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At least 19 recordsLinked to original sources
PubMed2004

A multidimensional perspective of relations between self-concept (Self Description Questionnaire II) and adolescent mental health (Youth Self-Report).

Relations between self-concept and mental health are best understood from a multidimensional perspective. For responses by 903 adolescents (mean age = 12.6) to a new French translation of the Self Description Questionnaire II (SDQII), confirmatory factor analysis demonstrated a well-defined multidimensional factor structure of reliable, highly differentiated self-concept factors. Correlations between 11 SDQII factors and 7 mental health problems (Youth Self-Report; YSR) varied substantially (.11 to -.83; mean r = -.35). Single higher-order factors could not explain relations among SDQII factors, among YSR factors, or between the SDQII and YSR factors. This highly differentiated multivariate pattern of relations supports a multidimensional perspective of self-concept, not the unidimensional perspective still prevalent in mental health research and assessment.

Adolescent↗
PubMed1989

The relative importance of global self-concept and self-concept of academic ability in predicting academic achievement.

The aim of this study was to establish whether the relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement among high school students. Data on these variables were collected from 229 tenth-grade students in the U.S. Pacific Northwest public school district. The results indicate that global self-concept and self-concept of academic ability correlate positively with academic achievement, but the relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement. The results suggest that educational intervention strategies geared to raising academic achievement would probably be more likely to succeed if they were to focus on enhancement of the self-concept of academic ability rather than global self-concept.

Achievement↗
PubMed1977

Relationships between area-specific measures of self-concept, self-esteem and academic achievement for junior high school students.

Physical maturity, peer relations, academic success and school adaptiveness self-concept and self-esteem measures were correlated with reading, language, mathematics, and composite achievement scores for 26 male and 48 female junior high school students. Academic success self-concept was significantly correlated with each of the achievement measures. Peer relations self-concept and self-esteem correlated with language, math, and composite achievement. Academic success self-esteem measures did not correlate with any of the measures of achievement.

Achievement↗
PubMed1984

Structural dimensions in aged self-concept: a Tennessee Self Concept study.

Structural aspects of self-concept in old age measured by the Tennessee Self Concept Scale (Fitts, 1965) were examined in an aged (means = 79.57, SD = 5.17 years) community sample (n = 82) using multivariate techniques. Three robust factorial dimensions emerged from a principal components analysis: self-acceptance; doubt resolution/defensiveness; and conflict integration. The importance of defensiveness in aged self-concept was highlighted.

Aged↗
PubMed1978

Relationships between self-concept, self-esteem, popularity, and social judgments of junior high school students.

This study examined the relationship between social self-concept and popularity for 93 male and female seventh, eighth, and ninth graders. It also assessed ability to make accurate social judgments and social self-esteem as a function of self-concept. The results revealed a moderate relationship (r = .29) between self-concept and popularity. No evidence was found to suggest that either self-esteem or ability to make accurate social judgments was related to accuracy of self-concept.

Adolescent↗
PubMed1989

Relationship of divorce to self-concept, self-esteem, and grade point average of fifth and sixth grade school children.

61 children (33 in Grade 5 and 28 in Grade 6) participated and were administered the Piers-Harris Self-concept Test, the Coopersmith Self-esteem Inventory--School Form, and the Children's Depression Inventory. At the end of the school year grade point averages (GPAs; 12-point scale) were calculated and Iowa Tests of Basic Skills were taken from their transcripts. Among the 58, 21 children were from divorced homes (10 girls and 11 boys) and 37 were from nondivorced homes (21 girls and 16 boys). Other subjects' data were not used because some data were missing. Children from divorced homes scored significantly lower on the self-concept test, self-esteem tests, and GPAs than children from nondivorced homes, although both scores would be considered average. Girls had significantly higher GPAs than boys. Children from divorced homes scored significantly higher on the Children's Depression Inventory than children from nondivorced homes, but there were no significant effects for the composite score from the Iowa Tests of Basic Skills for marital status of parents. Present results agree with prior observations that divorce has negative effects upon the children involved.

Achievement↗
PubMed2006

Self-concept, self-esteem and body weight in adolescent females: a three-year longitudinal study.

Eighty girls aged 12.8 (0.6) years, completed self-concept, depression and anxiety scales over three years and had their height and weight measured. All nine self-concept domains were lower in the Highest BMI group, compared to the Lower BMI group and this trend was stable over three years. Highest BMI girls were substantially lower than population norms on all nine scales. Over three years, the Physical Appearance and Close Friendship scores of Highest BMI girls decreased compared to Lower BMI girls. This pattern was similar for all of the other self-concept domains. Several aspects of early adolescent girls' self-image may be adversely influenced by a heavy weight status.

Adolescent↗
PubMed2004

Self-concept and self-efficacy: a test of the internal/external frame of reference model and predictions of subsequent motivation and achievement.

We examined how final grades in mathematics and verbal arts in the first year of high school (Grade 11) were predicted in a Norwegian population by sex, previous grades in middle school (Grade 10), self-concept, self-efficacy at a domain-specific level, and intrinsic motivation. Direct and indirect relations were examined by means of a series of regression analyses. Participants were 483 students from six Norwegian high schools. End of term grades in high school correlated positively with grades in middle school in both mathematics (r = .62) and verbal arts (r = .55). The relation between grades at the two points of time was to a large extent mediated through mathematics, verbal self-concept, and self-efficacy. Intrinsic motivation also correlated positively with subsequent achievement (r = .63 and .42 in mathematics and verbal arts, respectively). However, intrinsic motivation had little predictive value for subsequent grades over and above the prediction made by self-concept and self-efficacy. Thus, self-concept and self-efficacy were the strongest predictors of subsequent grades. Predictions from the Internal/External frame of reference model were supported for self-concept but not for domain-specific self-efficacy.

Adolescent↗
PubMed2006

Relations of physical self-concept and self-efficacy with frequency of voluntary physical activity in preadolescents: implications for after-school care programming.

OBJECTIVE: This study aimed to test relations of physical self-concept and self-efficacy with voluntary physical activity in preadolescents enrolled in an after-school physical activity program. METHODS: Participants in the 2003 (n=41) and 2005 (n=84) versions of the Youth Fit For Life protocol and the control group (n=40) completed the Physical Self-Concept scale, the Exercise Barriers Self-Efficacy Scale for Children, and a recall of physical activity frequency at Weeks 1 and 12. RESULTS: Both treatment groups demonstrated significantly increased frequency of voluntary physical activity over 12 weeks. The 2005 version additionally demonstrated significant improvements in both physical self-concept and exercise barriers self-efficacy. Within the treatment groups, significant correlations between changes in physical self-concept and self-efficacy and physical activity sessions completed were found. Multiple regression indicated that 7% to 28% of the variance in voluntary physical activity was explained by the simultaneous entry of changes in physical self-concept and self-efficacy. CONCLUSION: Tenets of social cognitive and self-efficacy theory were supported and suggested that curricular elements of after-school care programming may increase overall outputs of moderate-to-vigorous physical activity in preadolescents.

Child↗
PubMedDate not supplied

[Measurement of change in self-concept with the Frankfurt self-concept scales].

It is postulated that a change in the psychic condition of a patient can be deduced from the determination of the change of the real self-concept alone. The change of self-concepts (real concepts) is to be characterized by an instrument, the Frankfurt Self-Concept Scales, which seeks to grasp self-concept changes using items and scales that are sensitive to change as well as graduated answers with 6 alternatives. In a first empirical investigation, 6 differentiated self-concepts of older people have been repeatedly determined under specific conditions over a period of 6 months using 6 Frankfurt Self-Concept Scales (FSKN). According to the results of the research, changes in self-concepts of older people can be measured with the Frankfurt Self-Concept Scales.

Aged↗
PubMed1993

[Self concept and ideal self concept in the Giessen Test of students in East and West Germany].

We report about a comparative study on epidemiological and psychological variables in two samples of students in the German universities of Göttingen (West Germany) and Halle (East Germany) from April 1991 (n = 438). We expected specific differences in the answers due to the differing socialization and actual life stress. In this paper we present results on self images and ideal self images, measured with the Giessen-Test. East- and West German students in general have similar self images in the GT-scales. There are significant differences between the study fields, suggesting a higher correlation between personality variables and subject of studies than between personality and country. In some gender specific items women in Halle show a tendency towards a more traditional gender role concept (less competition, importance of attractiveness). Men in East Germany compared to the western students emphasized freedom from anxiety and walling off. The ideal self image in the west is characterized by wishes for more sociability and less competition. In the east there is a tendency towards wishes for autonomy and control. The significant differences in gender specific items and in the ideal self image are discussed under aspects of socialization and actual stressors.

Adult↗
PubMed2005

Comparison of changes in physical self-concept, global self-esteem, depression and anxiety following two different psychomotor therapy programs in nonpsychotic psychiatric inpatients.

BACKGROUND: The first objective of this study was to compare the changes in physical self-concept, global self-esteem, depression and anxiety after participation in one of two 16-week psychomotor therapy programs for nonpsychotic psychiatric inpatients. The second objective was to study the relationship between changes in these variables. METHODS: One hundred and ninety-nine inpatients were randomly assigned to either a personalized psychomotor fitness program, consisting of aerobic exercise and weight training, or a general program of psychomotor therapy, consisting of different forms of physical exercises and relaxation training. Physical self-concept was evaluated using the Dutch version of the Physical Self-Perception Profile at baseline, after 8 weeks, and after completion of the 16-week interventions. At the same time points, additional variables of global self-esteem, depression and anxiety were assessed by means of the Rosenberg Self-Esteem Inventory, the Beck Depression Inventory and the Trait Anxiety Inventory, respectively. RESULTS: After 16 weeks, both groups showed significant improvements in all outcome measures (p values ranged from 0.01 to < 0.0001), with no between-group differences. In both groups, the improvement in physical self-concept was correlated with increased global self-esteem and decreased depression and anxiety levels (p < 0.01). CONCLUSIONS: The results suggest that both psychomotor therapy programs are equally effective in enhancing physical self-concept. The relationship between improvements in physical self-concept and enhancements in global self-esteem, depression and anxiety supports the potential role of the physical self-concept in the recovery process of depressed and anxious psychiatric inpatients.

Adult↗
PubMed1999

Binge eating severity, self-concept, dieting self-efficacy and social support during treatment of binge eating disorder.

OBJECTIVE: In treatment of binge eating, measures of self-concept, eating self-efficacy, and social support were examined at 0, 6, and 18 months to determine if improvements in these variables were associated with reductions in binge eating severity. METHOD: Obese adult females (N = 125) were treated for 6 months, with 12 months of maintenance meetings. The Binge Eating Scale (BES), Tennessee Self-Concept Scale (TSC), Dieter's Inventory of Eating Temptations (DIET), and a social support measure (SocSup) were used. RESULTS: Over the first 6 months, improvements in BES were associated with improvements in the TSC and DIET. Over 18 months, improvements in BES were associated with improvements in the TSC, DIET, and SocSup. DISCUSSION: Therapy for binge eating should result in improvement in self-concept and eating self-efficacy, as well as reductions in binge eating. This study showed that self-concept and eating self-efficacy were associated with improvement in binge eating severity. The association with social support did not appear until long-term follow-up. Improvement in self-concept and eating self-efficacy may be processes leading to clinical improvement in this eating disorder, or they may result from changes in binge eating.

Adult↗
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↗
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↗
PubMed1998

The relationship of self-concept and self-care in children with cancer.

The purposes of this descriptive study were to examine the relationships between self-concept and (a) self-care, (b) dependent-care, and (c) basic conditioning factors for children with cancer, and to compare the self-concept of children on- and off-therapy. The theoretical framework was Orem's self-care deficit theory of nursing. The sample consisted of 74 children with cancer and their mothers. Results showed small but significant correlations between variables, providing some evidence that if children had higher self-concept scores they performed more self-care activities and received more dependent-care from their mothers. The self-concept scores of the on- and off-therapy groups were not significantly different. This study supports Orem's theory and reinforces the need to promote positive self-concept.

Adolescent↗