalling (phase one) and story telling/narrative (phase two) as the research methods. This paper discusses the three major themes which arose in phase one of the research. Those were: exploring experiences; interconnecting personal and professional worlds; and, integrating self 'into' nursing. The paper also explores inter-subjectivity in terms of the contribution this concept makes to our understanding of research findings.

Female↗
PubMed1989

Self-concepts, domain values, and self-esteem: relations and changes at early adolescence.

We assessed how children's self-concepts of ability for mathematics, English, social, and physical skills activities, ratings of the importance of these activities, and general self-esteem change across the transition to junior high school. Three types of change were assessed: change in mean levels, change in stability, and change in relationships. Twice each year during the sixth and seventh grades, 1,450 children completed questionnaires. Mean levels of children's self-esteem were lowest immediately after the transition, but recovered during seventh grade. Self-concept of ability and importance ratings for math and sports activities showed linear declines. Self-concept of ability for social activities showed a cubic trend, but importance ratings for social activities declined in a linear fashion. Children's self-concepts of ability for math and English became less stable across the junior high transition, whereas beliefs about other activities and general self-esteem were more stable in seventh grade.

Adolescent↗
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↗
PubMed2003

Measuring the multidimensional self-concept and global self-worth of 6- to 8-year-olds.

A downward extension of a Dutch version of Harter's Self-Perception Profile for Children (SPPC) was tested in a Flemish sample of 880 1st to 3rd graders (Mage = 7.18 years, SD = 0.80). In 2nd and 3rd graders, 5 SPPC factors were identified; in 1st graders only 4 were identified. Support was found for the equivalence of structure and measurement for 2nd and 3rd grades and for boys and girls. Most scales possessed reasonable to good internal consistency for these groups. The results support the multidimensionality of self-concept responses for young children and the improving of the distinctiveness of SPPC factors with age. Young children seem to have an ability to verbalize concepts of their global self-worth that can be tapped by self-report measures.

Belgium↗
PubMed1989

From self-conceptions to self-worth: on the sources and structure of global self-esteem.

Three factors were identified that uniquely contribute to people's global self-esteem: (a) people's tendencies to experience positive and negative affective states, (b) people's specific self-views (i.e., their conceptions of their strengths and weaknesses), and (c) the way people frame their self-views. Framing factors included the relative certainty and importance of people's positive versus negative self-views and the discrepancy between people's actual and ideal self-views. The contribution of importance to people's self-esteem, however, was qualified in 2 ways. First, importance contributed only to the self-esteem of those who perceived that they had relatively few talents. Second, individuals who saw their positive self-views as important were especially likely to be high in self-esteem when they were also highly certain of these positive self-views. The theoretical and therapeutic implications of these findings are discussed.

Affect↗