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PubMed1981

Methods of enhancing concept attainment in older adults.

Practice with informative feedback and active training were found to be effective in enhancing concept attainment in older adults. Fifty male and 50 female Ss, aged 60-79 years, were given a pretest and posttest, each involving conjunctive concept-identification problems. The practice-plus-informative-feedback groups (right-wrong, nothing-wrong, and right-nothing) discovered the concepts faster than the active training group. The last group outperformed a control group. These results, in contrast to previous studies, demonstrate that the elderly are capable of solving complex cognitive tasks, like younger Ss, by using their own self-generated strategies and currently available information. This is consistent with recent theory that emphasizes experiential factors as the basis for performance deficit in cognitive tasks for older adults.

Aged↗
PubMed1981

Self-concept, locus of control, goal blockage, and coronary-prone behavior pattern in children and adolescents: Bogalusa heart study.

Four measures that are hypothesized to be correlates of cardiovascular risk factor variables were tested in children and adolescents. A psychosocial questionnaire, including Type A coronary-prone behavior pattern and three additional measures (self-concept, locus of control, and goal blockage), was administered to 384 ten- to 17-year-old students in a biracial public school. White scored higher than did blacks on Type A behavior, and Type A behavior increased with age. Contrary to other reports, a negative relationship was found (excluding white boys and black girls) between self concept and Type A behavior. Blacks had a higher level of self-concept than did whites. Boys were found to have a more external locus of control than did girls, and blacks were more externally oriented and experienced greater goal blockage than did whites. Sufficient test-retest reliability was found to justify use of the four measures in future research.

Adolescent↗
PubMed1990

The stability of self-concept during adolescence and early adulthood: a six-year follow-up study.

The stability and gender differences of self-concept during adolescence and early adulthood were studied in 894 randomly selected Finnish subjects using the shortened version of the Coopersmith (1967) Self-Esteem Inventory. There were no differences between the men and women in the total score for self-concept. In early adulthood, men scored higher than women on general self-esteem, and women scored higher on the home-parents factor in each developmental period from pre-adolescence to adulthood. The stability of self-concept, as well as its different components, was rather high. General self-esteem showed the highest predictive value for the total score 6 years later.

Adolescent↗
PubMed1992

Self-concept and need for achievement of men with physical disabilities.

Self-concept and need for achievement of athletically active and relatively inactive American males with physical disabilities were investigated using the Tennessee Self-Concept Scale Counseling Form (Fitts, 1965) and the Thematic Apperception Test (McClelland, Clark, Roby, & Atkinson, 1949). The subjects were 45 men, ranging from 18 to 40 years old, with physical disabilities. We hypothesized that subjects in the athletically active group had a more favorable mean self-concept and a higher mean need for achievement than subjects in the inactive group. Fifty able-bodied subjects, composing two counterpart groups, were also included in the study. It was hypothesized that the differences regarding the criterion variables between disabled and able-bodied counterpart groups would be negligible. The results of an analysis of variance (ANOVA) and an analysis of covariance (ANCOVA) supported the hypothesis that predicted significant differences at the .025 alpha level between the athletic and the inactive disabled groups. Age, education, and level of disability were treated as covariates. The results of this study also supported the hypothesis that predicted negligible differences (p less than .10) between the disabled subjects and the able-bodied counterpart groups.

Achievement↗
PubMed2002

When astronomy, biology, and culture converge: children's conceptions about birthdays.

The authors investigated the development of children's understanding of birthdays using structured interviews of 102 Israeli children aged 4 to 9 years. To fully comprehend the concept of birthday, children must grasp the relationship between the social occasion (the birthday party), irreversible biological growth, and the cyclical nature of the calendar. The authors' findings affirmed that a child's early conception is wholly social and self-contained (birthday parties confer a new age) and that young children believe that age can be affected by multiplying or skipping birthdays. The mature conception is socially based, but it is integrated with additional conceptual subsystems: the irreversible and independent unfolding of biological growth and the cyclical aspect of time. This enables the child to go beyond a magical approach to birthday rituals.

Age Factors↗
PubMed1993

Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students.

The relationship between achievement-related expectancies, academic self-concept, and mathematics performance of 191 academically underprepared adolescent students was examined. After the effects of prior academic achievement were controlled for, a significant main effect for academic self-concept was found; as expected, students with higher academic self-concept earned significantly higher mathematics grades. In addition, after the effects of prior achievement were controlled for, female students were found to earn significantly higher mathematics grades than did male students. A significant three-way (Sex x Ethnic Group x Achievement-Related Expectancies) interaction was also noted. Unlike in several previous studies, no significant racial differences in mathematics performance were found. These students had a similar socioeconomic status (SES), and the effects of prior academic achievement were controlled for, suggesting that racial and gender differences in mathematics achievement may be partially explained by prior schooling and SES background, as posited by Reyes and Stanic (1988).

Adolescent↗
PubMed1975

The effects of self-concept, trust, and imagined positive or negative self-disclosures on psychological space.

This study focused on some of the determinants of schematic interactional distance based on an analysis of social learning processes. It was hypothesized that closer interpersonal constructions would be associated with a more positive rather than negative self-concept, a greater rather than lesser degree of trust, and a covert positive rather than negative self-disclosure to a significant other. One hundred fifty-nine male and female undergraduate students were administered the Tennessee Self Concept Scale and Jourard's Self-Disclosure Questionnaire. Of these Ss, 82 were also given either positive or negative covert self-disclosure conditions. Interactional distances consisted of "Self" placements in relation to several key social target representations. The results supported the hypothesis regarding the relationship between self-concept and psychological distance, but only for females. There was also a tendency for more trusting females to produce closer distances than less trusting females. These results, as well as the obtained significant sex differences in distancing responses and in renditions of vertical displacements, were discussed within the context of culturally determined sex role differences.

Hierarchy, Social↗
PubMed1977

Self-concept of psychopaths.

The purpose of the present investigation was to study the self-concept of psychopaths. The sample consisted of 56 adult males: 28 psychopaths and 28 nonpsychopaths. The MMPI was used to select the sample. The Tennessee Self Concept Scale was administered to all Ss. The two groups differed significantly on 18 of the 28 scales used for the study. Sixteen of these differences were in the direction of greater deviance for psychopaths. Several inconsistencies were also observed in the self-concept of psychopaths. The results confirmed those previously obtained in other studies.

Adult↗
PubMed1981

Reliability in the use of the Tennessee Self-Concept Scale for educable mentally retarded adolescents.

The Tennessee Self Concept Scale was administered in a 10-week test-retest situation to 39 educable mentally retarded adolescents. Low to moderate reliability coefficients indicated the need for more extensive normative information and for caution in evaluation of test scores in the study of EMR adolescents' self-concept. The obtained coefficients suggest the possibility that the self-concept of individual EMR adolescents is a more variable psychological characteristic than has been previously indicated in the research literature and that this variability needs to be more carefully assessed.

Adolescent↗
PubMed1990

The self-concepts of visually impaired and normally sighted middle school children.

The self-concepts of visually impaired (n = 61) and normally sighted (n = 229) American school children in Grades 6, 7, and 8 were compared. Self-concept was measured with the Student Self-Assessment Inventory (SSAI; Muller, Larned, Leonetti, & Muller, 1984, 1986), which assesses children's self-knowledge, self-ideal, and self-esteem as related to physical maturity, peer relations, academic success, and school adaptiveness. Visually impaired students scored higher than normally sighted children on 5 of the 12 SSAI subscales, refuting the notion that visually impaired children have poorer self-concepts than normally sighted children.

Achievement↗
PubMed2000

Use of the self-concept in forming preferences by French students of different levels of academic achievement.

According to the results of recent research in France (D. Martinot & J. M. Monteil, 1995), only high-achieving students possessed well-structured academic self-concepts, which, in academic settings, should facilitate the use of a prototype-matching strategy (i.e., a decision-making strategy in which the self-concept guides one's choices). In 2 studies, the authors examined the tendency among French students of different academic levels to use the prototype-matching strategy. In Study 1, the participants of high and average academic achievement, but not those of lower academic achievement, used prototype matching in forming preferences. In Study 2, all participants in the condition (experimental) that facilitated the accessibility of academic self-concepts used prototype matching; the participants in the control condition did not.

Achievement↗
PubMed1993

The effect of ethnic threat on ethnic self-concept and own-group ratings.

The effect of ethnic threat on adolescents' ethnic self-concept and own-group ratings, and the role of self-esteem and ethnic identity in mediating this effect were examined. Hispanic high school students in the United States received either negative (threat) or neutral information about their ethnic group. Ethnic self-concept and own-group ratings were then assessed. The negative information resulted in lower overall ethnic group ratings, but not in lower ethnic self-concept. Self-esteem was a better predictor of ethnic ratings than ethnic identity was.

Acculturation↗
PubMed1997

Multifactorial self-concept and delinquency in Australian adolescents.

Self-concept is an integral part of identity development for adolescents. The present study was designed to test Australian adolescents self-evaluations regarding delinquent behaviors. The measures used (Self-Report Delinquency Scale [Mak, 1993] and Personal Descriptive Scale) successfully differentiated nondelinquents, noninstitutionalized delinquents, and institutionalized delinquents. The relative self-concept scores of the groups indicate that the more serious the delinquent behavior, the more negative the self-concept.

Adolescent↗
PubMed1997

The psychological consequences of physical illness or defect and their relationship to the concept of deficit.

This paper describes the psychological consequences of physical illness or defect and examines their relationship to the concept of deficit which, in turn, has often been contrasted with psychological conflict. The psychological consequences of physical illness or defect differ in response to various parameters, particularly whether the defect is small, moderate, or severe. Typically, each has its special characteristics, which are considered here in detail. The author underscores that the concept of deficit, which refers to deficiencies in the structuralization of the personality, remains of uncertain scope and definition, despite its frequent use in recent years, mainly in the context of self psychology. Most important is to clarify the relationship between deficit and conflict. The paper explores the terms "defect," "deficiency," "deficit," and "sense of defectiveness"--all of which have similar but different meanings. A further complication arises because these terms have been used sometimes descriptively and atheoretically or as metapsychological concepts embedded in various aspects of psychoanalytic theory.

Body Image↗
PubMedDate not supplied

Maternal limit-setting patterns and toddler development of self-concept and social competence.

In 126 mother-toddler dyads, the relationships between maternal limit-setting patterns at 12, 24, and 36 months were examined in relation to toddler self-concept and social competence at 3 years. Maternal limit-setting patterns differentiated toddler self-concept and social competence scores, demonstrating effects of socialization as well as cognitive maturation. Less optimal toddler outcomes at 36 months were associated with an inconsistent maternal limit-setting style and an indirect style. Children of mothers with a teaching-based pattern yielded the most positive outcomes. Although a power-based maternal limit-setting style was related to diminished self-regulatory behavior in a concurrent limit-setting context, outcomes for children of power-based mothers in terms of self-concept and social competence were not as negative as expected.

Adult↗
PubMed2005

A multi-perspective concept mapping study of problems associated with traumatic brain injury.

OBJECTIVE: To develop a model of the problems of persons with traumatic brain injury that includes multiple perspectives as well as the multi-dimensional nature of the phenomena. DESIGN: Concept mapping, a multi-variate modelling strategy, was employed to produce an exhaustive inventory and concept map of TBI-related problems based on input from patients, family caregivers and professional providers. RESULTS: The eight-cluster concept map included the following dimensions: social competence, intimacy, behavioural, maturity/independence, neurophysiological, mood, executive functions and non-executive functions. CONCLUSIONS: An underlying two-dimensional conceptual model of TBI problems is proposed with relevance for theory, practice and further research.

Adult↗
PubMed2003

The influence of gender-related beliefs and conceptions of ability on women learning the hockey wrist shot.

The purpose of this study was to determine the influence of beliefs about gender appropriateness and conceptions of ability on perceived and actual competene and patterns of behavior during practice of the hockey wrist shot. Sixty-eight undergraduate women formed four treatment conditions based on their beliefs about gender appropriateness and conceptions of ability. Four teachers taught across the treatment conditions for a total of 16 learning groups. Data were collected through a three-part questionnaire and from audio-video taping of the entire episode to ascertain the paticipants' competency beliefs, effort, and performance. Gender appropriateness impacted the participants' perceptions of competence and actual performance in the study, while beliefs about conceptions of ability did not produce a significant difference. This study reaffirms that educators must work diligently to combat the stereotypical beliefs many hold with respect to the gender appropriateness of physical activities.

Analysis of Variance↗
PubMed1979

Measurement of self-concept and self-esteem in older people: state of the art.

Self-concept and self-esteem instruments used in gerontological research were reviewed. Instruments were found to vary substantially in their conceptualization of self-concept and/or self-esteem as well as in the amount of attention given to assessing their psychometric properties. The assumptions made about the relationship of age to self-concept and/or self-esteem also varied. More careful attention to selection, construction, interpretation, and continued validation of instruments is recommended. Several instruments are particularly recommended for further use in gerontological research.

Adult↗