scholarly journals Self-Concept, Self-Esteem and Psychopathological Symptoms in Persons with Intellectual Disability

2007 ◽  
Vol 10 (1) ◽  
pp. 141-150 ◽  
Author(s):  
Maite Garaigordobil ◽  
José Ignacio Pérez
Keyword(s):  
Gender Differences ◽  
Intellectual Disability ◽  
Self Esteem ◽  
Self Concept ◽  
Assessment Instruments ◽  
Symptom Checklist ◽  
Psychopathological Symptoms

The purpose of this study is two-fold: (a) to analyze self-concept, self-esteem, and psychopathological symptoms in individuals with and without intellectual disability; and (b) to explore whether there were gender differences in these same variables in both groups. The sample is made up of 170 participants aged 19 to 40, 128 without disability and 42 with intellectual disability. The methodology is descriptive. To measure the variables, three assessment instruments were applied: the “Listado de adjetivos para la evaluación del autoconcepto en adolescentes y adultos” (LAEA; Garaigordobil, in press), the Rosenberg Self-Esteem Scale (RSE; Rosenberg, 1965), and the Revised Symptom Checklist-90 (SCL-90; Derogatis, 1983). The ANOVA showed that participants with intellectual disability scored significantly lower in self-concept and self-esteem, and higher in all the psychopathological symptoms except for somatization. The ANOVA did not reveal significant gender differences in any variables in either of the two groups.

Self-concept, Self-esteem, Personality Traits and Psychopathological Symptoms in Adolescents with and without Visual Impairment

2009 ◽  
Vol 12 (1) ◽  
pp. 149-160 ◽  
Author(s):  
Maite Garaigordobil ◽  
Elena Bernarás
Keyword(s):  
Gender Differences ◽  
Visual Impairment ◽  
Personality Traits ◽  
Visually Impaired ◽  
Self Esteem ◽  
Self Concept ◽  
Positive Relation ◽  
Psychopathological Symptoms

The purpose of this study was to analyze self-concept, self-esteem, and other personality traits and psychopathological symptoms in subjects with and without visual impairment. The sample was made up of 90 participants aged 12 to 17: 61 with no impairment and 29 with visual impairment. The ANOVA showed that there were no significant differences in self-concept and self-esteem in the samples, but the visually impaired adolescents scored significantly higher in various psychopathological symptoms as well as in their capacity for kind behavior. The ANOVA revealed no gender differences in any variables in adolescents without visual impairment. However, women with visual impairment scored lower in self-esteem and higher in various psychopathological symptoms. Pearson coefficients revealed negative relations between self-concept/self-esteem and all the psychopathological symptoms, and neuroticism, as well as a positive relation with extraversion. Low psychoticism, high extraversion, and low hostility were identified as predictors of high self-concept.

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals EVERYDAY ACTIVITIES AND DEPRESSIVE SYMPTOMS: DOES GENDER MATTER?

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S931-S931
Author(s):  
Celeste Beaulieu ◽  
Jeffrey E Stokes
Keyword(s):  
Mental Health ◽  
Gender Differences ◽  
Depressive Symptoms ◽  
Social Engagement ◽  
Later Life ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Everyday Activities ◽  
Retirement Study

Abstract Previous research has suggested that informal socializing can be beneficial for mental health, whereas prior findings concerning solitary activities and mental health have been equivocal. Activity theory posits that involvement in activities – particularly social activities – can improve adults’ self-concept and self-esteem, leading to improved well-being. Solitary activities may perform the same function, though without any social reinforcement. However, social engagement and mental health may both vary by gender. Thus, we examined associations of informal socializing and solitary activities with depressive symptoms among 13,387 respondents of the 2012/2014 waves of the Health and Retirement Study, and further assessed potential gender differences. Results revealed that both informal socializing and solitary activities were significantly associated with lower depressive symptoms when analyzed separately. However, when both types of activities were modeled simultaneously, only informal socializing remained significant. Further, stratified analyses revealed that informal socializing was a significant predictor of depressive symptoms among women but not men, although these coefficients were not significantly different from each other. Overall, findings suggest that both informal socializing and solitary activities may be beneficial for mental health, yet results were clearly stronger for informal socializing. Socializing may benefit mental health not only by bolstering one’s self-concept, but also by linking adults with social ties and support networks that are instrumental for well-being in mid- and later life. Moreover, gender differences in effects were minimal and largely non-significant, indicating that activity involvement can bolster mental health for men and women alike.

Socio-Psychological Criteria of the Formation of Gender Stereotypes of Appearance

2021 ◽  
Vol 9 (6) ◽  
pp. 651-666
Author(s):  
Oksana M. Shyian ◽  
Larysa F. Foster ◽  
Tatiana M. Kuzmenko ◽  
Larysa V. Yeremenko ◽  
Nina P. Liesnichenko
Keyword(s):  
Gender Differences ◽  
Gender Stereotypes ◽  
Psychological Factors ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Aesthetic Perception ◽  
Social Evaluation ◽  
And Gender ◽  
The Aesthetic

The article considers the socio-psychological criteria for the formation of gender stereotypes of appearance. The priority of the study is implementing a system of criteria for gender stereotypes of appearance, taking into account the system of socio-psychological factors and gender-oriented forms of prevention of overcoming sexism and discrimination on the grounds of personality attractiveness. It is substantiated that social evaluation through physical criteria creates several psychological problems because the "physical self" is an essential component of the "self-concept" and one of the criteria of self-esteem. It is proved that the properties of gender stereotypes coincide with the social ones. They are the bearer of emotional and evaluative characteristics, taking into account the group of values associated with the ambivalence of ideas about another. A methodical approach to the assessment of gender stereotypes of appearance and personality is proposed, which allows determining the criteria of human well-being, taking into account discrimination factors, intrapersonal parameters of affective-negative perception of one's appearance and self-concept, as well as the aesthetic perception of identity. An assessment of socio-psychological factors of gender stereotypes of appearance, which is based on the methodological provisions of psychoanalysis and humanism, cognitive paradigm, dispositional theory, cross-cultural approach, and some sociological studies, is carried out. As an experiment on empirical verification of the stereotypes of appearance, their gender differences, and socio-psychological factors, a set of methods of psychological diagnosis is used, which allow determining indicators of stereotypes of appearance, self-esteem, and attitude to beauty; socio-psychological criteria for the formation of gender stereotypes of appearance. A methodology for assessing the criteria for improving the attitude of respondents to their own appearance by determining the level of self-esteem, satisfaction with appearance, awareness of gender differences in appearance, and the desire to improve their own appearance in case of discrimination has been developed and implemented.

scholarly journals Do Gender Differences in Academic Attainment Correspond with Scholastic Attitudes? An Exploratory Study in a U.K Secondary School

2020 ◽  
Author(s):  
Charlotte Rebecca Pennington ◽  
Linda Katherine Kaye ◽  
Adam Qureshi ◽  
Derek Heim
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Self Efficacy ◽  
Self Esteem ◽  
Self Concept ◽  
Social Self ◽  
Self Perceptions ◽  
Competence Beliefs ◽  
Second Year ◽  
Gender Achievement

Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom-based attainment and the degree to which these correspond to differences in school-related attitudes. To explore the extent to which gender-achievement gaps in classroom-based performance parallel differences in self-perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second-year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self-efficacy, self-concept, competence beliefs, personal and social self-esteem, and endorsement of gender-subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self-esteem and greater endorsement of science-career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self-concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self-efficacy, competence beliefs, and social self-esteem were positively related to English attainment; academic self-efficacy was positively related to mathematics attainment; and mindset, self-efficacy, self-concept, and competence beliefs were positively related to science attainment. Gender-achievement gaps in classroom-based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self-perceptions and scholastic attitudes.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Analysis of Self-Concept in Older Adults in Different Contexts

2004 ◽  
Vol 20 (4) ◽  
pp. 262-274 ◽  
Author(s):  
Manuel de Gracia Blanco ◽  
Josep Garre Olmo ◽  
María Marcó Arbonès ◽  
Pilar Monreal Bosch
Keyword(s):  
Older Adults ◽  
Nursing Home ◽  
Depressive Symptoms ◽  
External Validity ◽  
Aging Process ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Self Perceptions ◽  
Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

"Does what we think of ourselves matter? Self-concept and self-esteem in everyday life"

2006 ◽  
Author(s):  
William B. Swann ◽  
Christine Chang-Schneider ◽  
Katie Larsen McClarty
Keyword(s):  
Everyday Life ◽  
Self Esteem ◽  
Self Concept
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