A Strong Sense of Self

1955 ◽  
Vol 8 (2) ◽  
pp. 294
Author(s):  
Sonya Rudikoff ◽  
Gordon S. Haight
Keyword(s):  
Sense Of Self ◽  
Strong Sense

Fashion and women’s self-concept: a typology for self-fashioning using clothing

2018 ◽  
Vol 22 (1) ◽  
pp. 82-98 ◽  
Author(s):  
Lisa S. McNeill
Keyword(s):  
Lived Experience ◽  
Sense Of Self ◽  
Self Esteem ◽  
Strong Sense ◽  
Self Concept ◽  
Future Research ◽  
Social Hierarchies ◽  
Self Presentation ◽  
Content Type ◽  
Identity Motives

Purpose An individual’s identity is defined in the role that they devise for themselves, based on social positions. Examining identity motives can help in understanding what influences one to take on a particular role. Self-esteem is one of the major motivational drivers in determining the role that an individual takes on. Individuals, through self-presentation, are said to be motivated to control the impressions others form of them. In this way, self-concept and fashion innovativeness are linked – with prior research suggesting that those with high levels of fashion innovativeness are also those with a strong sense of self. Where a gap remains, however, in exploring the direction of the relationship between self-concept and being more innovative and fashionable in clothing choices, as well as how individuals reflexively judge their own fashion choices against their perception of others – e.g. can you force yourself to be a fashion leader? The paper aims to discuss these issues. Design/methodology/approach This study takes a lived experience approach to examine fashion as a tool in establishing social hierarchies amongst women. The study uses depth interviews with ten women to explore the developed self-concept of women actively engaged with fashion consumption. Findings The research presents a typology of fashion identities, exploring notions of security, dominance and innovativeness in self-fashioning using clothing. Research limitations/implications The research is exploratory, and limited to a sample of ten women. However, the study offers a number of key findings to drive future research in this area. Practical implications The research finds that both security of self-concept, in relation to fashion and general self-esteem, as well as insecurity, can motivate women towards fashion independence. This suggests that identity-based marketing is likely to be more successful than lifestyle-based marketing, when selling women’s fashion clothing. Social implications In prior research, self-concept and fashion innovativeness are linked – with prior research suggesting that those with high levels of fashion innovativeness are also those with a strong sense of self. This study finds that those with an insecure sense of self may also exhibit fashion independence, using fashion to acquire social capital. Originality/value This paper illustrates the concept that, unlike previous notions of fashion independence and engagement with fashion, these fashion-involved categorisations of behaviour are not always driven by sophistication, confidence, creativity and low fear of risk. Instead, this study has shown that fashion innovativeness can be motivated by an overarching fear of the outcomes of being judged unfashionable.

Governmental Self-Restraint and Individual Self-Respect

2021 ◽  
pp. 114-159
Author(s):  
Matthew H. Kramer
Keyword(s):  
Freedom Of Expression ◽  
Sense Of Self ◽  
Strong Sense ◽  
Economic Conditions ◽  
The Political ◽  
Individual Self

This pivotal chapter presents a novel justificatory foundation for the principle of freedom of expression. It elaborates a Stoical ideal of ethical strength as self-restraint, and it contends that a key element of the realization of that ideal by any system of governance lies in the system’s compliance with the principle of freedom of expression. Through arguments based on some of the ideas in Matthew Kramer’s 2017 book Liberalism with Excellence, the chapter then shows how the compliance with that principle by a system of governance crucially affects the levels of self-respect that are warranted for the members of the society over which the system presides. As a consequence, that compliance is essential for the fulfilment of the system’s paramount responsibility to bring about the political and social and economic conditions under which every member of its society can be warranted in feeling a strong sense of self-respect.

scholarly journals Making Teaching Relevant: Enhancing Students’ Self-Efficacy Through Teachers’ Enthusiasm for More Active Classroom Engagement

2020 ◽  
Vol 3 (2) ◽  
pp. 30
Author(s):  
Hany Zaky
Keyword(s):  
Prior Knowledge ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Mastery Learning ◽  
Learning Processes ◽  
Strong Sense ◽  
Classroom Engagement ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
High Assurance

A strong sense of self-efficacy supports human accomplishment. Learners with high assurance in their capacities could approach difficult tasks as challenges to be handled rather than threats to be avoided. Such an outlook fosters those learners’ activities’ engrossment and their intrinsic interests of the learned contents. Therefore, learners set themselves goals and keep a strong commitment to these designated goals. To face failure, learners heighten and sustain their efforts by attributing this failure to insufficient effort and deficient knowledge and skills which ought to be acquired. To this end, those learners utilize their prior knowledge assurance to overcome the confronted threats.Concurrently, teachers ought to provide the relevant instruction that empowers their students. Consequently, learners could raise their expectations of the relevance of the perceived cognition and make sense of their world. Make learning relevance deemed a catalyst towards learners’ self- efficacy, motivation, and engagement with the learning processes. This article examines the irrevocable relationship between learners’ self- efficacy and their learning relevance towards mastery learning and active classroom engagement. The article raises some teaching challenges and suggests some research-based strategies to help teachers appreciate the broad panorama of learning and teaching in classrooms characterized by teaching self-efficacy and enthusiasm.

scholarly journals Transformative Learning: Developing Agency, Independence and Promoting a Strong Sense of Self in Teen Mothers

2020 ◽  
Vol 11 (1) ◽  
pp. 66-74
Author(s):  
Lilliemay Cheung ◽  
Emma Kill ◽  
Janet Turley
Keyword(s):  
Transformative Learning ◽  
Adolescent Mothers ◽  
Educational Aspirations ◽  
Sense Of Self ◽  
Strong Sense ◽  
Teen Mothers ◽  
Education Experience ◽  
Transformative Teaching ◽  
Regional University ◽  
Practical Implications

Adolescents who become pregnant during their secondary education experience a range of challenges that intersect and limit their opportunities to complete schooling and take up university places. One approach to addressing this issue at an Australian regional university is through the Tertiary Preparation Pathway (TPP) which has been delivered within the Supporting Teenagers with Education, Mothering, and Mentoring (STEMM) program, since 2008. The STEMM program offers teen mothers an opportunity to continue or re-engage with education during and beyond pregnancy. Adopting an intersectionality lens, interviews with adolescent mothers identified three key elements underpinning the success of the TPP/STEMM program: recognising the educational aspirations of teen mothers, developing agency and independence and promoting a strong sense of self. This article aims to provide practical implications for educators wishing to establish or develop programs based on this transformative teaching.

The Socratic Way and Adult Learning

2019 ◽  
pp. 110-123
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Sense Of Self ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Strong Sense ◽  
Socratic Method ◽  
Self Directed Learning ◽  
Directed Learning

Adult learning experiences seem to be influenced by the activity of self-direction on the part of their learners. Adult learners come to educational encounters motivated and possessing a strong sense of self and learning objectives. However, other educational experiences require teachers of adults to assist in the development of self-directed learning (SDL) in their learners. This chapter explores the possibility of how Leonard Nelson's theories concerning the Socratic method can initiate the possibility of SDL (self-teaching) in adult learners.

The Socratic Way and Adult Learning

2021 ◽  
pp. 303-312
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Sense Of Self ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Strong Sense ◽  
Socratic Method ◽  
Self Directed Learning ◽  
Directed Learning

Adult learning experiences seem to be influenced by the activity of self-direction on the part of their learners. Adult learners come to educational encounters motivated and possessing a strong sense of self and learning objectives. However, other educational experiences require teachers of adults to assist in the development of self-directed learning (SDL) in their learners. This chapter explores the possibility of how Leonard Nelson's theories concerning the Socratic method can initiate the possibility of SDL (self-teaching) in adult learners.

People Who Need People (and Some Who Think They Don't): On Compensatory Personal and Social Means of Goal Pursuit

2020 ◽  
Author(s):  
Maxim Milyavsky ◽  
Arie W. Kruglanski ◽  
Michele Gelfand ◽  
Marina Chernikova ◽  
Antonio Pierro
Keyword(s):  
Theoretical Model ◽  
Sense Of Self ◽  
Social Assistance ◽  
Goal Pursuit ◽  
Social Attitudes ◽  
Strong Sense ◽  
Personal Agency ◽  
Social Source

We propose a new theoretical model depicting the compensatory relations between personal agency and social assistance. It suggests three general hypotheses, namely that (1) the stronger the individuals’ sense of personal agency, the weaker their motivation to utilize social assistance and the greater their consequent tendency to develop anti-social attitudes; conversely, (2) the stronger the individuals’ reliance on social assistance, the weaker their motivation to be agentic, and the lesser their tendency to develop a strong sense of self; conversely, (3) the stronger the individual’s cohesion with a social source of assistance, the weaker the compensatory relation between sense of personal agency and anticipated social assistance. In fact, at high levels of cohesion --assistance may augment (rather than reduce) individuals’ exertion of personal agency.

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