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PubMed1991

Differentiated additive androgyny model: relations between masculinity, femininity, and multiple dimensions of self-concept.

Masculinity (M) and femininity (F) were related to multiple dimensions of self-concept in 2 large studies. Androgyny theory predicts that M and F contribute positively to self-concept, but the effect of F has been nil in research using global self measures. Here, consistent with the new differentiated additive model, the relative contribution of M and F varied substantially, depending on the area of self-concept; F contributed more positively to self-concept facets that were more stereotypically feminine. Support for the model was consistent across self-responses and responses by significant others (Study 1) and across 5 age groups in early-to-middle adolescence (Study 2).

Adolescent↗
PubMed1995

Central and peripheral self-conceptions are differentially influenced by mood: tests of the differential sensitivity hypothesis.

This article proposes a differential sensitivity hypothesis, according to which central (i.e., relatively high in personal descriptiveness and importance) and peripheral (i.e., relatively low in personal descriptiveness and importance) self-conceptions are differentially influenced by mood: Peripheral self-conceptions are subject to a mood-congruency bias, whereas central self-conceptions are unaffected by mood. In 4 experiments, participants were first placed into a sad, neutral, or happy mood state through a guided imagery task and later completed behavior self-descriptiveness ratings, trait self-descriptiveness ratings, and trait self-descriptiveness judgmental latencies. Strong support for the differential sensitivity hypothesis was obtained. Peripheral self-conceptions were influenced by mood because they were less elaborated and consolidated and were held with lower certainty, thus increasing the likelihood for the occurrence of constructive, affect-infusing processes (J.P. Forgas, 1995a).

Adult↗
PubMed1996

The working self-concept in transference: significant-other activation and self change.

This research tested the hypothesis that changes in the working self-concept emerge in transference, defined as the activation and application of a significant-other representation to a new person and indexed by relevant inferences and memory (e.g., S. M. Andersen & A. Baum, 1994; S. M. Andersen, N. S. Glassman, S. Chen, & S. Cole, 1995). In an idiographic-nomothetic design, participants learned of a target person who resembled their own or a yoked participant's positively or negatively toned significant other. Results replicated the basic memory effect verifying transference. As predicted, the working self-concept changed in the transference condition. After learning about the new person, participants' freely listed self features shifted; the working self-concept became more infused with aspects of the self reflecting the self when with this significant other. Relevant changes in self evaluation were observed. Hence, changes in the working self-concept occurred in transference.

Analysis of Variance↗
PubMed1998

The dynamic self: how the content and structure of the self-concept change with mood.

Change in the content and structure of the self-concept was examined in a 2-year prospective study of depression. A self-descriptive card-sorting task measured the self-concepts of participants who were either high or low in cognitive vulnerability to depression at 2 times, once when their mood was low and once when it was not. Analyses examined change in the positive and negative content of the self-concept and in 3 features of self-structure: differential importance, compartmentalization, and self-complexity. Findings suggest that change in the content of the self-concept simply reflects life circumstances, whereas change in self-structure may help to counteract stress and negative mood.

Affect↗
PubMed1979

Accessing similarity and dimensional relations: effects of integrality and separability on the discovery of complex concepts.

A series of studies investigated how stimulus integrality and separability impact the cognitive accessibility of similarity and dimensional relations. A good deal of previous work has established that stimulus integrality and separability differentially determine perception; here, the question is whether they also have differential effects on conception. Are the principles that govern perception also principles that can be readily discovered in concept learning tasks? Is a similarity-based rule especially easy to abstract from integral stimuli and a dimensionally-based rule especially easy to abstract from separable stimuli? In Experiments 1 and 2, we measured the relative ease with which the two types of rules (similarity and dimensional) are discovered by adults with the two types of stimuli (integral and separable). In experiment 1, the two rules were made redundant and we asked which rule the subjects learned. In Experiment 2, one rule was made relevant and the other irrelevant, and we compared relative speeds of learning. The results from the studies led us to conclude (a) that dimensionally based rules are more accessible from separable than from integral stimuli; (b) that similarity-based rules are more accessible from integral than from separable stimul; and (c) that, in general, subjects have a bias to access dimensional relations in this type of task. Experiment 3 pursued an additional suggestion from Experiments 1 and 2 that the dimensional relations within integral stimuli are sometimes accessible, more so when larger interstimulus differences are encountered. In confirmation, Experiment 3 demonstrated that adult subjects are more successful in applying a dimensional rule to pairs of integral stimuli that differ by a small amount if they also have exposure to pairs of integral stimuli that differ by a large amount. In a later discussion, it was argued that such a finding is consistent with the notion that the "dimensions" of integral stimuli are merely arbitrary directions in the integral stimulus space, and some relevant pilot data to that effect were presented. Finally, Experiment 4 took up a developmental issue. Young children have sometimes produced perceptual responses governed by similarity relations when presented with stimuli that are separable for adults. Will they more readily access similarity-based or dimensionally-based relations from such stimuli in the concept learning tasks here? The results showed that both kindergarteners and fifth graders more readily access the dimensional relations. A final discussion integrated the findings from the several experiments, taking up the following issues: (a) the relation between the perception and the conception of stimulus relations and (b) the nonprimacy of the dimensional axes in the integral stimulus space.

Adult↗
PubMed1985

Extent and limits of the matching concept in monkeys (Cebus apella).

In Experiment 1, 8 monkeys, experimentally naive with regard to visual stimuli, were trained on identity matching with a two-sample set based on two-dimensional stimuli. On a subsequent test employing two new samples, 4 of the 8 applied the matching rule to the new sample stimuli (as defined by our transfer criterion), and 3 showed substantial savings in learning to match the new samples. Two of these 3 transferred the matching rule when given a second test with two new samples, and the third showed immediate and complete transfer when tested with a third pair of new stimuli. These results indicate a much stronger representation of the matching concept in monkeys than in pigeons, even when the conditions of assessment are reasonably comparable. In Experiment 2, however, 4 monkeys from Experiment 1 failed to transfer the matching rule to steady versus flashing green samples, indicating that the matching concept did not immediately extend beyond the general class of visual stimuli with which it was developed. These and related results in the literature suggest that representation of the matching concept in animals varies along a specificity-abstractness dimension, reflecting the degree to which the concept is tied to the conditions and context of its development.

Animals↗
PubMed1989

Concepts and conceptual structure.

Research and theory on categorization and conceptual structure have recently undergone two major shifts. The first shift is from the assumption that concepts have defining properties (the classical view) to the idea that concept representations may be based on properties that are only characteristic or typical of category examples (the probabilistic view). Both the probabilistic view and the classical view assume that categorization is driven by similarity relations. A major problem with describing category structure in terms of similarity is that the notion of similarity is too unconstrained to give an account of conceptual coherence. The second major shift is from the idea that concepts are organized by similarity to the idea that concepts are organized around theories. In this article, the evidence and rationale associated with these shifts are described, and one means of integrating similarity-based and theory-driven categorization is outlined.

Concept Formation↗
PubMed2006

Physical self-concept and self-esteem mediate cross-sectional relations of physical activity and sport participation with depression symptoms among adolescent girls.

The authors tested whether physical self-concept and self-esteem would mediate cross-sectional relations of physical activity and sport participation with depression symptoms among 1,250 girls in 12th grade. There was a strong positive relation between global physical self-concept and self-esteem and a moderate inverse relation between self-esteem and depression symptoms. Physical activity and sport participation each had an indirect, positive relation with global physical self-concept that was independent of objective measures of cardiorespiratory fitness and body fatness. These correlational findings provide initial evidence suggesting that physical activity and sport participation might reduce depression risk among adolescent girls by unique, positive influences on physical self-concept that operate independently of fitness, body mass index, and perceptions of sports competence, body fat, and appearance.

Adolescent↗
PubMed1975

Differential self-concept in American Indian children as a function of language and examiner.

The hypothesis that minority self-concept may vary as a function of implicit ethnic and nonethnic evaluative criteria was investigated by testing 40 Mikasuki Seminole Indian children in their native language (Mikasuki) with Indian examiners and in English with Anglo examiners. Two reservation groups, matched for age and sex, received four administration of a personal (Piers-Harris) and an Indian self-concept scale, in a repeated measures counterbalanced design, varying language and order. Significant tes-retest correlations indicated response stability across languages and time. Results, homogeneous for all subgroups, showed significantly higher personal self-concept in Mikasuki, significantly higher Indian self-concept in English. It was suggested that minority testing may involve culturally patterned and context-bound response tendencies.

Adolescent↗
PubMed2005

Nondisease genetic testing: reporting of muscle SNPs shows effects on self-concept and health orientation scales.

The purpose of this study was to assess the impact of genetic self-knowledge (nondisease genotype information) on individual self-concept and Health Orientation Scale (HOS). Adult volunteers (n=257) were recruited from an ongoing genetic association study identifying muscle quantitative trait loci (QTLs). Participants completed psychosocial assessments before and after 12 weeks of resistance training of the nondominant arm. At study exit, a genetic counselor informed participants of genetic test results on three to four genes that have an association with muscle-related traits, and counseled subjects on the potential significance of these findings. The second psychosocial assessment was performed immediately following this counseling session. The Tennessee Self-Concept Scale v.2 (TSCS:2) and the HOS showed female subjects to have a significantly greater positive change between first and second assessments, relative to male subjects. Most self-concept subscales improved significantly, when 'neutral' genotypes (no anticipated beneficial or deleterious impact) were reported, compared to positive genotypes. TSCS:2 subscales showing improvement included: total (P=0.013); physical (P=0.004); satisfaction (P=0.019); and behavioral (P=0.047). HOS subscales showing improvement included health image concern (P=0.006); and health expectations (P=0.047). In conclusion, these results suggest that genetic self-knowledge affects self-concept, consistent with the 'attribution' theory. Individuals who received neutral genetic information attributed positive changes from the exercise program to their own abilities, while those who received positive information were more likely to attribute positive changes to their genetics. This study is limited by the ability to determine the direction of the impact of nondisease genetic information presented to participants.

Adult↗
PubMed1982

Effects of hearing aid use on self concept in older persons.

The present study was designed to determine if self concept as measured in an older group of hearing-impaired individuals who had adjusted successfully to hearing aid use might be different from that of a similar group who had not yet begun such a rehabilitation process. The Tennessee Self Concept Scale (TSCS), a standardized and multipurpose instrument, was used for appraisal of self concept. In addition, a secondary procedure was the assessment of communicative efficiency by use of a questionnaire relating to various diverse listening situations. The major finding emerging from the present study showed the hearing aid group higher in overall self concept compared to a similar group who had not begun hearing aid use. This finding suggested that improvement in communicative efficiency, achieved through use of appropriate wearable amplification, may bear some relation to the self image of older hearing-impaired individuals.

Aged↗
PubMed2003

Behavioural problems, social competence and self-concept in siblings of children with autism.

INTRODUCTION: This study investigated the psychological adjustment of siblings of children with high-functioning autism (HFA) in comparison with siblings of normally developing children in the domain of behavioural problems, social competence and self-concept. METHOD: Twenty-nine siblings of children with HFA and 29 siblings of children without a disorder participated in the study. Standardized, written questionnaires were used. RESULTS: Siblings of children with HFA, especially brothers and sisters between 6 and 11 years old, had more behavioural problems than siblings of the control group. Sisters of children with HFA ascribed higher social competence to themselves. Sisters of children with HFA between 12 and 16 years old had a more positive self-concept. In both groups siblings with a more negative self-concept had less social skills and siblings with a more positive self-concept scored better in the social domain. Finally, in accordance with the control group, the perception of the siblings' social competence of parents of children with HFA broadly matched the perception siblings had of themselves. DISCUSSION: Overall, siblings of children with HFA are not more susceptible to adaptation problems than siblings of children without a disorder. Implications for practice and further research are discussed.

Adaptation, Psychological↗
PubMed1995

Can concept mapping be used to promote meaningful learning in nurse education?

Recent changes in nurse education have led to a desire in nurse educators to promote meaningful learning rather than rote learning of facts. A major metacognitive learning strategy that appears to promote this is concept mapping. However, many nurse educators appear to be unaware of this strategy's existence, or of the research evidence available that supports the claim of promoting meaningful learning. This paper sets out to address these issues. It explores the nature of a concept map, the research on concept mapping and meaningful learning and possible reasons why its use has not been noticeable in nurse education. By addressing these issues it is hoped that more nurse educators will attempt to use concept mapping in the promotion of meaningful learning.

Concept Formation↗
PubMed1998

A concept analysis of personal transformation.

Personal transformation, a multidimensional concept, is applicable to nursing practice, education, and research. Using a modified version of Walker and Avant's concept analysis model, personal transformation was analysed relative to Newman's Theory of Health as Expanding Consciousness. By integrating common themes from definitions of several disciplines with Newman's theory, a definition of personal transformation was derived. Personal transformation is a dynamic, uniquely individualized process of expanding consciousness whereby individuals become critically aware of old and new self-views and choose to integrate these views into a new self-definition. A conceptual map depicts the defining attributes, antecedents and consequences of personal transformation. A model case illustrates the applicability of the concept to nursing education. Because the transformation process is revealed through individual patterns, qualitative research for further analysis of the concept is recommended.

Consciousness↗
PubMed2003

Self-respect, dignity and confidence: conceptions of integrity among male patients.

BACKGROUND: Integrity is a complex and important concept in ethical reasoning and in nursing care. Integrity is part of being a human being, a wholeness, and in this sense it also refers to health. Preserving patients' integrity is an important aspect of nursing care, as a number of situations arise in which they can feel threatened or violated. Integrity can also refer to acting according to general ethical principles and rules, i.e. moral integrity. AIM: The aim of this Swedish study was to describe how male patients conceive integrity. METHODS: Seventeen male patients were strategically selected for interviews, which were analysed by a phenomenographical approach. FINDINGS: The patients expressed 12 different conceptions of integrity that were summarized into three description categories: self-respect, dignity and confidence. This means that patients give themselves integrity when they believe in themselves, have the courage to set boundaries, have control over themselves and their situation, and have the possibility of being alone. Caregivers can preserve a patient's integrity by seeing him as trustworthy and as a whole person, and by showing respect. Confidence in a caring situation is characterized by trust in professionals, a balance between patients' and the caregivers' wishes, patient participation, the possibility of being free and confidentiality of information. DISCUSSION: Integrity could be described as what something 'is' and as a 'relationship' with oneself and others. It is imperative that caregivers are aware of patients' conceptions of integrity in order to identify and preserve their integrity and also so that they treat them in accordance with moral integrity. The findings are limited to male patients, and questions about female patients' conceptions are raised.

Adult↗
PubMed2003

[Reflections on the concept of recognition in psychosocial practice].

This article attempts to fertilize the concept of recognition by Axel Honneth for use with mentally handicapped persons. The "Concept of Recognition" offers a concept of fairness that is closely tied to the idea of an integrated life style. The development of self-confidence, self-respect and self-esteem--as differing levels of practical self-relation--are bound to the experience of inter-subjective acceptance. This represents the basic requirement on which the development of a person's identity depends. Refusal of recognition, and/or disregard, exclusion, or disgrace negatively effects the integrity of a person. The relevance of the concept of recognition in psychosocial practice is described, this allows mentally handicapped persons to be observed out of the perspective of "suffering" as well as out of the perspective of "acting". This necessarily requires a biographical and environmental approach. Biography oriented support approaches require continual evaluation of the institutional arrangements that possibly themselves are the source of indignities, disregard and restrictions of autonomy. This analysis however remains incomplete if the social conditions that are responsible for the violation of recognition criteria are not investigated as well.

Activities of Daily Living↗
PubMed1988

Psychosocial development, self-concept, and gender.

Undergraduate students (N = 88; 51 males and 37 females) completed the Tennessee Self-Concept Scale (TSCS; Fitts, 1965) and the identity versus identity diffusion and intimacy versus isolation scales from Constantinople's (1969) Inventory of Psychosocial Development (IPD). Strong positive correlations were found between ego identity and all aspects of self-concept for both males and females. Different results emerged for the intimacy versus isolation crisis, however. For males, all aspects of self-concept were related to a sense of intimacy, but for females intimacy was related only to the behavioral and interpersonal aspects of self-concept. The implications of these findings are discussed and the contingency of intimacy upon ego identity is questioned with regard to females.

Adult↗
PubMed1994

Exploring the self-concept in an African culture.

Self-concept orientations (individualistic, collectivistic, and moralistic) were examined for 210 Zimbabwe college students of a Shona cultural background. Although the students tended to endorse an individualistic self-concept orientation to a significant extent, the women and the older students were more inclined to perceive of the self-concept as collectivistic and moralistic in orientation. Implications for self-concept models for African cultures and suggestions for further research are discussed.

Adult↗