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PubMed1993

A psychobiological model of temperament and character.

In this study, we describe a psychobiological model of the structure and development of personality that accounts for dimensions of both temperament and character. Previous research has confirmed four dimensions of temperament: novelty seeking, harm avoidance, reward dependence, and persistence, which are independently heritable, manifest early in life, and involve preconceptual biases in perceptual memory and habit formation. For the first time, we describe three dimensions of character that mature in adulthood and influence personal and social effectiveness by insight learning about self-concepts. Self-concepts vary according to the extent to which a person identifies the self as (1) an autonomous individual, (2) an integral part of humanity, and (3) an integral part of the universe as a whole. Each aspect of self-concept corresponds to one of three character dimensions called self-directedness, cooperativeness, and self-transcendence, respectively. We also describe the conceptual background and development of a self-report measure of these dimensions, the Temperament and Character Inventory. Data on 300 individuals from the general population support the reliability and structure of these seven personality dimensions. We discuss the implications for studies of information processing, inheritance, development, diagnosis, and treatment.

Character↗
PubMedDate not supplied

Does public image of nurses matter?

The nursing profession is said to have long suffered from public stereotyping and from being closely associated with femininity and powerlessness. This descriptive correlational study was performed to identify the relationships between nurses' perception of common public stereotypes of their profession, nurses' self-concept, self-esteem, job satisfaction, and performance. Eighty registered nurses were invited to participate in this study by completing six types of questionnaires. The results suggest that nurses' perception of the public stereotyping of nursing is related to the development of their self-concept, collective self-esteem, and job satisfaction, all of which are associated with their performance. The results also indicate the importance of encouraging professional socialization and cultivation of positive, personal self-esteem to ward off the negative influences of public stereotypes on nursing practice. This study is tentative and requires further investigation with a more diverse sample.

Adult↗
PubMed2004

Frames of reference for self-evaluation of ability in mathematics.

Measures of eight frame-specific self-evaluations of ability in mathematics were used to predict general mathematics self-concept and self-efficacy. Participants were 900 Norwegian students in Grade 6 (n = 277), Grade 9 (n = 236), Grade 11 (n = 263), and adult students attending senior high school (n = 124). Four items measured frame-specific self-evaluation of achievement based on external frames of reference whereas four items measured frame-specific self-evaluation based on internal frames of reference. Regression analyses were used to test relations between the frame-specific self-evaluations and general mathematics self-concept and self-efficacy. The analyses indicated that self-evaluation based on comparison with other students in class (an external frame of reference) and on comparison of mathematics achievement with achievement in other school subjects (an internal frame of reference) were robust predictors of both mathematics self-concept and self-efficacy. The analyses also indicated that students are using multiple frames of reference when evaluating their mathematics ability. Implications of the result for the internal-external frame of reference model are discussed.

Achievement↗
PubMed2002

Measuring self-reported studying and learning for university students: linking attitudes and behaviours on the same scale.

BACKGROUND: The relationships between self-reported Approaches to Studying and Self-concept, Self-capability and Studying and Learning Behaviour are usually studied by measuring the variables separately (using factor analysis and Cronbach Alphas) and then using various correlation techniques (such as multiple regression and path analysis). This procedure has measurement problems and is called into question. AIMS: To create a single scale of Studying and Learning using a model with subsets of ordered stem-items based on a Deep Approach, a Surface Approach and a Strategic Approach, integrated with three self-reported aspects (an Ideal Self-view, a Capability Self-view and a Studying and Learning Behaviour Self-view). SAMPLES: The stem-item sample was 33, all answered in three aspects, that produced an effective item sample of 99. The person convenience sample was 431 students in education (1(st) to 4(th) year) at an Australian university during 2000. METHOD: The latest Rasch Unidimensional Measurement Model Computer Program (Andrich, Lyne, Sheridan, & Luo, 2000) was used to analyse the data and create a single scale of Studying and Learning. RESULTS: Altogether 77 items fitted a Rasch Measurement Model and formed a scale in which the 'difficulties' of the items were ordered from 'easy' to 'hard' and the student measures of Studying and Learning were ordered from 'low' to 'high'. The proportion of observed student variance considered true was 0.96. The response categories were answered consistently and logically and the results supported many, but not all, the conceptualised ordering of the subscales. Students found it 'easy' to report a high Ideal Self-view, 'much harder' to report a high Capability Self-view, and 'harder still' to report a high Studying and Learning Behaviour for the stem-items, in accordance with the model, where items fit the measurement model. The Ideal Self-view Surface Approach items provided the most non-fit to the model. CONCLUSION: This method was highly successful in producing a single scale of Studying and Learning from self-reported Self-concepts, Self-capabilities, and Studying and Learning Behaviours, based on a Deep Approach, a Surface Approach and a Strategic Approach.

Achievement↗
PubMed2003

The relationship between women's body satisfaction and self-image across the life span: the role of cognitive control.

The authors examined the relationship between body dissatisfaction and self-image across the life span. A sample of 106 women between the ages of 20 and 65 years completed questionnaire measures of body dissatisfaction, body importance, cognitive control over the body, self-concept, and self-esteem. The authors found that body dissatisfaction and body importance did not differ among the groups of women who were younger, middle aged, and older. Although body dissatisfaction was related to self-concept and self-esteem for the entire sample, the strength of that relationship reduced with increasing age and increasing perceptions of cognitive control. The authors concluded that the cognitive strategies of women who were older protect their self-concept and self-esteem from the influence of body dissatisfaction.

Adult↗
PubMed1993

Social and emotional competence in children of depressed mothers.

The relation between maternal unipolar major depression and children's self-concept, self-control, and peer relationships were studied in a middle-class, predominantly white sample of 96 families. Each family included a target child between the ages of 5 and 10. Depressed mothers varied on whether or not the child's father also had a psychiatric disorder. Well mothers all had spouses with no psychiatric disorders. Analyses controlled for marital status, age, and sex of child. Children completed measures of self-concept and peer relations skills; teachers completed measures of self-control and a rating of popularity with peers. Results supported the multiple risk factor model in that fathers' psychiatric status and parents' marital status explained much of the variability in children's social and emotional competence. Maternal depression alone, in the context of a well husband/father, was only related to children having been rated by their teachers as less popular. Results are discussed in terms of possible mechanisms by which maternal depression may interact with paternal psychopathology and divorce in relation to children's social and emotional competence. The findings may further indicate that older children are more vulnerable to these multiple risk factors than younger children.

Adult↗
PubMed1991

Depression and chronic fatigue in the high school student and athlete.

By presenting the salient aspects of a case study of a high school student athlete, we have attempted to show how participation in sports can negatively impact on self-concept, self-esteem, physical acceptance, and self-efficacy, thereby contributing to an overall feeling of inadequacy, helplessness, hopelessness, and ultimately leading to depression and chronic fatigue. An early maturer, this student experienced early success in several sports without a great deal of effort and investment, and derived much of his sense of being from the recognition and reinforcement accorded him by significant others, most notably from a father who placed a higher premium on success in athletics than on other equally worthwhile pursuits. When continued success was not forthcoming, and as later-maturing peers caught up to and surpassed his athletic accomplishments, the student sought to protect his sense of self-esteem by rationalizing that his lack of success was due to a physical problem. He became obsessed with the thought that he was gradually losing his athletic identity and he lapsed deeper and deeper into a depressed state. His compulsive overtraining and starvation diet failed to produce his image of the "ideal body" that, of course, was unachievable because of his distorted view of reality. Ultimately, this behavior resulted in hospitalization for treatment of an eating disorder and clinical depression. Even a successful senior football season after his psychiatric care could not filter through his distorted perceptions and he could not cope with the thought of participating in another track and field season and having his performance bested by others whom he had once handily beaten. Thus, once again, he engaged in self-protective behavior and sought verification from sportsmedicine professionals. Diagnosis of Tom's condition was possible only through the collaborative efforts of the athletic trainer, physical therapist, sport psychologist, and family physician. Professionals involved in sportsmedicine must be aware of the critical role that highly valued activities like sports play in the psychosocial development of adolescents. To the adult, these activities may seem trivial, frivolous, and removed from the "real world," but to the adolescent, they are an important source of self-esteem during a critical and volatile period of self-concept edification. During a period of awakening sexuality and heightened awareness of their physical being, activities that emphasize the physical aspect of self gain prominence. Those who derive positive experiences benefit from enhanced feelings of physical self-efficacy and self-esteem.(ABSTRACT TRUNCATED AT 400 WORDS)

Adolescent↗
PubMed2001

I am woman: the impact of social identities on African American women's mental health.

We examine the psychological impact of a range of social identities among a sample of African American women. Using data from the National Survey of Black Americans (NSBA), we find that measures of body image, role performance, discrimination, and social class position are related to mental health status. Women of lower social class standing are especially at risk for poor mental health outcomes. Having low educational attainment, low personal incomes, and less prestigious occupations is associated with a poor self-concept (self-esteem and self-efficacy). Women with low self-concepts, in turn, report poorer mental health. We argue that African American women face multilayered realities that may compromise their abilities to handle the stresses of everyday life.

Adaptation, Psychological↗
PubMed1984

Obese and nonobese individuals: behavioral and personality characteristics.

In order to determine if there were differences in individuals who were currently obese, previously obese now average, and always average, a battery of behavioral and personality measures were administered which included the assessment of self-concept, self-control, health locus of control, comparative reinforcement hierarchy and various activities. Significant differences were obtained in physical self-concept; time spent in vigorous activity, passive activity, with friends and social activities; and the reinforcement value of eating, time with friends or family, and taking it easy. The possible significance of these findings was discussed in terms of maintaining factors in obesity and treatment suggestions.

Adolescent↗
PubMedDate not supplied

The sexual adaptation of women treated for endometrial cancer.

This study explores the process of sexual adaptation in women treated for endometrial cancer. Methodology was primarily qualitative with in-depth interviews. Data were collected by means of semistructured tape-recorded interviews; detailed field notes; and quantitative measures of self-concept, self-esteem, body image, and satisfaction with sexual functioning. The quantitative instruments used to measure these constructs were the Tennessee Self-Concept Scale and three visual analog scales. A vivid picture of women's experience of sexual adaptation after treatment for endometrial cancer emerged. This study's findings indicate that the experience of sexual adaptation in women who undergo treatment for endometrial cancer is a process that evolves. This process begins with the onset of symptoms and continues beyond the completion of therapy. Factors that enhanced the adaptational process were identified by the participants.

Adaptation, Psychological↗
PubMed2004

Measurement characteristics of activity-related psychosocial measures in 8- to 10-year-old African-American girls in the Girls Health Enrichment Multisite Study (GEMS).

BACKGROUND: This paper presents reliability and validity analyses of physical activity-related psychosocial questionnaires completed by 8- to 10-year-old African-American girls at baseline and follow-up assessments of pilot intervention studies in the Girls health Enrichment Multi-site Study (GEMS). METHODS: Two hundred ten girls participated in the GEMS 12-week pilot studies and had their height and weight measured, wore an accelerometer for 3 days and completed a measure of their usual physical activity (PA) at baseline and after the 12-week intervention. Subgroups of girls also completed physical activity-related psychosocial measures at these two time points including: (a) self-concept; (b) self-efficacy; (c) outcome expectancies; and d) preferences. Principal components analysis was conducted on the psychosocial measures obtained at baseline. Cronbach's alpha and test-retest reliability were computed. Convergent validity was assessed by correlating the baseline psychosocial measures with baseline physical activity measures and body mass index (BMI). RESULTS: The following sub-scales were derived: Activity Preference, Positive Expectancies and Negative Expectancies for physical activity. Physical Performance Self-Concept and Self-Efficacy for physical activity were kept as single dimensional scales. Sub-scales, derived from principal components analyses, were Activity Preference, Positive Expectancies, and Negative Expectancies for physical activity. Internal consistency estimates for the various scales were substantial to excellent (0.67-0.85), while test-retest reliability estimates were fair to moderate (0.22-0.56). Correlations between the PA psychosocial sub-scales and measured levels of activity measures showed evidence of convergent validity for the Activity Preference sub-scale, although social desirability may have influenced the significant associations observed. CONCLUSIONS: The Activity Preference was a fairly reliable and valid measure. Further studies are needed to examine the utility of activity-related psychosocial measures in interventions to increase physical activity among preadolescent African-American girls.

Black or African American↗
PubMed2000

Experiences and expectations in evaluating preparation for an examination.

The predictability of the evaluation of preparing for an oral examination by means of self-concept and self-esteem as well as optimism and self-efficacy was investigated in a sample of 49 university students. Self-concept was measured by Frankfurter Selbstkonzeptskalen, self-esteem by the 16PF-O scale, personal optimism, social optimism, and self-efficacy by Fragebogen für Personalen Optimismus und Sozialen Optimismus--Erweitert, and the evaluation of the preparation by a self-report sheet. Data were collected 5 wk. before the examination. The self-report sheet was given again one week before the examination. Significant correlations of self-report scores with self-concept scores as well as 16PF-O scores representing past experiences were found for the first assessment. The correlations with personal optimism scores and self-efficacy scores representing expectations were also significant for the second assessment.

Achievement↗
PubMed2000

Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science.

Two studies were conducted to investigate the relationship between achievement goals (task, performance-approach, performance-avoid), motivation constructs, and gender in the areas of middle school writing (N = 497) and science (N = 281). In both studies, task goals were associated positively with self-efficacy, self-concept, and self-efficacy for self-regulation and negatively with apprehension; performance-approach goals were associated positively with self-concept; and performance-avoid goals were associated negatively with self-concept and self-efficacy for self-regulation and positively with apprehension. In writing, performance-approach goals also related positively with self-efficacy, whereas performance-avoid goals related negatively and girls had stronger task goals. Findings related to performance-approach goals suggest that a developmental component may be at work in determining whether these goals serve a facilitative function in fostering motivation. Task goals and performance-approach goals were related, suggesting that they are each grounded in self-regulatory practices that lead to positive outcomes. Copyright 2000 Academic Press.

Journal Article↗