Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “SELF CONCEPT”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 127 records · Page 7Linked to original sources

Self-concept, Class II malocclusion, and early treatment.

Increased overjet has been associated with teasing, negative stereotyping, and low self-concept. Early treatment for children with Class II malocclusion is often recommended under the assumption that an improved dental appearance may benefit a child by increasing his or her social acceptance and hence self-concept. The self-concept of 208 patients, age 7 to 15 years and with increased overjet, was measured before treatment using the Piers-Harris self-concept scale; a subset of 87 of these children were measured again after 15 months of early growth modification. The mean self-concept score for these children was above the population norm, and there was no association between the child's score and the magnitude of his or her overjet or age. Although some significant associations were found between Class II malocclusion features and self-concept scores, the explained variation in self-concept scores was low (R2 from 5% to 8%). There was no change in the mean self-concept score of these children during early treatment, nor was there any association between reduction of Class II malocclusion features and improved self-concept. These findings suggest that children with Class II malocclusion do not generally present for treatment with low self-concept and, on average, self-concept does not improve during the brief period of early orthodontic treatment.

Adolescent↗

The effect of altering self-descriptive behavior on self-concept and classroom behavior.

This research examined the impact of operant reinforcement of positive self-descriptive behavior on the self-concepts and classroom behavior of 60 fifth-grade students. Three groups of 10 male and 10 female low self-concept students wrote a series of eight essays describing their school performance. The first group (P) received written reinforcement for positive self-descriptions of their school performance. The second group (G) received an equal number of reinforcements for general statements. The third group (C) received no reinforcement for written statements. Three areas of self-concept were measured with the Primary Self-Concept Inventory: personal-self, social-self, and intellectual-self. A frequency count was also made of nine classroom behaviors thought to be influenced by self-concept. The P group displayed increases in the frequency of positive self-descriptive statement and in intellectual self-concept but no changes in personal self-concept, social self-concept, or the nine classroom behaviors. The G and C groups showed no change in self-description, self-concept, or the nine classroom behaviors.

Achievement↗

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↗

Aspects of self-concept and their relationship to language performance and verbal reasoning ability.

It has been claimed that self-concept is multidimensional, with dimensions such as mathematical self-concept and self-concept in language. The present study investigated the relationship of academic self-concept in language with performance on school-related language tasks and verbal reasoning ability. A total of 512 students in grades 7, 9, and 11 rated four aspects of their academic self-concept in language: self-perception, self-efficacy, self-esteem, and others' perception of their abilities. Verbal reasoning ability and performance on language tasks were assessed. Path analysis showed that performance on language tasks was influenced strongly by verbal reasoning abilities. Self-esteem and others' perception of one's abilities were affected directly by language performance. No direct relationship was found between academic self-concept in language and verbal reasoning ability. The results suggest that adolescents do not construe their academic self-concept according to their abilities but according to their performance in school and others' response to it.

Adolescent↗

Self-concept changes over time in cognitive-behavioral treatment for smoking cessation.

A smoker self-concept and an abstainer self-concept are individual difference variables that have been shown to predict smoking cessation. We examined whether these self-concept constructs changed as a function of participating in a clinic-based smoking cessation program and, specifically, whether these changes occurred differentially between posttreatment smokers and abstainers. Subjects completed the Smoker Self-concept scale and the Abstainer Self-concept scale at three time points: pretreatment, posttreatment, and 3 months' posttreatment. Smoking status was assessed and biochemically verified directly after quit day and 3 months' posttreatment. Results indicated that abstainers' smoker self-concept decreased more precipitously over time compared to smokers'. Abstainers showed consistent increases over time in their abstainer self-concept, and smokers showed increases followed by decreases to pretreatment levels. Clinical implications are discussed.

Adult↗

Schema model of the self-concept.

The centrality of the self-concept in maintaining physical and psychosocial well-being is widely recognized in nursing. Despite its importance, progress in the development of an empirically-supported and clinically-relevant theoretical framework has been limited by difficulties in defining and measuring the construct. The schema model of the self-concept is presented as a theoretical framework that has the potential for explaining how the self-concept functions to influence emotional and behavioral responses to events relevant to health and well-being.

Health Behavior↗

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↗

The self concept of the adolescent with learning disabilities.

The Coopersmith Self Esteem Inventory (CSEI) was administered to 23 Ss diagnosed to have learning disabilities, and normally achieving seventh graders (N = 70) to investigate: a) whether differences exist between the self-esteem of the adolescent with learning disabilities and the normally achieving adolescent, b) the dimensions of self concept in which these differences occur, and c) the relationship between self concept and the number of years in the special classroom for the adolescent with learning disabilities. The data were fitted to a 2 X 2 (ability X school) fixed effects non-orthogonal multivariate analysis of variance model. A significant difference (p less than .05) in "social self-peer" self concept favoring the "normally" achieving S's was found. A trend was evidenced for more negative "general self" and "school-academic" self concepts for the learning disabilities sample. Number of years in the special class did not appear associated with self concept as measured by the CSEI.

Achievement↗

[Effects of self-concept on test anxiety level among sophomores in a medical college].

OBJECTIVE: To explore the effects of self-concept on the test anxiety among sophomores in a medical college. METHODS: Using the test anxiety questionnaire and English-learning self-concept scale, we examined the relationship between test anxiety and self-concept of the sophomores in a medical college. RESULTS: All the dimensions of self-concept were significantly related to test anxiety, among which the general self-concept, academic self-concept and English-learning self concept were important factors. CONCLUSION: Enhancement of general self-concept, academic self-concept and English-learning self concept are effective means to alleviate test anxiety of the students.

China↗

Transition through stages of smoking: the effect of gender and self-concept on adolescent smoking behavior.

PURPOSE: To determine whether self-concept, gender, and age are significant factors in an adolescent's transition through stages of smoking to regular smoking. METHODS: A questionnaire composed of 29 items (nine questions pertaining to smoking behavior and 20 to four self-concept variables: physical, family, social, and peer self-concept) was administered to 368 randomly selected high school adolescents (188 males and 180 females) aged 12-17 years during regular contact (roll call) time. RESULTS: Overall, 40.5% of the sample had tried tobacco (excluding chewing tobacco) (42.8% of females and 38.3% of males). Although prevalence of smoking varied according to the stage of smoking, it increased with age. With reference to self-concept, Scheffe post hoc contrasts revealed a statistically significant difference between physical self-concept and the remaining measures of self-concept (peer, family, and social) and at each stage of smoking. The effect for male students was less than for females. CONCLUSION: Programs aimed at prevention and intervention should incorporate strategies which are commensurate with female lifestyles and the more positive aspects that individuals might experience on quitting.

Adolescent↗

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↗

Effects of learning to ski on the self-concept of mentally retarded children.

Changes in the self-concept of TMR children as a function of experience in a physical activity program were evaluated. The self-concept of a group of students was measured before and after participation in a 5-week ski program. A control group received similar pre- and postmeasures of self-concept but did not participate in the ski program. Significant changes in self-concept occurred among students in the experimental but not the control group. Furthermore, the magnitude of success in learning to ski was shown to be positively and significantly correlated with magnitude of change in self-concept.

Education of Persons with Intellectual Disabilitie↗

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↗

[Analysis of the self concept of independently living senior citizens].

The analysis of research on self-concept of the elderly shows a need for more complex methods that measure not only self-esteem and subjective age identity, but also those that reflect the specificity of life in the elderly. The self-concept of 140 elderly living in one community (65-93 years) was analyzed by an age-specific, self-concept interview. Factor-analysis resulted in a 10-factor assessment with the main factor being "bodily competency and purpose of life". Other factors were subjective age identity, composure, social integration, resignation, etc.. The subjects were cluster-analyzed. The first cluster contained almost 50% of the elderly who had a positive self-concept of competency, social integration, mood, and self-esteem; they were younger, often married, and in good health. Some clusters identified elderly with a moderate self-concept and some problems regarding health and activities of daily life. A very negative self-concept was shown by two groups of socially isolated (7.14%) and strongly physically and/or psychologically handicapped (5.71%) elderly, who had a generally negative self-concept and needed psychosocial therapy. Implications for further research are discussed.

Activities of Daily Living↗

Measuring the professional self-concept of nurses: a critical review.

Nursing literature strongly suggests that the self-concept of nurses is an important concept for academics, administrators and clinicians to consider in the development of the profession. Many valuable research projects have added to the data base on the subject, yet there still remain some questions to be answered. This paper explores the notion of self-concept as it relates to the professional working in nursing. In particular, the paper examines nursing research relating to the professional self-concept of nursing, arguing that the 'professional' self-concept of nurses is unique and different from that of the self-concept (while inextricably linked); and that there is room for a new instrument which measures the dimensions of the professional self-concept of nurses. Suggestions for future research include replication and further validation and reliability studies of a new instrument; a cross-cultural study using samples from different countries; testing with various samples from different branches of nursing and further exploring the differences between self-concept and professional self-concept.

Education, Nursing↗

Life adjustment correlates of physical self-concepts.

This research tested relationships between physical self-concepts and contemporary measures of life adjustment. University students (119 females, 126 males) completed the Physical Self-Perception Profile assessing self-concepts of sport competence, physical condition, attractive body, strength, and general physical self-worth. Multiple regression found significant associations (P < 0.05 to P < 0.001) in hypothesized directions between physical self-concepts and positive affect, negative affect, depression, and health complaints in 17 of 20 analyses. Thirteen of these relationships remained significant when controlling for the Bonferroni effect. Hierarchical multiple regression examined the unique contribution of physical self-perceptions in predicting each adjustment variable after accounting for the effects of global self-esteem and two measures of social desirability. Physical self-concepts significantly improved associations with life adjustment (P < 0.05 to P < 0.05) in three of the eight analyses across gender and approached significance in three others. These data demonstrate that self-perceptions of physical competence in college students are essentially related to life adjustment, independent of the effects of social desirability and global self-esteem. These links are mainly with perceptions of sport competence in males and with perceptions of physical condition, attractive body, and general physical self-worth in both males and females.

Body Image↗

Comparing the self-concepts of persons with and without physical disabilities.

Tam and Watkins (1995b) explored the basis of self-concepts of physically disabled and nondisabled Hong Kong Chinese adults and developed the hierarchical multidimensional self-concept models. Two questionnaires that measure self-concept were developed and validated for those groups. The questionnaires share 41 common items in 6 self-concept areas. In the present study, the 2 groups' responses were compared via univariate analysis of variance. The nondisabled participants (n = 200) were found to have statistically significantly higher means than their disabled counterparts (n = 214) in total self-concept, material self-concepts, and physical self-concepts. There were no significant differences in their family, social, and work self-concepts. The nondisabled participants reported greater openness (indicated by higher self-criticism scores).

Adult↗

Global and domain-specific self-concepts of a matched sample of adolescent runaways and nonrunaways.

Assessed the self-concepts of 132 adolescents (66 adolescent runaways and 66 nonrunaways) with the Multidimensional Self Concept Scale (MSCS). Adolescent runaways were found to have significantly lower global self-concepts than the matched group of children who did not run away (hereafter nonrunaways). Runaways were also found to have lower domain-specific self-concepts than nonrunaways in 5 of the 6 important domains assessed by the MSCS (i.e., Social, Affect, Academic, Family, and Physical). Within-group analyses revealed that runaway adolescents had significantly lower Family self-concepts than other specific domains of self-concept, which highlights the influence of families on children's psycho-social adjustment. As expected, nonrunaways did not differ across any of the domain-specific self-concepts.

Adolescent↗