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PubMed2001

Aging, chronic illness and self-concept: a study of women with osteoporosis.

The coalescence of aging and chronic illness may alter the relationships between the meanings of aging and chronic illness and the self-concept. Using Rosenberg's conceptualization of self-concept (1979), a qualitative study was designed and data collected from twenty-eight women with osteoporosis. Three types of self-concepts emerged from the data: the confident self, the contradictory self and the disparaged self. A description of these types is presented highlighting the reciprocal relationship among meanings of aging and chronic illness and self-concept and including discussion of the strategies used to enhance, protect and maintain self-concept despite changes brought on by aging and chronic illness.

Aged↗
PubMed2004

Material appropriate processing and elaboration: The impact of balanced and complementary types of processing on learning concepts from text.

BACKGROUND: The Material Appropriate Processing (MAP) framework suggests that the influence of a text adjunct on the learning and transfer of textual information will be moderated by the overlap between type of processing induced by the adjunct and by the organisation of the text. The two types of processing are item specific processing and relational processing. Although complementary types of processing have been found to produce superior concept learning effects in previous research, there is some question as to the effects of complementary but unbalanced processing. AIMS: This study examined the effects of different combinations of two types of text adjuncts (i.e., elaborative activities) and two types of text on learning concepts from text. The four combined treatments differed as to the degree to which they were balanced and/or complementary. SAMPLE: Participants were 80 undergraduate students who were enrolled in a Year 3 education paper. METHODS: Students studied a passage that included adjuncts which asked them to either: (a) create personal examples of target concepts, or (b) contrast the target concepts. In addition, two versions of text were paired with these adjuncts: specific-only text and specific/relational text. Subjects took a criterion test that consisted of cued recall of definitions, free recall of text, classification of novel examples, and problem solving. RESULTS: Best performance occurred within the condition that included balanced and complementary processing of text/adjunct information, and worst performance occurred in the condition that included non-complementary processing. CONCLUSION: Although these results are consistent with a MAP perspective, the results are equivocal about the potential interfering effects of complementary and unbalanced processing on learning of concepts from text.

Adult↗
PubMed1997

Cross-cultural differences in children's concepts of health and illness.

INTRODUCTION: In spite of general agreement that cross-cultural research is needed in the health area, most existing investigations of children's development of health and illness-related concepts have involved samples from developed countries. The study examined the development of the concepts of health and illness as a function of subject's age, socio-economic status (SES), gender and grade level in a Brazilian sample of 96 elementary and junior high school students. METHODS: Subjects were interviewed individually and their ideas of health and illness were assessed through open-ended questions. Participants' answers were transcribed verbatim and subjected to content analysis. RESULTS: Chi-square analyses revealed significant age, school grade and SES-related differences in participants' concepts of health and illness. DISCUSSION AND CONCLUSION: The themes employed by subjects to define both health and illness were broadly consistent with those found by previous research. The study showed a predictable relationship between subject's age and school grade level and increasingly more highly differentiated and multidimensional concepts of health and illness. This investigation suggests that, for the most part, cross-cultural similarities in children's concepts of health and illness may be more striking than the differences.

Adolescent↗
PubMed2004

[Concept dimension for nursing and Deleuze].

The study aimed at identifying and analyzing the meaning of concept according to Deleuze, in Philosophy, and Rodgers, in Nursing. Based on an extract of reality, Deleuze creates the concept and calls it "plan of immanence". For Rodgers, in nursing, the concept emerges at the actual moment one wishes to construct the conceptual bases for Nursing. The authors demonstrate that, although Deleuze and Rodgers come from different areas, the meaning they attribute to concept shares the happening of things and beings, which reflect the experienced reality. For Rodgers, the concept is characterized by its essential elements while, for Deleuze, by what he called components, that is, by essence.

Concept Formation↗
PubMed1991

Self-concept of children and adolescents with cleft lip and/or palate.

The self-concept of 105 children (8 to 11 years) and adolescents (12 to 18 years) with cleft lip and/or palate (CLP) was studied using the Piers-Harris Children's Self-Concept Scale and selected demographic and medical variables. Results indicated that most (98%) of children had average or above average self-concept scores. Further analysis, however, demonstrated an interaction between age and gender: adolescent girls experienced a more negative self-concept in comparison to younger girls and adolescent boys experienced a more positive self-concept in comparison to younger boys. In addition, popularity cluster scores for all children were below the mean for the normed population. Because children with CLP have additional difficulties (i.e., facial disfigurement, speech and language deficits, multiple surgeries), professionals should intercede to prevent or interrupt negative psychosocial outcomes, particularly for adolescent girls.

Adolescent↗
PubMed2001

A comparison of self-concept and personality disorders in women with pain accounted for by psychological factors, women with major depression, and healthy controls.

OBJECTIVE: Do patients with pain accounted for by psychological factors (P) differ in their self-concept and personality disorders from patients with major depression (D) and healthy controls (C)? METHOD: Thirty hospitalized P-patients (DSM-IV, 307.80) and 30 hospitalized D-Patients (DSM-III-R) were given the Beck Depression Inventory on admission (BDI-1) and at discharge (BDI-2). Together with BDI-2, patients filled out the Personality Disorder Questionnaire for DSM-III-R (PDQR) and the Frankfurt Self-Concept Scales (FSKN). Thirty-two healthy comparisons (C) completed the same questionnaires. RESULTS: BDI-2 showed no significant differences between groups P and D, a prerequisite for the comparison of psychological traits. PDQR differed in the three groups. D showed more dependent, obsessive-compulsive, and histrionic personality features than group P. The three groups differed in FSKN total score and all 10 subscales (C (healthiest self-concept) > P > D). Groups P and D were different (P > D) in total score and subscales: performance, problem coping, confidence in behavior and decision taking, and self-esteem. Ten P-patients with pathological BDI-2 (P(D)) had significantly more disturbed PDQR and FSKN scores than the non-depressed (P(ND)), and closely resembled the D-patients. CONCLUSIONS: Personality disorders and self-concept are not homogenous in female patients with P. Subgroup P(ND) differs from patients with depression (fewer personality disorders, better self-concept), whereas subgroup P(D) closely resembles them.

Major Depressive Disorder↗
PubMed1988

Life-span differences in life satisfaction, self-concept, and locus of control.

The literature on age differences in life satisfaction, self-concept, and locus of control reveals a variety of conflicting findings. Nehrke et al. reported a study of elderly institutionalized males that attempted to control for some of the possible sources of variability. The present study extended this effort to a noninstitutionalized life-span sample of males and females in six age groups (fourteen to ninety-four). The age main effect was significant for the locus of control measure. For self-concept, the age and sex main effects were significant. For life satisfaction, the age and sex main effects and their interaction were significant. Generally, lower levels of self-concept and life satisfaction and a more external orientation characterized adolescents and young adults while, with notable exceptions, the remaining age samples were more positive in self-concept and life satisfaction and were more internally controlled. Although the three dependent measures were significantly correlated for the total sample, the correlations involving locus of control were only moderate. The data suggest that at least the life satisfaction and self-concept measures may be viable tools to assess the psychological quality of one's life, and that reliable age differences in well-being can be demonstrated if moderating variables are controlled experimentally or statistically.

Adolescent↗
PubMed1985

The meaning of time-related concepts across the life-span: an Israeli sample.

Three-hundred-thirty-eight Israeli participants rated five time-related concepts on Semantic Differential Scales. Participants constituted six, age-based, groups, representing different life stages: childhood, adolescence, young adulthood, adulthood, late adulthood, and old age. The concepts rated were: time, past, present, and future. In addition, each group rated its own life stage. Results were analyzed in terms of the relationship between age and attributed meaning of these concepts, as denoted by the three Semantic Differential dimensions: evaluation, potency, and activity. The results indicate that people of different ages differ significantly in the way they construe most of the time-related concepts. Past ratings show a significant tendency to increase with progressive age, while future ratings decrease with progressive age. The ratings of present tend to remain stable across the life-span, and the ratings of life stages are significantly lower in older groups as compared to the younger ones. Results are discussed in light of developmental processes, the role that meaning of time-related concepts play in psychological adjustment, and methodological aspects.

Adolescent↗
PubMed2006

Evaluating critical thinking in clinical concept maps: a pilot study.

Today, the complexities in the health care system are challenging nurses to be skillful and knowledgeable critical thinkers and decision makers. To adequately prepare future nurses to meet the challenges, nurse educators must nurture and facilitate critical thinking. One strategy believed to promote critical thinking in nursing education is concept maps. The purpose of this pilot study was to determine the level of critical thinking in the clinical concept maps developed by second year baccalaureate nursing students. Students enrolled in a five-week clinical practicum course were asked to submit their final concept map and participate in a focus group. The data for the study included eighteen concept maps, 1 student focus group and 1 instructor focus group. The Holistic Critical Thinking Scoring Rubric (Facione & Facione, 1994) was used to measure levels of critical thinking, and content analysis was used to analyze focus group data. Results from this study indicated that developing concept maps in the clinical setting fostered critical thinking and improved clinical preparedness.

Concept Formation↗
PubMed2005

Effects of display medium and luminance contrast on concept formation and EEG response.

Reading from a visual display terminal (VDT) has increased enormously with widespread computer use. Whether such reading affects higher cognitive processes requires study so the effect of display medium (LCD screen vs paper) and luminance contrast (1:3, 1:7, 1:11) on concept-formation performance and EEG responses was investigated. 96 men and 24 women participated in two concept-formation tasks (rule learning vs attribute and rule learning). Concept-formation performance and EEG responses were similar for stimuli displayed on paper or LCD screen. The concern that the screen may be detrimental to conception-formation performance was not confirmed; however, luminance contrast significantly affected time to complete a concept-formation task and EEG response. The middle contrast (1:7) had the smallest mean EEG power, so this contrast might be appropriate for cognitive performance. Participants' performance was significantly faster and EEG power lower for the rule-learning task than for an attribute and rule-learning task.

Adult↗
PubMed1977

Parental perception and self-concept of gifted and average underachievers.

Self-concept and parental evaluation of their child's self-concept were investigated in fifth to eighth grade gifted and average achievers and underachievers (n = 134). In the average sample achievers had higher self-concepts than underachievers. In the gifted sample, the reverse was true; underachievers had higher self-concepts than achievers. In general, the parental evaluations of their children were unaffected by the child's performance in school. In the average sample only the mothers evaluated their underachieving children lower, whereas in the gifted sample there was no significant difference between parents' evaluations. A tentative explanation is offered for the relationship among giftedness, achievement, and self-concept.

Achievement↗
PubMed1977

Individual differences in self-conception: a multivariate approach.

The present study investigated the determinants of the affective and denotative semantic structures in the process of self-conception. Three-mode data of semantic differential ratings of 11 ego-related concepts on a representative set of scales were obtained from a homogeneous group of 29 male college sophomores. Results for the scale mode indicated that after Osgood's three affective components were recaptured, three other orthogonal dimensions were interpretable denotative features. The concept mode consisted of five distinctive factors representing the multidimensional nature of self concepts. Differences among four types of subjects in their interactions between meaning systems and concept factors were highlighted by the rotated core matrix. Characteristics of subject-type homogeneities were further identified by regressions of their factor coefficients on a set of variables representing personality development, social behaviors, and attitudes.

Adult↗
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↗
PubMed1982

Differential influence of various instructional factors on self-concepts of handicapped and non-handicapped children in mainstreamed physical education classes.

The purpose of this study was to determine the differential influence of students' expression of effort, school, teachers' expectations, sex, being handicapped/non-handicapped, grade, teachers, and race on self-concept of 28 handicapped and 108 non-handicapped children in mainstreamed physical education classes (K-3). The Martinek-Zaichkowsky Self-concept Scale measured self-concept and two unpublished tests were used to test students' expression of effort and teachers' expectations. A stepwise multiple regression technique was applied to self-concept to determine the comparative influence of the eight independent variables. Data analysis showed that three of the independent variables contributed significantly to the variability of self-concept. Students' expression of effort had the strongest influence followed by school and teachers' expectation of students' ability to reason.

Child↗
PubMed1989

Fitness, attitude toward physical education, and self-concept of elementary school children.

Elementary school children scoring in the highest and lowest 26% or 27% of their classes on the Texas Physical Fitness test were compared for attitude toward physical education and self-concept. Data were collected on the Children's Attitude Inventory Toward Physical Education, a Game of Pairs for Preferences Among School Subjects, and the Children's Self-concept Scale. Analysis of variance indicated significant differences on all tests between boys high in fitness, girls high in fitness, boys low in fitness, and girls low in fitness. Subsequent Scheffé tests indicated that highly fit girls had significantly higher attitude and self-concept scores than boys low in fitness. Highly fit boys had higher self-concepts than boys low in fitness. No other group comparisons were significant. Pearson correlations indicated nonsignificant associations between fitness and attitude and self-concept for the four groups.

Attitude↗
PubMed1991

Self-concepts of adolescent siblings of children with mental retardation.

Self-concepts of 70 adolescent siblings of children with profound levels of mental retardation were investigated. Their mean self-concept was compared with a matched group of 70 adolescent siblings of children without profound levels of retardation. Using the Tennessee Self-concept Scale, two variables (maternal self-concept and siblings' self-concept) were assessed for differences between siblings and mothers (the target group) of mentally retarded children and siblings and mothers (the comparison group) of children without mental retardation. No significant mean difference between the two groups suggests no special difficulties in psychosocial adjustment for siblings of the mentally retarded.

Adaptation, Psychological↗
PubMed2004

Validity of test score interpretations for three self-concept measures based on differing theoretical models.

Three theoretical models have been proposed to represent self-concept: (a) unidimensional; (b) multidimensional; (c) multidimensional hierarchical. Inventories have been developed under each of the three competing theoretical models; which model best represents self-concept is unclear. Typically, self-concept construct validation has utilized various approaches including correlational, multitrait-multimethod, and factor analytic methods. Another method, however, for assessing validity would be to determine the consequences of score interpretations using different measures specific to each of the theoretical models. This paper examined Messick's notion (1989) of the validity of test-score interpretations as applied to three of the most widely used measures derived under each of the three different theoretical models of self-concept. Results suggest that overall multidimensional measures are more consistent in classifying individual's self-concept than unidimensional measures.

Adolescent↗
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↗