A Longitudinal Study of the Self-Concept and Experiential Components of Self-Worth and Affect Across Adolescence

2001 ◽  
Vol 5 (3) ◽  
pp. 125-142 ◽  
Author(s):  
Giovanni B. Moneta ◽  
Barbara Schneider ◽  
Mihaly Csikszentmihalyi
Keyword(s):  
Longitudinal Study ◽  
The Self ◽  
Self Concept ◽  
Self Worth

Multiple Selves and Multitasking: A Dynamic Longitudinal Study

2021 ◽  
pp. 009365022199149
Author(s):  
Shan Xu ◽  
Zheng Wang
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
Daily Life ◽  
The Self ◽  
Daily Activities ◽  
Self Concept ◽  
Emotional Experiences ◽  
Multiple Selves ◽  
Dynamic Panel ◽  
Over Time

This study integrates the theory of multiple selves within the theoretical framework of dynamic motivational activation (DMA) to identify the dynamic patterns of multiple self-concepts (i.e., the potential self, the actual self) in multitasking (e.g., primary and secondary activities) in daily life. A three-week experience sampling study was conducted on college students. Dynamic panel modeling results suggest that the self-concepts are both sustaining and shifting in daily activities and media activities. Specifically, the potential and actual selves sustained themselves over time in primary and secondary activities, but they also shifted from one to another to achieve a balance in primary activities over time. Interestingly, secondary activities were not driven by the alternative self-concept in primary activities, but instead, by the emotional experiences of primary activities. Furthermore, the findings identified that multitasking to fulfill their actual self did not motivate people to re-prioritize their potential self later.

Adolescents with Craniofacial Anomalies: Psychosocial Adjustment as a Function of Self-Concept

2006 ◽  
Vol 43 (4) ◽  
pp. 392-400 ◽  
Author(s):  
Monica J. Bilboul ◽  
Alice W. Pope ◽  
Heather T. Snyder
Keyword(s):  
Psychosocial Adjustment ◽  
Child Behavior Checklist ◽  
Medical Center ◽  
Retrospective Chart Review ◽  
Parent Report ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Craniofacial Anomalies ◽  
Self Worth

Objective To evaluate associations between self-concept and psychosocial adjustment among adolescents with craniofacial anomalies. Design Retrospective chart review. Setting Reconstructive plastic surgery department in urban medical center. Participants Forty-nine adolescents with congenital craniofacial anomalies, aged 14 to 18 years, and their parents. Main Outcome Measures Psychosocial adjustment (internalizing problems and social competence), assessed by self-report and parent-report forms of the Child Behavior Checklist; appearance self-concept and global self-worth, assessed by the Self-Perception Profile for Adolescents. Results Both appearance self-concept and global self-worth were associated with psychosocial adjustment; however, global self-worth remained associated with adjustment when the effects of appearance self-concept were controlled, whereas appearance self-concept was no longer associated with adjustment when global self-worth was controlled. Demographic variables (ethnicity, socioeconomic status, and adolescent gender) largely failed to moderate the associations between self-concept and adjustment. Conclusions Adolescent dissatisfaction with appearance is linked to psychosocial adjustment problems only when it is part of a negative overall view of the self.

The Effects of Social Support and School Placement on the Self—Concept of LD Students

1988 ◽  
Vol 11 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Ellice Ann Forman
Keyword(s):  
Social Support ◽  
Learning Disabled ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Future Research ◽  
Athletic Competence ◽  
School Placement ◽  
Self Worth ◽  
Resource Rooms

The effects of two types of environmental influences on the self-concept of LD students were examined: social support and school placement. The 51 children and adolescents who participated in the study were receiving LD services in self-contained classes or resource rooms, or had been diagnosed as learning disabled but were not yet receiving services. Social support and self-concept were assessed using two self-report measures developed by Harter (1985). Students with higher levels of perceived social support were found to score higher in general self-worth, athletic competence, scholastic competence, and behavioral conduct than students with fewer social supports. In addition, support from classmates was the most important predictor of high self-concept. School placement was not found to be related to self-concept. The findings of this study suggest that future research needs to examine the social contextual factors that may foster positive self-concepts in LD students.

scholarly journals SELF-PERCEPTION OF COMPETENCE IN CHILDREN FROM SOCIALLY VULNERABLE CONTEXTS, ASSISTED AND UNASSISTED BY SOCIAL SPORTS PROJECTS

2015 ◽  
Vol 25 (3) ◽  
pp. 271 ◽  
Author(s):  
Glauber Carvalho Nobre ◽  
Paulo Felipe Ribeiro Bandeira ◽  
Maria Helena Da Silva Ramalho ◽  
Francisco Salviano Sales Nobre ◽  
Nadia Cristina Valentini
Keyword(s):  
Social Acceptance ◽  
The Self ◽  
The Other ◽  
Self Concept ◽  
Self Perception ◽  
Male And Female ◽  
Brazilian Version ◽  
Self Worth ◽  
Different Dimensions ◽  
Psychological Features

ntroduction: practising sport contributes tothe reinforcement of important psychological features such as self-perception of competence, especially when participants are children from socially vulnerable contexts. Objective: to compare the socially vulnerablechildren’s self-perception of competence, assisted and unassisted by social sports projects. Method: a total of 235 children (male and female), aged between seven and tenyears, participated in this comparative study. They were divided into two groups: onegroup was formed by 106 children participating in social sports projects;the other was 129 children who did not participate in socialsports projects. The self-perception of competence was assessed by the Brazilian version of the Self-Perception Profile for Children. We used a three-way ANOVA to assess the possible interaction effect between gender, age and group (children assisted and unassisted) in the different dimensions of perceived competence. Results: The children attending sports projects reported higher overall self-worth (F(1.234)) = 6.132, p = 0.014, η2 = 0.026). It was observed that there was an effect of interaction between the variable age x group (F(1.234)) = 6.673, p = 0.010, η2 = 0.029) on the self-perception of social acceptance. There were no significant effects of group on the other dimensions of self-perception of competence. Conclusion: the children participatingin social sports projects showed more self-perception in terms of social acceptance and self-concept compared tonon-participatory children. This project does not help in other dimensions of self-perception.

scholarly journals Promoting Girls in Science - A Longitudinal Study of Self-Concept in Profile Classes

2021 ◽  
Vol 7 (4) ◽  
pp. 972-987
Author(s):  
Alena Schulte ◽  
Claas Wegner
Keyword(s):  
Longitudinal Study ◽  
Gender Difference ◽  
Secondary School ◽  
The Self ◽  
Self Concept ◽  
Lower Secondary School ◽  
Girls In Science ◽  
Regular Classes

Previous studies show that girls have a lower scientific self-concept than boys. Since interest starts declining over the course of lower secondary school, this exacerbates the issue that fewer girls aspire to choose a scientific profession. In this article, we present the concept of scientific profile classes. Profile classes pursue the goal of promoting girls by way of supporting their scientific self-concept. A longitudinal study was conducted to examine the self-concept of students in profile classes (Sample I N=53; Sample II N=54). The development of girls in profile classes was compared to both boys in profile classes and girls in the regular classes. Our results show that there is no gender difference in self-concept between girls and boys in the profile class. This study provides initial indications of how girls in profile classes develop in terms of their self-concept.

scholarly journals A Comparative Study of the Two Dimensions of Parenting Style and their Effects on the Self-Concept of Pre-Adolescents

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Dr. Giselle D’souza ◽  
Dr. Jennie Mendes
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Two Dimensions ◽  
The Self ◽  
Self Concept ◽  
Significant Difference ◽  
The World ◽  
Self Worth ◽  
Potential Benefits ◽  
Parenting Dimension

Self-concept of adolescents has been one of the personality constructs that has attracted the attention of psychologists and educationists the world over. Since it is crystallized during adolescence, impacting the self-worth of youth, it becomes imperative to look into determinants of this variable in an attempt to protect their mental health. Among a myriad different factors which are thought to be responsible for influencing self-concept of teens, parenting styles has played a pivotal role. The present research endeavored to study the effect of parenting styles on the self-concept of pre-adolescents with respect to two dimensions of the namely: responsiveness and demandingness of both parents. The results indicated a significant difference in the self-concept of pre-adolescents depending on the parenting dimension of mothers/fathers. The study attempted to explore the potential benefits of either parenting dimension in boosting the self-concept of gen next.

scholarly journals Effects of an Aboriginal Cultural Enrichment Program on Adolescent Mothers’ Self-Perceptions

2020 ◽  
Vol 1 (1) ◽  
pp. 83-100
Author(s):  
Kathy Bent ◽  
Wendy Josephson ◽  
Barry Kelly
Keyword(s):  
Cultural Identity ◽  
Adolescent Mothers ◽  
The Self ◽  
Self Concept ◽  
Self Perception ◽  
Adolescent Women ◽  
Self Worth ◽  
Enrichment Program ◽  
Identity Achievement ◽  
Cultural Component

This study explored the effects of an Aboriginal cultural enrichment initiative on the self-concept of ten pregnant or parenting adolescent women, all but one of whom were of Aboriginal descent. The cultural enrichment activities were integrated into a program of support for adolescent mothers. Questionnaires were administered to the participants at the beginning and after six weeks of participating in the cultural enrichment component of the program. The Self-Perception Profile for Adolescents (Harter, 1988) was used to measure global self-worth and self-perception across eight domains. Overall cultural identity, cultural identity achievement, cultural behaviours and sense of affirmation and belonging were measured using the 20 item Multigroup Ethnic Identity Questionnaire (Phinney, 1998b). Individual audio-taped interviews were also undertaken following completion of the post-tests. After six weeks of the cultural enrichment program, the participants’ cultural identity achievement scores increased significantly, and participants who had achieved a strong cultural identity also had higher levels of global selfworth. Average self concept became more positive in the specific domains of job competence and behavioural conduct. In the interviews, participants expressed positive reactions to the cultural component of the program, and attributed positive personal changes to the cultural experiences it provided. The results support the conclusion that it is highly beneficial to incorporate a cultural component into services for Aboriginal youth.

Occupational Experience and the Self-Concept: A Longitudinal Study

1979 ◽  
Vol 42 (4) ◽  
pp. 307 ◽  
Author(s):  
Jeylan T. Mortimer ◽  
Jon Lorence
Keyword(s):  
Longitudinal Study ◽  
The Self ◽  
Self Concept
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