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PubMed1993

Comparison of the effects of auditory subliminal stimulation and rational-emotive therapy, separately and combined, on self-concept.

The present study investigated the effects on self-concept of Rational-Emotive 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. 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.

Adult↗
PubMed1981

Frontal EEG coherence, H-reflex recovery, concept learning, and the TM-Sidhi program.

This study investigated the relationship between frontal bilateral EEG coherence, H-reflex recovery (an index of CNS flexibility), and solution of a concept learning problem on which the correct concept is reversed during the task. It also assessed the longitudinal effect of the TM-Sidhi program on concept learning among the same sample of college students. Frontal EEG coherence and H-reflex recovery were significantly correlated with flexible performance on the concept learning task following the reversal. Instruction in the TM-Sidhi program significantly improved efficiency of concept-learning performance before the concept was reversed, although not afterward.

Computers↗
PubMed2006

Classroom racial proportion: influence on self-concept and social competence in Zimbabwean adolescents.

The authors measured self-concept and social competence relationships in 372 Zimbabwean adolescents (41% Black, 59% White) who attended classrooms in which they were either a racial minority or a racial majority (M age = 12.95 years, SD = 1.47). The authors used self-, peer-, and teacher-rating scale sociometric measures of social competence and a multidimensional measure of self-concept. The regression analysis predicted self-concept from social competence measures. Teacher-rated social competence predicted physical appearance self-concept in the Black adolescents and reading self-concept in White adolescents in White-majority classrooms. Self-rated social competence and peer-rated social competence predicted school self-concept in Black adolescents attending Black-majority classrooms. The authors concluded that classroom racial proportions influence aspects of social perception of Black and White adolescents.

Adolescent↗
PubMed2004

Linear separability in superordinate natural language concepts.

Two experiments are reported in which linear separability was investigated in superordinate natural language concept pairs (e.g., toiletry-sewing gear). Representations of the exemplars of semantically related concept pairs were derived in two to five dimensions using multidimensional scaling (MDS) of similarities based on possession of the concept features. Next, category membership, obtained from an exemplar generation study (in Experiment 1) and from a forced-choice classification task (in Experiment 2) was predicted from the coordinates of the MDS representation using log linear analysis. The results showed that all natural kind concept pairs were perfectly linearly separable, whereas artifact concept pairs showed several violations. Clear linear separability of natural language concept pairs is in line with independent cue models. The violations in the artifact pairs, however, yield clear evidence against the independent cue models.

Adolescent↗
PubMed1995

The role of instance retrieval in understanding complex concepts.

Conceptual combination studies have found that a property is often judged more salient in a complex concept than in its constituents. Medin and Shoben (1988), for example, found that metal is more typical than wooden of the simple concept SPOON, whereas wooden is more typical than metal of the complex concept LARGE SPOON. We explored the possibility that such typicality reversals reflect a process of instance retrieval; that is, subjects base their typicality judgments on previously stored instances of LARGE SPOON. This hypothesis predicts that performance in a task requiring typicality judgments and one requiring instance retrieval would be correlated. Three experiments supported this prediction. Experiment 1 provided typicality reversals for a set of concepts. Subjects in Experiments 2 and 3 described instances of the concepts. Aspects of these descriptions were used to predict the reversals. The correlation between predicted and obtained typicality reversals was substantial, and higher for concepts for which subjects retrieved many instances.

Adult↗
PubMed2000

[Influences of gender conception on gender-role attitudes and preference].

This study investigated the influences of age and length of education on gender conception, and the influences in turn of the conception on gender-role attitudes and preference, with multiple regression analysis. Of a random sample of 1,500 Tokyo residents, aged between 20 and 60, 342 women and 313 men completed a questionnaire concerning their views of gender. The questions were structured to measure their agreement to gender-stereotyped opinions and behaviors. Results were as follows: (1) The older both men and women were, the more rigid their gender conception was. (2) The longer the respondent's education was, the more flexible their gender conception was. (3) These tendencies were stronger for women than men. (4) Pass analysis indicated that age, education, and parents' gender-typed expectation affected gender conception, which in turn influenced gender-role attitudes, and also that gender-roles were chosen on the basis of gender-role attitudes. It was concluded that age and length of education affected gender-role attitudes and preference, through gender conception in the context of gender schematic processing.

Adult↗
PubMed1982

Self-concept and functional independence in the hospitalized elderly.

The purpose of this study was to determine the relationships of various kinds of hospitalization to self-concept and functional independence of 30 hospitalized and 10 nonhospitalized subjects older than 65. The Tennessee Self-Concept Scale was used to measure self-concept, and the Index of Activities of Daily Living (ADL) was used to measure functional independence. Self-concept scores differed among the hospitalized groups. Dependent older persons were found to have lower self-concept scores. Encouraging independence in the performance of self-care skills could diminish this problem of poor self-concept.

Activities of Daily Living↗
PubMed1992

Knowledge, concepts, and inferences in childhood.

The role of knowledge in children's inferences was investigated in 3 experiments. Experiment 1 examined developmental changes in the role of categorical membership, perceptual appearance, and item complexity in inferences for natural kind and artifact concepts. Preschoolers (5-year-olds), second graders (8-year-olds), and fourth graders (10-year-olds) were taught novel properties about target concepts and asked whether each of 4 probes had those properties. Probes varied in category membership and perceptual appearance relative to the target item. Item complexity also varied. Experiments 2 and 3 examined inferences with known and unknown concepts for familiar and unfamiliar properties. Older children's knowledge led to differential weighting of categorical information over appearance but only for known concepts and/or familiar properties. Preschoolers made no distinction between category and appearance for either known or unknown concepts. Additionally, as target item complexity increased, older children made more inferences than preschoolers. No differences between inferences about natural kind and artifact concepts were found. The role of theories and knowledge in children's drawing of inferences is discussed.

Attention↗
PubMed1991

Perceived somatotype as related to self-concept in Nigerian adolescent high school students.

Some 288 Nigerian high school male adolescents in two different age brackets were administered the perceived somatotype scale and the Tennessee self-concept scale to determine the trend of self-concept ratings among subjects differentiated according to perceived somatotype-self, ideal and self-ideal discrepancy. Series of one-way ANOVA revealed significant differences in global self-concept among the perceived somatotype-self (PSS), the perceived somatotype-ideal (PSI) and perceived somatotype discrepancy (PSD) groups. Univariate analyses showed that the PSS groups differ significantly in all dimensions of self-concept except moral-ethical dimension. The PSI groups differed significantly on all self-concept dimensions except the behavioural and the moral-ethical self subscales. This study, which also revealed that perceived-ideal somatotype and self-ideal somatotype discrepancy differentiated markedly among measures of self-concept, is consistent with those obtained from other parts of the world.

Adolescent↗
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↗
PubMed1988

The effects of dance team participation on female adolescent physical fitness and self-concept.

The purpose of this study was to determine to what extent female physical fitness and self-concept are affected by dance team participation in high school. Eight dancers were tested once prior to and once four months after dance team participation. Eight participants from physical education classes, matched for age, weight, height, grade, and race, were tested once at the same time as the second dance team test. Physiological tests were maximum oxygen uptake, sit-and-reach, one-repetition maximum bench press, skinfolds, and hydrostatic weighing. The self-concept tests were Coopersmith Self-Esteem Inventory, Tennessee Self-Concept Scale, and Body Cathexis Scale. Dependent one-tailed t tests were run to determine differences between dance team pre- and posttests and control and dance team posttests. Dance subjects increased maximum oxygen uptake and one-repetition maximum bench press in addition to improving their body composition as evidenced by a significant decrease in total skinfolds and a near significant decrease in percent body fat. The dance team had a significantly higher maximum oxygen uptake than did controls. No other significant differences were seen between groups. Dance team participants significantly improved physical self and social self on the Tennessee Self-Concept Scale. No other significant differences were seen. A factor that may have affected the self-concept results in this study was low dance team status, due to a combination of unsuccessful previous dance teams and a losing football season. Within the limitations of this study, these results indicate that physical fitness is improved as a result of dance team participation; however, self-concept seems to be affected only minimally, if at all, as compared with participation in physical education classes.

Adolescent↗
PubMedDate not supplied

The role of sexual self-concept in the use of contraceptives.

Sexual self-concept--defined as an individual's evaluation of his or her own sexual feelings and actions--is proposed as an important predictor of contraceptive behavior among teenagers, and a scale measuring the concept is described. In exploratory analyses among university students, sexual self-concept is found to be associated with frequency of contraceptive use and use at most recent intercourse. It is also associated with their choice of contraceptive--students who had used prescription methods at last coitus had significantly higher scores on the sexual self-concept scale than did those who had used nonprescription methods or no method. These findings, together with the finding from analysis among high school students that sexual self-concept appears to improve with age, suggest that younger teenagers may be poorer users of contraceptives because of a lower sexual self-concept. Counseling and sex education that address social and psychological issues may help improve adolescent contraceptive practice by addressing teenagers' views of their own sexuality.

Adolescent↗
PubMed1986

The relationship between self-concept and selected academic and personal factors.

One-hundred sixty-five high school students were the subjects in a study to determine if selected personal and academic variables were predictive of self-concept scores. The full model was moderately predictive of self-esteem, accounting for approximately 46% of the variance of the criterion variable. Also, it was found that, as a subset of variables, both academic and personal variables made a significant, unique contribution to the prediction of self-concept scores. Of the eleven independent variables used in this study, it was noted that grade point average, extracurricular activities, health, and home life individually made a unique contribution to the prediction of self-concept scores. These four variables also were found to be significantly correlated with self-concept. Other independent variables found to be significantly correlated with self-concept were: parents married and parents divorced. However, these variables were not considered as making a unique contribution to the prediction of self-concept.

Achievement↗
PubMed1985

[Achievement concepts, mental status and psychological stability of the elderly].

Considerations within a broader theoretical framework are presented that relate psychic well-being and psychic stability of both older and younger persons to their self-concepts of achievement and ability: The better the "psychic well-being" and the higher the degree of "psychic stability", the more "favourable" or "positive", i.e. with more socially desired characteristics, are the various self-concepts of achievement and ability of both younger and older individuals. 87 psychiatric patients with a diagnosis of "depression", considered a population with lower levels in respect of "psychic stability" and "psychic well-being", had been compared to a sample group without psychiatric problems. Initial evaluations of available empirical findings, i.e. the data for three differentiated self-concepts of achievement and ability and a self-concept of sensitivity and general emotional state, obtained from a total of 174 subjects (91 aged 50-81, 83 aged 23-49), have failed to falsify our hypotheses but have, rather, substantiated them. The 87 psychiatric subjects from various age groups had significantly less "favourable" self-concepts of achievement and ability and a significantly less "positive" self-concept of sensitivity and general emotional state than the subjects in the parallel sample.

Achievement↗
PubMedDate not supplied

Behavioral and bodily self concept changes after assertive training. A pilot study.

The study aims at finding correlations between the development of assertiveness through assertive training and the modification of the bodily self concept (or body image). Eleven social phobic patients (6 women, 5 men, mean age 31.5) are treated in two groups and measured by Rathus's assertiveness schedule, and Osgood's semantic differential (key concepts: my self, my body, my voice, my gestures, my look; control concept: a table). At post test and follow-up (between 6 and 9 months), an ANOVA shows a significant positive change in assertiveness (p 0.001), correlated with modifications in bodily self concept. The patients are rating their body and their look as more active and stronger, but the body is perceived as more dangerous (p 0.05). No change appears in the other key concepts and the control concept. The interrelation between behavioral and cognitive changes are discussed.

Agoraphobia↗
PubMed1995

Actual and perceived parental social status: effects on adolescent self-concept.

This paper proposes a model in which parental social status (PSS) and perceived parental social status (PEPSS) affect adolescent self-concept in distinct ways: PSS affects school achievement and consequently self-concept in the academic domain, whereas PEPSS affects self-concept in the social domain. Two studies of Israeli high school students (N = 569), one on kibbutz and one on urban youth, were carried out. PSS was measured by father's education and occupation, and PEPSS by a new scale. Academic and social self-concepts were tapped by Marsh's SDQ II in the urban sample, and by a combination of the latter and Harter's SPPA in the kibbutz sample. The findings supported the model with one exception: in the urban setting, PSS was not related to academic self-concept. The findings rejected a model underlying the theory of Rosenberg and Pearlin, in which perceived parental social status mediates the effect of parental social status on adolescent self-concept.

Adolescent↗
PubMed1994

Effects of professional development seminars on role conception, role deprivation, and self-esteem of generic baccalaureate students.

This study compared differences in role conception (professional, bureaucratic, and service), role deprivation, and self-esteem among baccalaureate students enrolled in specially designed professional development seminars. More than 100 students participated in the pretests, given on entry to the program, of which 63 completed both the pretest and the posttest given on program exit. The Corwin Role Conception Scale assessed role conceptions and role deprivation and the Coopersmith Adult Form Self-Esteem Inventory assessed self-esteem. Statistically significant differences were found within groups in bureaucratic role conceptions (P = .0009) and self-esteem (P = .0019) and between groups in professional role conception (P = .0057). No differences were found between or within groups for service role conception or role deprivation.

Adult↗
PubMed1996

Causes and symptoms in preschoolers' conceptions of illness.

The nature of children's concept of illness is of interest both to researchers in health psychology and to those studying naive theories of biology. Recent perspectives on conceptual development suggest that children's concepts are not always simpler versions of adults' concepts. Rather, children's concepts may have a variety of different structures. Two studies investigate whether preschoolers' (and adults') concept of illness has a nominal, cluster, or natural kind representation. Evidence for conceptual structure came from ascriptions of illness and from inferences about properties of illnesses. The roles of symptoms and underlying causes were investigated with respect to these judgments. Results suggest that adults' concept of illness has a property cluster (e.g., prototype) structure. Both causes and symptoms affected adults' categorization of illnesses, with neither type of feature being definitive. Adults did not see any features as universally or uniquely characteristic of illness. Children's ascriptions of illness generally matched adults'. However, children's inferences for some properties were highly correlated with judgments of illness. Thus, children may view illness as a richer source of inferences (and hence more like a natural kind) than do adults. Among the inferences explored were judgments of contagion. Children seemed to associate contagion with a particular type of causal process (infection) rather than with illness per se. Results are discussed in terms of their implications for accounts of children's biological knowledge.

Child, Preschool↗