Collective self-doubt: does subjective SES predict behavioral self-handicapping tendency in college students?

2021 ◽  
Author(s):  
Trent K. Wondra ◽  
Sean M. McCrea
Keyword(s):  
College Students ◽  
Collective Self ◽  
Subjective Ses

LOW SELF-ESTEEM AND INGROUP BIAS

1999 ◽  
Vol 27 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Christopher L. Aberson
Keyword(s):  
College Students ◽  
Performance Feedback ◽  
Self Esteem ◽  
Ingroup Bias ◽  
Alternative Strategies ◽  
Mediating Role ◽  
Collective Self ◽  
Collective Self Esteem ◽  
Self Consistency

This study examines the effect of collective self-esteem on ingroup bias exhibited through traditional measures (attributions) and alternative strategies (basking in reflected glory). Seventyseven U.S. college students were divided into minimally defined groups, worked together on a series of tasks, received performance feedback, completed the Collective Self-esteem scale (Luhtanen & Crocker, 1992) and then rated similarity to both groups and attributed performances to a variety of causes. It was predicted and found that low self-esteem individuals utilized basking in reflected glory more than individuals with higher self-esteem. Additionally, high self-esteem individuals exhibited greater bias through use of attributional ratings. Results are interpreted as evidence for the mediating role of self-consistency needs on ingroup bias strategies (e.g. Brown, Collins, & Schmidt, 1988).

Collective Self-Esteem: Role of Social Context among Asian-American College Students

2011 ◽  
Vol 109 (3) ◽  
pp. 1017-1037 ◽  
Author(s):  
Eunha Kim ◽  
Donghyuck Lee
Keyword(s):  
College Students ◽  
Ethnic Group ◽  
Asian American ◽  
Self Esteem ◽  
Ethnic Composition ◽  
Cultural Identification ◽  
Contextual Variables ◽  
Collective Self ◽  
Asian American College Students ◽  
Collective Self Esteem

The present study explored several layers of individual and contextual variables as related to collective self-esteem among 304 Asian-American college students. The findings suggested that variables, such as immigration generation status and cultural identification, were significantly associated with Private collective self-esteem (personal evaluation of one's ethnic group), while contextual variables, including number of same-ethnicity peers and community ethnic composition, were associated with Public collective self-esteem (judgment of how other people evaluate one's ethnic group). In addition to these variables, age and fluency of heritage language were positively related to Membership esteem (how worthy one feels as a member of one's ethnic group). For the Importance of identity (the importance of ethnic group membership to one's self-concept), cultural identification, number of same-ethnicity peers, and perceived campus climate were statistically significant. The implication of the present findings for future research is discussed.

scholarly journals Sikap Mahasiswa Terhadap Denominasi dan Redenominasi Rupiah

2017 ◽  
Vol 14 (2) ◽  
pp. 39
Author(s):  
Zamroni Zamroni
Keyword(s):  
College Students ◽  
College Student ◽  
Student Attitudes ◽  
Foreign Currency ◽  
Thought Experiment ◽  
Self Esteem ◽  
Negative Effects ◽  
Collective Self ◽  
Attitude Scales ◽  
Collective Self Esteem

The purpose of this study was to describe college student attitudes (positives or negatives) to denomination and redenomination issues of Rupiah. Study conducted by combining survey and thought experiment methods on 70 college students with 4 cases as treatment materials and 4 attitude scales as respon measurements which were valid and reliable. Result revealed that college students 89% would like to choose the smaller denomination, 57% respons negatively to negative effects of denomination, 20% respons negatively to the weakness of Rupiah competitiveness, and 24% respons positively to the redenomination of Rupiah. Weakness of Rupiah on the foreign currency impacts to the low collective self-esteem of Indonesian college students.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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