A study on the relationship between the moral self-concept and the cyber aggression behavior of college students

2016 ◽  
Author(s):  
Wenqi Chen ◽  
Yanmei Li
Keyword(s):  
College Students ◽  
Self Concept ◽  
Moral Self ◽  
Cyber Aggression ◽  
The Relationship ◽  
Aggression Behavior

Type of Message, Personality, and Attitude Change

1968 ◽  
Vol 23 (2) ◽  
pp. 643-648 ◽  
Author(s):  
Larry C. Jensen ◽  
Susan Knecht
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Attitude Change ◽  
Persuasive Communication ◽  
Self Concept ◽  
Emotional Appeal ◽  
Treatment Conditions ◽  
Emotional Appeals ◽  
The Relationship

This experiment was designed to test the hypotheses that the relationship between personality and attitude change is affected by the type of persuasive communication and that the relationship between personality, attitude change, and type of appeal would be different for the two sexes. 280 college students were randomly divided into three treatment conditions. Each group received either a factual, emotional, or conforming appeal. Measures of anxiety (MAS), self-concept (S-C), authoritarianism (F), and intolerance of ambiguity (IA) were obtained for each student. A multiple regression analysis was conducted for each treatment and sex group with attitude change scores used as the dependent variable. Significant F ratios for the cumulative regression were found for males receiving the conforming message and for females receiving the conforming and emotional appeals. No personality measure was associated with attitude change following the factual appeal for either sex, or for the emotional appeal for the males. For the males in the con forming-appeal treatment IA was positively correlated with attitude change, while MAS and F were negatively correlated. For females in the conforming-appeal treatment S-C was positively correlated and MAS negatively correlated, while MAS was positively correlated in the emotional treatment. The results were interpreted as supporting the basic hypotheses and suggest that considerable attention must be given to the appeal used to induce attitude change in studies investigating personality and persuasibility.

scholarly journals The development of self-concept in children

2018 ◽  
Vol 224 (3) ◽  
pp. 293-316
Author(s):  
Assist. Inst. Fadia Fakhry Smoaay
Keyword(s):  
Elementary Schools ◽  
The Self ◽  
Self Concept ◽  
Total Degree ◽  
Social Self ◽  
Moral Self ◽  
Carl Rogers ◽  
Five Dimensions ◽  
The Stability ◽  
The Relationship

The goal of the current research is to identify the Self-Concept for children according to the age of (5, 6, and 7 years). These variable1 can be shown as follow:  A - Age (5, 6, and 7) years .  B - Gender (male - female)       The present study shows that there is no statistically significant differences between the averages of the age of children (5, 6, and 7) years in self-concept, and sex variable (male - female) .The research sample consists of (230) boys and girls, they have been selected by class style randomly from kindergarten and elementary schools affiliated to Al Rusafa in the province of Baghdad.      For the purpose of achieving the objectives of the research ,the researchers formulaes  a suitable instrument for the research sample, so the researcher uses a tool to measure the evolution of self-concept in children aged (5, 6 and 7) years, it was rely on the theory of Carl Rogers and some previous studies on this concept, which was to reach for five dimensions to measure self-concept that includes ( Physical-self dimension, mental-self dimension, social-self dimension, emotional-self dimension, moral-self dimension) .  This tool consists of (42) paragraph, that reflects the truth of virtual scale, discrimination paragraphs,  in addition it is distinguishing the relationship between the paragraph degree with the total degree of the standard, and the link of the paragraph degree with the area degree, and it has been verified the stability of the standard by re-testing it, which was (0.75), and coefficient of Alvacrobach, in order to calculate the stability of (internal consistency) for the standard which was (0.84), which makes the standard ready for the final application.

Self-Concept of Ability and College Students' Academic Achievement

1978 ◽  
Vol 43 (1) ◽  
pp. 37-38 ◽  
Author(s):  
Robert J. Griffore ◽  
Douglas D. Samuels
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Self Concept ◽  
Final Examination ◽  
Grade Point ◽  
The Relationship

To determine the relationship between college students' academic self-concept and academic achievement, Brookover's Self-concept of Ability Scale was administered to 100 undergraduate students in psychology. High moderate correlations were obtained between academic self-concept and over-all grade-point average (.58), but the correlation between academic self-concept and a final examination, although significant, was relatively low (.26).

scholarly journals Self-Concept in Relation to Achievement Motivation of High School Students

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Ayesha Khan ◽  
Dr Shah Alam
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
The Self ◽  
Self Concept ◽  
Social Self ◽  
School Students ◽  
Moral Self ◽  
Age Range ◽  
The Relationship

The purpose of this investigation was to find out the significant relationship between Self-concept and achievement motivation of high school students and also tried to measure the self-concept and achievement motivation in relation to gender. For the purpose of the present study 400 (200 boys, 200 girls) students of high school were selected randomly from four different schools of Aligarh (UP) within the age range of 16-17 years. To assess the self concept of high school students Self-Concept Questionnaire developed by Dr. R. K. Saraswat (1984) was used which provides six dimensions viz. physical, social, intellectual, moral, educational, and temperamental as well as a total self-concept score. The achievement motivation of high school students was measured by the Achievement Motivation (n-Ach) Scale developed by Dr. Pratibha Deo and Asha Mohan (1985). Pearson’s product moment co-efficient correlation was applied to investigate the relationship between self-concept and achievement motivation; t-test was applied to see the differences between mean scores of girls and boys on self-concept and achievement motivation. One of the findings of the study showed a significant positive correlation existed between self concept and achievement motivation of high school students. Another finding of the study revealed that there was no significant gender differences existed on total self-concept, physical self-concept, intellectual self-concept, educational self-concept and temperamental self-concept. Furthermore it was found that girls and boys differed significantly on social self-concept and moral self-concept.

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