Psychosocial Construct of Career Adaptability from the Point of View of Theory and Empirical Evidence - Overview

2016 ◽  
Vol 6 (3) ◽  
pp. 102-125
Author(s):  
Petr Hlaďo
Keyword(s):  
Academic Success ◽  
Professional Identity ◽  
Career Education ◽  
Career Satisfaction ◽  
Self Esteem ◽  
Point Of View ◽  
Time Orientation ◽  
Career Adaptability ◽  
Self Confidence ◽  
Self Image

This overview focuses on a multidimensional psychosocial construct of career adaptability, to which a special attention has been paid recently. Career adaptability indicates individual’s means of coping with current or anticipated challenges, changes and traumas in professional roles. The study provides a description of career adaptability construct creation, its definition and dimensions – interest, control, curiosity and self-confidence. Further, tools for career adaptability measurement and selected empirical findings about career adaptability are presented. Focus is, among other things, on the relation of career adaptability and demographical variables, personality traits, self-image, self-esteem, confidence in own abilities, professional identity, time orientation, academic success, career vocation, career satisfaction etc. Presented theoretical and empirical findings are important for career counsellors and teachers of career education, who can, based on the knowledge of career adaptability, suggest interventions reflecting specific needs of individual clients and students.

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.

scholarly journals Crafting, Constructing and Developing a Nurses’ Professional Identity Scale (NPIS)

2017 ◽  
Vol 9 (7) ◽  
pp. 21
Author(s):  
Shehnaaz Moola
Keyword(s):  
Professional Identity ◽  
Quantitative Research ◽  
Student Nurses ◽  
Self Esteem ◽  
Measurement Scale ◽  
Dimensional Structure ◽  
Self Presentation ◽  
Randomized Sampling ◽  
Self Image ◽  
Nursing Professional

The main objective was to measure the professional identity of nurses and to evaluate the ways to measure and develop the Nurse’s Professional Identity Scale (NPIS) as perceived by Saudi student nurses. The study employed a quantitative research design to assess the measurement scale of Nurse’s Professional Identity. Data collection was done through a questionnaire from 442 student nurses, who have been recruited through a randomized sampling approach. A factor analysis identified five-factor dimensions within a multi-dimensional structure of 45 items. Factor 1 has been identified as the most important factor on self-presentation as most significant and important to the technique of constructing and forming a professional identity. Factor 2 has accounted for 5.62; Factor 3 has accounted for 5.14; Factor 4 has accounted for 4.29; and Factor 5 has accounted for 4.25. Factor 1 consisted of 16 variables and all items with loadings greater than (>0.3), which deals with self-esteem. It has been evaluated that the nursing professional identity scale can be used to adapt and assess the developing/forming stages of student nurses and the variables needed for constituting a professional identity. Self-presentation, self-image, self-esteem, self-categorization and self-concept are directly associated with certain activities, interventions, and approaches required to be developed.

Personality, Self-Image and Informal Helping Processes in Work Settings

1982 ◽  
Vol 50 (3_suppl) ◽  
pp. 1295-1302 ◽  
Author(s):  
Ronald J. Burke
Keyword(s):  
Locus Of Control ◽  
Nursing Staff ◽  
Self Esteem ◽  
Work Setting ◽  
Internal Locus ◽  
Work Settings ◽  
Internal Locus Of Control ◽  
Self Confidence ◽  
Self Image

Two personality constructs (self-esteem, locus of control) and several aspects of self-image, e.g., Timidity, Abrasiveness, Perceptiveness, were related to several areas of helpers' and helpees' role behaviours in a work setting. Respondents were 136 nursing staff from a single hospital. Personality and self-image measures were more strongly related to helpers than helpees' role behaviour. Respondents with more self-esteem and internal locus of control were more active and satisfied with their helping roles. Respondents describing themselves as emotionally cold, abrasive, ineffectual, timid, not perceptive, and lacking self-confidence were less active and satisfied with their roles as helpers.

scholarly journals Features of professional identity of students “helping” occupations with different levels of self-efficacy

2019 ◽  
Vol 70 ◽  
pp. 08041 ◽  
Author(s):  
Yuliya Tushnova ◽  
Yuliya Rashchupkina ◽  
Nelli Khachaturyan
Keyword(s):  
Professional Identity ◽  
Self Efficacy ◽  
Self Esteem ◽  
Point Of View ◽  
Professional Activity ◽  
Medical Specialties ◽  
The Real ◽  
Self Rating ◽  
Professional Self ◽  
Different Levels

Professional identity is an indicator of the level of mastery of professional activity. One of the indicators for assessing the formation of professional identity is the attitude to yourself as a future and current professional. Here we can talk about both the real and the predicted of the professional self-rating. This study focuses on predicted self-esteem. Self-efficacy is a professionally important meta-quality, positively correlated with the results of professional activity. The problem of self-efficacy in the process of formation of professional identity of “helping” occupations specialists is important from the point of view of assessing professional maturity and psychological and pedagogical support of the formation of professional personality. The study sample consisted of 93 students of 1 course of study of psychological and medical specialties aged 17 to 21 years (M=17.9, SD=3.2 (41.5% men)). The methods of research were the method of determining the level of self-efficacy (J.E. Maddux, M. Sherer, modification of L. Boyarintseva under the direction of R. Krichevsky) and “Personal differential”. The study describes the features of the predicted self-esteem at different stages of professionalization of students “helping” occupations with different levels of self-efficacy.

scholarly journals SCIENTIFIC PROJECTIONS OF THE PHENOMENON OF PROFESSIONAL IDENTITY OF FUTURE EDUCATORS

2021 ◽  
pp. 15-18
Author(s):  
Tetiana Atroshchenko
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Professional Identity ◽  
Professional Community ◽  
Well Being ◽  
Self Esteem ◽  
Professional Activity ◽  
Theoretical Substantiation ◽  
Analysis And Synthesis ◽  
Professional Self

One of the fundamental scientific problems that have interested scientists today is the problem of professional identity, that is, the transformation of the personality into a professional whose relevance has been determined by the significance of professional activity both for society and for each future specialist. We belive that in the conditions of globalization, professional identity can be considered as the main determinant of professional development of personality and the main characteristic of the subject of labor. The purpose of the article is the theoretical substantiation of the phenomenon of professional identity of future educators. In order to realize the aim of the research, we have used such theoretical methods as − systematic and structural analysis and systematization of philosophical, psychological and pedagogical works that made it possible to substantiate the researched phenomenon; pedagogical analysis and synthesis, classification and generalization - to clarify the essence of key conceptions of the research. We have conducted theoretical analysis which allows us to determine professional identity as a systemic, dynamic, multilevel psychological phenomenon, which has directly been related to professional self-determination, professional self-consciousness and professional development. We have distinguished personal features that determine the formation of professional identity: harassment, self-esteem, value and responsibility. We believe that professional identity is the most important factor of person's psychological well-being, because it has provided a sense of stability of the surrounding world and confidence in their power. In our opinion, the criteria for the successful process of becoming a professional identity of future educators have been: positive self-esteem; level of harassment; satisfaction from doing of professional tasks and a positive attitude towards professional activity; responsibility for the implementation of the norms, rules of professional activity and requirements relating to the personality as a professionalist; the adoption of norms and values ​​inherent in a professional community; academic success. Achievements of professional identity have occured exclusively in the process of self-development, in the context of vocational training and successful integration of future educators into professional environment. We have been convinced that the formation of professional identity of future educators should be the strategic goal of the national educational system.

scholarly journals Athletic Identity and Self-Esteem of Wheelchair Basketball Players

2018 ◽  
Vol 4 (95) ◽  
Author(s):  
Kęstutis Skučas
Keyword(s):  
National Level ◽  
Athletic Identity ◽  
Self Esteem ◽  
Disabled Persons ◽  
Measurement Scale ◽  
Basketball Player ◽  
Wheelchair Basketball ◽  
Basketball Players ◽  
Self Confidence ◽  
Self Image

Background.  Disabled  persons  do  not  consider  and  use  a  single  identity  to  represent  themselves. Athletic identity as a wheelchair basketball player can help the process of acceptance and support psychological adjustment. Thus, there is a need to research the association between and the influence of the wheelchair basketball player’s qualification and a strong athletic identity on a person’s self-esteem (Hawkins, Coffee, & Soundy, 2014; Martin, Adams-Mushett, & Smith, 1995). Methods. The multidimensional Athletic Identity Measurement Scale (Brewer & Cornelius, 2002) was used to assess self-identity, social identity, exclusivity and negative affectivity of 36 wheelchair basketball players. Self-esteem was evaluated by the adapted V. Stolin’s (Столин, 1983) test including nine self-evaluation scales: internal integrity,  self-confidence,  self-direction,  self-image,  self-interest,  self-content,  self-orientation,  self-contradiction and self-accusation. Results.  It  was  found  out  that  the  athletic  identity  value  of  the  players  participating  in  international  level competitions (30 points) is statistically significantly higher compared to that of participating in national level events (18 points, p < .05). Conclusions. Disabled persons of the competition group with better athletic identity represented stronger self-integrity and were less self-accusative, more self-content, their self-confidence grew and they had a better self-image in comparison with the national level group.Keywords: self-confdence, self-image, persons with physical disability.

scholarly journals Re-engaging disenfranchised Australian youth with education through explorations of self-identity, experiences and expression in Art

2018 ◽  
Vol 71 (1) ◽  
pp. 171-184
Author(s):  
Anna Cox ◽  
Victoria Clydesdale
Keyword(s):  
Young People ◽  
Visual Art ◽  
Well Being ◽  
Education Programme ◽  
Self Esteem ◽  
Small Scale ◽  
Self Identity ◽  
Self Confidence ◽  
Self Image ◽  
Art Activities

AbstractThis small scale research project undertaken in Australia investigates how an art-based approach can re-engage disenfranchised young people into education. The project was undertaken as part of Postgraduate Certificate in Education programme by the main researcher in Australia, at an educational setting for disenfranchised young people. The collection and analysis of qualitative data demonstrates how art stimulates students’ interest and provides support in self-expression and com­munication. Methodological strategies involved visual art activities that promote self-confidence and self-esteem, which enhance well-being and supportive teach­ing relationships. Using self-reflexivity through visual creativity was found to help participants in developing more positive self-image and enhanced their self-confi­dence as learners.

scholarly journals Self Actualization in Hierarchy of Needs of a Princess as Seen in Meg Cabot’s the Princess Diaries

2018 ◽  
Vol 1 (2) ◽  
pp. 52-59
Author(s):  
Raflis Raflis ◽  
Achreinzia Oktaviane
Keyword(s):  
Albert Einstein ◽  
Self Esteem ◽  
Structural Method ◽  
The Novel ◽  
Self Confidence ◽  
Self Image ◽  
Life Problems ◽  
Analysis Technique ◽  
Self Actualization ◽  
Data Collection Technique

The process of self-actualization and self-esteem, especially self-confidence and self-image of the main character in the novel The Princess Diaries by Meg Cabot. This novel tells about Mia Thermopolis, the freshman student at Albert Einstein High School. Like many other teens, Mia has a problem in self-confidence because of her body posture that she thinks does not meet the standard in general. Mia is often labeled as a freak in her school. Her life problem is getting more complicated when she knows that she is a princess from a small country in Europe. Mia’s problem is a picture of teenage problems in general, the lack of self-confidence and the bad self-image. But Mia learns to solve all of her life problems in a mature way and wish that she can reach her self-actualization. In this research, the writer uses descriptive research as the method of collecting the data. As for the method of analyzing the data, the writer uses structural method by understanding the novel, the character of Mia Thermopolis. Data collection technique uses qualitative technique with taking note cards in finding relevant data to the subject of analysis. In data analysis technique, the writer uses technique by interpreting data. The results of this research are: 1) Mia’s self-actualization process at the end of the novel only reach the self-esteem phase. Mia is not yet fully reach her self-actualization, she often still being selfish and mostly still being emotional. 2) Mia’s self-confidence at the end of the novel is increase, Mia can accept her own self and flaws. 3) Mia’s self-image at the end of the novel changed. Mia learns that what is important is not the appearance but the personality inside an individual. As closing, even though this novel looks light where the story is only about teenager’s life problem in general, but there are a lot of lessons that can be applied in the daily life. Maybe not every girl can be a princess in one night, but the lessons about how can we be confidence are a lot in this novel.

Importance of Promoting Metacognitive Awareness at University

2018 ◽  
Vol 29 (1) ◽  
pp. 3-18
Author(s):  
Masoodi Marjan
Keyword(s):  
Task Performance ◽  
Positive Feedback ◽  
Historical Development ◽  
Metacognitive Strategies ◽  
Point Of View ◽  
Metacognitive Awareness ◽  
Self Confidence ◽  
Self Knowledge ◽  
Knowledge Of Learners ◽  
Theoretical Overview

Abstract The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine the major challenges in the implementation of metacognitive awareness. In conclusion, this research reveals that the analysis of metacognitive awareness and its components gives rise to a new notion of auto-noetic (self) knowledge of learners through planning, monitoring and reflectively evaluating task performance, and creates higher levels of self-efficacy which provides students with different educational contexts in which they are able to have more self-confidence, get more positive feedback both from an instructor and classmates and cultivate in learners more self-regulatory characteristics that enable them to learn autonomously, be completely equipped with motivation and be welcoming to challenges. The study provides benefits to both learners and educators. Learners can receive guidance on how to foster metacognitive awareness for being more competent learners. Furthermore, it provides meaningful insights for curriculum developers to provide metacognitive awareness-based curricula.

Sign in / Sign up

Export Citation Format

Share Document