The self-schema and addictive behaviors: Studies of alcoholic patients

2001 ◽  
Vol 60 (2) ◽  
pp. 73-81 ◽  
Author(s):  
Cyril Tarquinio ◽  
Gustave Nicolas Fischer ◽  
Aurélie Gauchet ◽  
Jacques Perarnaud

This study deals with the sociocognitive organization of the self-schema in alcoholic patients. It was aimed at understanding how the self-schema takes shape within the framework of social judgments known to be determinants of personality. Alcoholic subjects were interviewed twice, once during their first consultation for treatment and then again four months later after completion of treatment. Our approach was derived directly from the methodology used by Markus (1977) and Clemmey & Nicassio (1997) in their studies on the self-schema. The subjects had to perform three tasks that required manipulating personality traits with positive and negative connotations (a self-description task in which decision time was measured, an autobiographical task, and a recall task). The results of the first interview showed that 1. in their self-descriptions, alcoholics took more time than control subjects both to accept positive traits and to reject negative ones; 2. unlike control subjects, alcoholics considered more negative traits to be self-descriptive than positive traits, and 3. unlike controls, alcoholics recalled more negative traits than positive ones. By the second interview, the results for the alcoholic subjects on the autobiographical and recall tasks had changed: 1. they now described themselves more positively and less negatively than on the first meeting; 2. they recalled a marginally greater number of positive traits and a significantly smaller number of negative traits, and 3. the differences between the alcoholics and controls indicated an improvement in the alcoholics' self-perceptions.

Author(s):  
Stefan Krause ◽  
Markus Appel

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.


Author(s):  
Kathryn L. Bollich-Ziegler

Despite the strong intuition that people know themselves well, much research in self-perception demonstrates the biases present when evaluating one’s own personality traits. What specifically are these blind spots in self-perceptions? Are self-perceptions always disconnected from reality? And under what circumstances might other people actually be more accurate about the self? The self–other knowledge asymmetry (SOKA) model suggests that because individuals and others differ in their susceptibility to biases or motivations and in the information they have access to, self- and other-knowledge will vary by trait. The present chapter outlines when and why other-perceptions are sometimes more accurate than self-perceptions, as well as when self-reports can be most trusted. Also discussed are next steps in the study of self- and other-knowledge, including practical, methodological, and interdisciplinary considerations and extensions. In sum, this chapter illustrates the importance of taking multiple perspectives in order to accurately understand a person.


1995 ◽  
Vol 68 (6) ◽  
pp. 1108-1120 ◽  
Author(s):  
Robert L. Woolfolk ◽  
James Novalany ◽  
Michael A. Gara ◽  
Lesley A. Allen ◽  
Monica Polino
Keyword(s):  
The Self ◽  

2015 ◽  
Vol 120 (3) ◽  
pp. 258-268 ◽  
Author(s):  
Lynn Esdale ◽  
Andrew Jahoda ◽  
Carol Pert

AbstractThrough experiencing stigma and discrimination, people with intellectual disability may become more sensitive to criticism from others and be less likely to believe praise. This study compared how people with and without intellectual disability viewed praise and criticism, using a vignette task developed for the study. Participants were asked to imagine someone saying something praiseworthy or critical and were then asked about their emotions, beliefs, and thoughts. People with intellectual disability were more likely to believe and be distressed by criticism. Contrary to predictions, this group were also more likely to believe praise and experience positive affect. The results suggest that the self-perceptions of people with intellectual disabilities is more dynamic and reliant on the views of others.


1985 ◽  
Vol 60 (3) ◽  
pp. 987-993
Author(s):  
Lynn S. Bliss

The self- and peer-perceptions of 40 mentally retarded children (mental ages 6 yr. to 12 yr.) were compared. Age differences were not obtained. Affective reports of likes and dislikes predominated the self-perceptions. Situational, external descriptions of behavior characterized the peer perceptions. These qualitative results are similar to the self- and peer-perceptions of nonretarded children.


2021 ◽  
Author(s):  
◽  
Catherine McPeck Slepski

The purpose of this study was to uncover the narratives of parents/guardians with students on IEPs to determine their needs and perceptions about the IEP process. The goal of this study was to answer three research questions: 1) How do parents/guardians’ educational experiences affect their ability to navigate the educational system for their child?, 2) What supports are needed by parents/guardians of students with IEPs to support/advocate for their child’s education?, and 3) What are parents/guardians' self-perceptions about their abilities to advocate for their students on IEPs? The researcher developed a narrative methodology design that involved interviewing participants who are parents or guardians of students currently on IEPs in in kindergarten to sixth grade. Participants in the study were mothers with at least one student on an IEP. They participated in two interviews between February and December 2020. Interviews took place during the COVID-19 pandemic that led to school closures. With the exception of the first interview with Participant 1, all interviews occurred after the school closures. This had some effect on the responses of participants and may have affected the conclusions made. Through the interviews, participants shared their personal school experiences as well as their experiences with the IEP process. The researcher determined the correlation between parents/guardians’ education and their experience with the IEP process, what supports are desired by parents/guardians when working through the IEP process, and what parents/guardians' perceptions of the process are. Parents/guardians’ overall were content with the IEP process as an overall system, but participants did share their struggles with the process and supports they wanted from their students’ schools.


1980 ◽  
Vol 46 (1) ◽  
pp. 287-290 ◽  
Author(s):  
Christopher R. Stones

22 members of the Jesus movement in Johannesburg, South Africa, were presented with Shostrom's Personal Orientation Inventory, to assess perceived changes in self-actualization as a function of their religious conversion. The control group, comprising 22 mainstream-church denominational members who had not undergone rapid and emotional conversions, was matched with the Jesus People for age, sex, home-language, and occupation of father. The self-perceptions of the Jesus People were significantly mote self-actualizing than were those of the members of the control group in the before-conversion condition. Perceived self-actualization decreased as a function of their religious experience. It is also suggested that the reported changes may be due to a “rising expectations” effect.


2016 ◽  
Vol 6 (4) ◽  
pp. 30
Author(s):  
Özgen Korkmaz ◽  
Makbule Kübra Korkmaz

The aim of this study is to improve a measurement tool to evaluate the self-efficacy of Electrical-Electronics Engineering students through their basic electronics skills. The sample group is composed of 124 Electrical-Electronics engineering students. The validity of the scale is analyzed with two different methods through factor analysis and distinctiveness. To evaluate the how much each item that exists in the scale can measure the factor they belong to, item total factor correlations and corrected correlations are calculated on the data. According to the acquired values, each item and each factor in the scale are found to serve to the run-of the scale and the aim of scaling the desired facility, in a meaningful level. Moreover, analyzing the t value related to the differences between the groups of top 27% and bottom 27%, the item distinctiveness’s are researched and it is detected that the distinctiveness of both of the run-of the scale and each one of the items is high level; in other words, it is detected that each item is distinctive in the desired level. The internal consistency coefficients of the scale is calculated using two congruent halves correlations, Cronbach Alpha, Sperman-Brown formula and Guttmann split-half reliability formula. Consequently, it is concluded that the scale is a reliable and valid scale and this scale can be used to determine the basic electronics skills of the Electrical-Electronics Engineering students through their self-perceptions.


2020 ◽  
Vol 9 (9) ◽  
pp. 2720 ◽  
Author(s):  
Sun Ju Chung ◽  
Joon Hwan Jang ◽  
Ji Yoon Lee ◽  
Aruem Choi ◽  
Bo Mi Kim ◽  
...  

This study investigated differences in the self-efficacy and clinical characteristics which were found relevant to addictive behaviors in young adults according to time spent gaming. To our knowledge, this is the first study to explore self-efficacy in casual gamers relative to patients with internet gaming disorder (IGD) and non-gamers. In total, 158 young adults participated in this study and were divided into three groups: excessive gamers, who were diagnosed with IGD based on the Diagnostic and Statistical Manual of Mental Disorder-fifth edition (DSM-5, n = 71); casual gamers, who played games regularly but did not meet the criteria for IGD (n = 37); and non-gamers/controls, who did not engage in gaming (n = 50). All participants completed self-administered questionnaires, including measures of self-efficacy and clinical features such as the Barratt Impulsiveness Scale, Beck Depression Inventory, Beck Anxiety Inventory, Behavioral Activation/Inhibition Systems, aggression, and psychosocial well-being. There were significant differences in the self-efficacy according to the extent of gaming (excessive gamers < casual gamers < non-gamers). In addition, aggression, impulsivity, depression, anxiety, level of stress, and behavioral inhibition system scores were significantly higher in excessive gamers than in casual gamers and non-gamers. These findings showed that individuals who spend more time playing games tend to have lower self-efficacy. Our study suggests that self-efficacy may protect against or constitute a risk of excessive gaming, particularly among casual gamers. It is necessary to pay attention to enhancing psychological well-being through self-efficacy to prevent addiction in young adult gamers.


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