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PubMed1992

Anger, depression and self-concept in adults with mental retardation.

Self-report measures of anger, depression and self-concept that were designed for non-retarded children were adapted for adults with mental retardation. The measures were administered to 130 adults with mental retardation who lived in the community. Informants rated the subjects on shortened forms of the three emotional indices. Informant self-concept ratings were negatively correlated with ratings of anger and depression. On the self-report measures, subjects who reported low self-concept also reported high levels of depression. Mildly mentally retarded subjects were more likely to report anger than severe/moderately retarded subjects. Informant and self-report measures were significantly correlated for self-concept and depression, but not for anger. The results provide preliminary normative data on indices of emotional adjustment for community-based adults with mental retardation.

Activities of Daily Living↗

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↗

PubMed1996

Self-concept clarity and preferred coping styles.

This study examined the relation between self-concept clarity and (a) preferred general coping styles, (b) coping with a specific event, and (c) coping with a specific ongoing situation in 175 undergraduate students. The results of the regression analyses for general coping styles indicated that self-concept clarity made a reliable but weak positive contribution to active coping styles (e.g., planning and taking action) and a strong negative contribution to passive coping styles (e.g, denial). The unique negative contribution of self-concept clarity to passive coping was replicated with respect to coping with a specific event and to coping with a specific ongoing situation. However, the weaker positive contribution of self-concept clarity to active coping was not replicated with respect to coping with specific events or specific ongoing situations.

Adaptation, Psychological↗

PubMed2003

Bullying: the consequences of interparental discord and child's self-concept.

The objective of this research is to explore how the relationship between interparental discord and child's self-concept shapes participation in bullying behavior by elementary and middle-school children. The main finding is that child's self-concept mediates the effects of interparental discord on bullying behavior. Further, the results of the study support a symbolic interactionist view of child self-development, in which children internalize the environment provided by parents. This internalization gives way to self-concept, which guides behavior. This study adds to the growing body of literature that seeks to understand whether and how characteristics of children mediate the effects of parental attributes on behavioral outcomes. The proposed implications for the prevention of bullying include building children's self-concept, intervening in parental conflict, and involving the entire family system in the intervention process.

Adolescent↗

PubMed1991

A taxonomic structure for the concept comfort.

The concept of comfort is an important one for nursing, but because of its complexity, it has not been analyzed, operationalized or structured for nursing science. In this paper, three technical senses of the term are derived from: (a) contemporary and archaic lexical entries; (b) analysis of how the concept is used in contemporary and historical nursing literature; and (c) theoretical support found in the disciplines of nursing and ergonomics. Next, the contexts of patients' needs are explored and four contexts are derived from the nursing literature on holism. When the three senses and the four contexts of needs are juxtaposed, a 3 x 4 grid with 12 elements emerges that encompasses the total domain of patient comfort. Each element describes an aspect of comfort from which empirical indicators, antecedents, consequents and test items can be developed. The grid represents a taxonomic structure of the concept that organizes the meanings of this complex concept. The structure can be used to develop comfort pretests as the nurse assesses possible needs in a given situation and to develop comfort post tests, to assess the effectiveness of comfort measures.

Classification↗

PubMedDate not supplied

Self concept and mastectomy.

The body image and self-concept in two groups of women is described with the use of the Tennessee Self-Concept Scale (TSCS). Twenty-three women 40--60 years of age having unilateral mastectomies within the preceeding 46-month period, volunteered to be tested. Women without mastectomies but similar in age and socioeconomic status formed a comparison sample of 23. No significant differences in self-concept or body image were found between the two groups. The paired sample (study and comparison groups) was noted to be similar to TSCS elderly profiles for these subscales. It was suggested that self-concept and body image, whether one had undergone mastectomy or not, probably is fairly stable at this time in life for women.

Adult↗

PubMed1997

Self-concept and dental health behaviours in adolescents.

The purpose of this investigation was to examine the relation between some dental health behaviours and 2 measures of self-concept in adolescents. Data from a survey of 41142, 12-16-year-old children from 244 secondary schools throughout England were analysed to obtain information about their frequencies of toothbrushing, use of dental floss and dental attendance, and whether they recalled advice about toothbrushing, in relation to self-esteem and health locus of control (HLOC). Subjects completed a questionnaire, anonymously, in school class. The results showed a significant positive correlation (Spearman) between the frequencies of flossing and toothbrushing, in both sexes, and between social group and toothbrushing frequency, where brushing frequency increased as socio-economic status improved. Some association between use of floss and social group emerged, but this was smaller and less consistent than that observed with toothbrushing brushing frequency. Self-esteem was positively correlated with toothbrushing frequency at ages 12-15 years, while HLOC showed correlations at some ages but not others. Use of dental floss showed no relation to self-concept. Subjects with more favourable self-concept were more likely to make more frequent dental visits than those with a poorer self-view. There was a strong and consistent correlation between recalled advice about toothbrushing and lower self- esteem and external locus of control. The results are in agreement with our earlier reports and suggest that self-concept may play a significant role in mediating changes in dental health behaviour.

Adolescent↗

PubMedDate not supplied

Factors associated with self-concept in children with asthma.

PURPOSE: To investigate the relationship of demographic asthma, family, and child factors with self-concept in children with asthma. METHODS: Data were collected twice approximately 4 years apart from both the affected children and their mothers (N = 134) via interviews and self-report questionnaire. FINDINGS: Children who demonstrated more negative attitudes toward their illness, had less satisfaction with family relationships, and used more negative coping behaviors had the poorest self-concepts. Over time, the greatest improvement in self-concept occurred in children whose attitudes and satisfaction with family relationships improved and whose use of negative coping behaviors decreased. CONCLUSIONS: Results suggest that some children with asthma, especially girls with severe asthma, appear to be at risk for poor self-concept.

Adolescent↗

PubMed1997

Predictors of academic achievement and academic self-concept; a longitudinal perspective.

BACKGROUND: A large body of research supports the existence of an academic achievement--self-concept relationship. Path analyses mostly show academic achievement to be causally predominant in this relationship. AIMS: This study aims to replicate these findings among Belgian primary school-age children, controlling for a number of other relevant variables such as school commitment, parental socio-economic status (SES), gender and teacher expectations. The longitudinal design of this study makes it particularly suited for this purpose. METHOD: Data were analysed using correlation, regressions of time 1 independent variables on time 2 dependent variables, multiple classification analysis and path analysis using LISREL. RESULTS: Academic self-concept and academic achievement were found to be strong predictors of one another, even controlling for other variables and stability of both over time. The only other variable to enter significantly into regressions on time 2 academic achievement and academic self-concept was parental socio-economic status (SES). Both the regression analyses and path analysis undertaken specifically to test causal predominance found achievement to be causally predominant in this sample. CONCLUSION: The fact that academic achievement was causally predominant over academic self-concept, that global self-esteem was not a significant predictor of achievement, and the significant contribution of parental SES to achievement all suggest that self-esteem enhancement in itself cannot be a solution to the problem of academic failure.

Achievement↗

PubMed1997

A longitudinal study of beginning reading achievement and reading self-concept.

BACKGROUND: Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read. AIMS: The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance. SAMPLE: One hundred and twelve children who started school at the age of 5 years participated in the study over a two and a half-year period. METHOD: Path analyses were used to examine the relationships between reading-related skills and reading self-concept at the start of Year 1, the middle of Year 2, and the middle of Year 3. RESULTS: Reading performance emerged as causally predominant over reading self-concept between the middle of Year 2 and the middle of Year 3. CONCLUSIONS: Initial reading-related experiences in school are associated with the development of reading self-concepts within the first two and a half years of schooling. This period may mark the time during which negative 'Matthew effects' develop for those who experience initial difficulties in learning to read.

Achievement↗

PubMed1988

On self-boundary: a study of the development of the concept of secrecy.

The child's developing concept of a 'boundary' between an inner world of 'self' and an outer world 'non-self' is central to a number of systems of psychodynamic theory. The notion of boundary is also essential to Piaget. Despite the evident importance of the subject, there have been few attempts to discover the age at which this concept emerges. This study of 40 urban Australian children uses the development of the concept of secrecy as a marker. Most children attained this concept during the fifth year of life.

Australia↗

PubMed2004

Concept formation: 'object' attributes dynamically inhibited from conscious awareness.

We advance a dominant neural strategy for facilitating conceptual thought. Concepts are groupings of "object" attributes. Once the brain learns such critical groupings, the "object" attributes are inhibited from conscious awareness. We see the whole, not the parts. The details are inhibited when the concept network is activated, ie. the inhibition is dynamic and can be switched on and off. Autism is suggested to be the state of retarded concept formation. Our model predicts the possibility of accessing nonconscious information by artificially disinhibiting (turning off) the inhibiting networks associated with concept formation, using transcranial magnetic brain stimulation (TMS). For example, this opens the door for the restoration of perfect pitch, for recalling detail, for acquiring accent-free second languages beyond puberty, and even for enhancing creativity. The model further shows how unusual autistic savant skills as well as certain psychopathologies can be due respectively to privileged or inadvertent access to information that is normally inhibited from conscious awareness.

Adult↗

PubMed2004

Common and constrasting areas of activation for abstract and concrete concepts: an H2 15O PET study.

Lesion studies indicate that the lateral and inferior temporal cortex is a critical area of semantic memory storage, but little is known about the cortical organization of semantics within this area. One proposition has been that dominant physical characteristics of objects (structure, motility) are determining factors. A positron emission tomography experiment using the H2(15)O bolus method was performed to test this hypothesis by contrasting activation for concrete and abstract concepts. Unlike previous studies that considered this question, the task required explicit word meaning judgments, and blocks of trials were designed to be of equal difficulty for the two word classes. The task required elderly participants to read aloud the pair of words that was closer in meaning (e.g., spade-shovel vs. spade-carpet). Subtraction analyses that compared the semantic judgment tasks with a baseline condition indicated that both abstract and concrete concepts activated the left lateral temporal cortex. A direct comparison of abstract versus concrete scans indicated differences in the lateralization of fusiform activation. We conclude that although concreteness might be a critical factor in the fusiform cortex, it is not dominant in the lateral temporal cortex. A multistudy overview suggests that tasks that focus on one concept per trial activate areas posterior to y = -40, whereas those that invoke several concepts, as in the present study, activate areas anterior to this. Increased processing complexity may proceed in a posterior-anterior direction in the lateral temporal cortex.

Aged↗

PubMed1990

Psychoanalytic concepts of the etiology of severe mental illness.

In this paper I challenge some prevalent psychoanalytic concepts of the etiology and pathogenesis of severe mental illness which I believe to be in need of revision. There is insufficient evidence to conclude that the etiology of the two major adult psychoses, schizophrenia and manic-depressive illness, can be attributed to failures in development or fixations during the earliest years of life. Furthermore, I believe it incorrect to ascribe these failures of development to deficiencies in the early maternal environment. I base my disagreements on three main considerations: the misinterpretation of the etiological significance of regression, the relevance of new biological data, and erroneous conclusions drawn from lack of diagnostic distinctions. I also challenge the generally held concept of etiologic phase specificity which proposes that failures during various early phases of development can be correlated with different kinds of adult psychopathology. In calling this concept into question, I argue that current psychoanalytic concepts of the etiology of the borderline group of disorders also need to be reevaluated.

Bipolar Disorder↗

PubMedDate not supplied

Self-concept and IQ as predictors of remedial success in children with learning disabilities.

Twenty-five children with learning disabilities (LD) in the auditory-linguistic realm participated in the present study over two academic years. The purpose of the experiment was to test whether IQ and self-concept were significant predictors of learning ability. IQ was found to have no relationship to the children's learning ability, whereas self-concept predicted patterns of successful achievement in spelling, arithmetic, and written language, but not in visual word recognition. The results were interpreted as support for the "specificity" presumption in LD, but also as support for the importance of self-concept as possibly a primary cause of academic underachievement. The paper develops a remedial model of LD that accounts both for the interplay of self-concept and cognition in learning and for the fundamental implications of the specificity principle.

Achievement↗

PubMed2001

Measuring nurses' self-concept.

Little is known of nurses' self-concept in light of their professional identity or as working adults. This article explores the development and rigorous testing of a new self-concept instrument designed specifically for nurses. The new measure is based on the self-concept measurement theory of Shavelson, Hubner, and Stanton. An expert panel was used to critique and aid refinement of the measure. The dimensions of nurses' self-concept were measured in six scales: General Nursing, Care, Staff Relations, Communication, Knowledge, and Leadership. Two groups participated in this study: Group 1 consisted of nursing students prior to graduation (n = 506) and Group 2 consisted of randomly selected, experienced, working nurses (n = 528). A series of exploratory and confirmatory factor analyses were conducted to test the fit of a priori models. The results indicate that all scales possess good construct validity and a satisfactory fit with the data.

Adult↗

PubMed2005

An introduction to concept mapping as a participatory public health research method.

In this article, the authors introduce concept mapping as a useful participatory research method for public health researchers interested in generating hypotheses and developing theory. The authors first provide an overview of concept mapping, which combines qualitative approaches with quantitative analytical tools to produce visual displays of the relationship between ideas. Then, they present an illustrative research application of the method to the exploration of women's perceptions of the relationship between residential neighborhood factors and intimate partner violence experiences. They give attention to the data collection and analysis procedures and to demonstrating the intricacies of using concept mapping for public health research purposes. Finally, the article concludes with a discussion of the unique contributions and challenges associated with concept mapping.

Battered Women↗

PubMed2000

Change in identity and self-concept: a new theoretical approach to recovery following a stroke.

OBJECTIVE: To determine whether respondents reported a change in identity following stroke. DESIGN: A cross-sectional comparison study of perceived changes in the self-concept of stroke respondents and matched hospital volunteers. A questionnaire was administered to stroke respondents in their own homes and to hospital volunteers in their work setting. PARTICIPANTS: Twenty-six first-time stroke survivors who had no severe communication, cognitive or perceptual difficulties or previous physical disability, and who had returned home from hospital up to two years previously. The comparison group were 26 hospital volunteers matched for age, gender and the time from which past self-concept was considered. MAIN OUTCOME MEASURES: Included the Hospital Anxiety and Depression Scale, Frenchay Activity Index and the Head Injury Semantic Differential Scale to assess past and present self-concept. RESULTS: Overall, individuals described themselves in more negative terms than prior to their stroke. They saw themselves as less interested, capable and independent, (p < 0.001) and less in control, satisfied and active (p < 0.05). They still saw themselves as friendly, calm, caring, hopeful and talkative. The overall self-concept of the comparison group remained positive and stable over a comparable time period. CONCLUSIONS: The stroke respondents reported a negative sense of self, reduced social activity and psychological morbidity despite inpatient and outpatient rehabilitation. Individuals following stroke may settle for a restricted future because of their expectations of life with a disability. Clinicians need to be aware of the meaning of the stroke within the life of each individual.

Adaptation, Psychological↗