Residential Mobility Affects Self-Concept, Group Support, and Happiness of Individuals and Communities

A key feature of group and organizational learning is the process through which people learn the group or organization’s distinctive normative characteristics and social identity and therefore who one is and how one should behave as a member of the group or organization. In this chapter I draw on social identity theory and the social identity theory of leadership to argue that people derive an important part of their identity from the groups they belong to, including work groups and organizations. They internalize, through a process of self-categorization, these group normative attributes as self-attributes that prescribe behavior. Because group and organizational norms define and prescribe one’s self-concept, group members are vigilant for reliable information about the group’s norms and identity. They typically look to group and organizational leaders for this information.

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Multidimensional Self-concepts of Elite Athletes: How Do They Differ from the General Population?

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.17.1.70 ◽

1995 ◽

Vol 17 (1) ◽

pp. 70-83 ◽

Cited By ~ 35

Author(s):

Herbert W. Marsh ◽

Clark Perry ◽

Chris Horsely ◽

Lawrence Roche

Keyword(s):

Women Athletes ◽

Elite Athletes ◽

A Priori ◽

Self Concept ◽

Group Differences ◽

Normative Sample ◽

Physical Ability ◽

Opposite Sex ◽

Broad Cross Section ◽

Concept Group

A broad cross-section of elite athletes (n = 83) was compared to a normative sample (n = 2,436) of nonathletes on the 13 self-concept scales for the Self-Description Questionnaire III (SDQIII). On these scales athletes had substantially higher Physical Ability self-concepts than nonathletes, but did not differ on Physical Appearance self-concepts. There were smaller differences favoring athletes on social scales (Same Sex, Opposite Sex, and Parent Relationships), Global Esteem, and the total self-concept. Group differences were not statistically significant for the academic scales (Math, Verbal, Academic, and Problem Solving) and Emotional self-concept, whereas nonathletes had marginally higher Spiritual and Honesty self-concepts. Athlete/nonathlete differences varied somewhat according to gender, generally favoring women athletes. Because the pattern of group differences (e.g., large differences in Physical Ability and minimal differences in Academic self-concept scales) is reasonably similar to a priori predictions, the results provide further support for the construct validity of SDQIII responses.

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Using Short-Term Group Counseling with Visually Impaired Adolescents

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x9108500407 ◽

1991 ◽

Vol 85 (4) ◽

pp. 166-170 ◽

Cited By ~ 10

Author(s):

C.L. Johnson ◽

J.A. Johnson

Keyword(s):

Group Counseling ◽

Independent Living ◽

Visually Impaired ◽

Self Concept ◽

Training Method ◽

Short Term ◽

Group Members ◽

Living Skills ◽

Experimental Group ◽

Concept Group

This article presents a study of the extent to which group counseling enhanced the self-concept of congenitally visually impaired adolescents. The researchers developed a training method using group procedures to help visually impaired teenagers cultivate a well-rounded self-concept. Group sessions focused on such topics as self-perception, assertiveness, friendship, familial relationships, and independent living skills. Pretreatment posttreatment evaluations revealed that the experimental group members’ self-concept, attitudes toward blindness, and internality improved significantly because of group counseling.

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Effects of Cognitive Information on College Students' Self-Concept

Perceptual and Motor Skills ◽

10.2466/pms.1987.64.3c.1159 ◽

1987 ◽

Vol 64 (3_suppl) ◽

pp. 1159-1162 ◽

Cited By ~ 1

Author(s):

Carol A. Weinmann ◽

Josie M. Sifft

Keyword(s):

College Students ◽

Group Analysis ◽

The Self ◽

Self Concept ◽

Significant Group ◽

Gain Scores ◽

Significant Difference ◽

Cognitive Information ◽

Concept Group ◽

Tennessee Self Concept Scale

This study was designed to examine the effects of cognitive information regarding fitness and nutrition on the self-concept of college students. 126 college students were administered the Tennessee Self-concept Scale; 52 were enrolled in a fitness and nutrition lecture class and the other 74 had never had such a class. The 15 highest and 15 lowest scorers in each group of subjects on the combined personal and physical subscale scores of the Tennessee Self-concept Scale were utilized for the analyses. A 2 × 2 (self-concept × group) analysis of variance showed a significant difference between the gain scores of the high and low self-concept individuals for both the physical and personal self-concept analyses, respectively, with the low self-concept subjects showing the largest improvement. No significant group or interaction effects were found for the physical and personal self-concept analyses of variance. Two independent t tests were used to examine differences between high and low self-concept individuals enrolled in the fitness and nutrition class, and the results supported the earlier findings using the analyses. These findings suggest that instruction regarding fitness and nutrition can influence the self-concepts of college students, particularly those with low self-esteem.

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Experimental Induction of Self-Concept

Psychological Reports ◽

10.2466/pr0.1974.35.3.1235 ◽

1974 ◽

Vol 35 (3) ◽

pp. 1235-1238 ◽

Cited By ~ 1

Author(s):

Connie P. Callison

Keyword(s):

Test Group ◽

Third Graders ◽

The Self ◽

Self Concept ◽

Experimental Induction ◽

Group I ◽

Mathematics Test ◽

Central Pennsylvania ◽

Group Ii ◽

Concept Group

Twenty-eight male and female Central Pennsylvania third-graders participated in a study of the effects of induced self-concept. Group I Ss ( N = 14) were administered Items 1 to 40 of the Piers-Harris Children's Self-concept Scale followed by a mathematics test. The children were then administered Items 41 to 80 of the self-concept scale after being told that they had made high scores on the mathematics test. Group II Ss (N = 14) were administered the same tests but were told that their performance on the mathematics test was not adequate. The results showed that Group I Ss' scores on the self-concept scale did not change while Group II Ss' scores decreased. Discrepancies in the children's expected and reported performances on the mathematics test may have affected their subsequent self-concept ratings.

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