Effects of Cognitive Information on College Students' Self-Concept

1987 ◽  
Vol 64 (3_suppl) ◽  
pp. 1159-1162 ◽  
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.

Masculinity-Femininity and Self-Concept

1972 ◽  
Vol 34 (1) ◽  
pp. 163-167
Author(s):  
Vytautas J. Bieliauskas ◽  
Richard H. Mikesell
Keyword(s):  
College Students ◽  
The Self ◽  
Self Concept ◽  
Male College ◽  
Completion Test ◽  
Sexual Identification ◽  
Male College Students ◽  
Tennessee Self Concept Scale

101 male college students were administered the Franck Drawing Completion Test and Tennessee Self-concept Scale to determine to what degree the self-concept and sexual identification are related. It was hypothesized that individuals with clearer sexual identification have more positive self-concepts. The results did not support the hypothesis, because the correlations were nonsignificant. The reasons were evaluated, among which the possibility that the self-concept scale lacks validity was given a more prominent consideration.

Effect of “Aerobics” on Self-Concepts of College Women

1987 ◽  
Vol 65 (1) ◽  
pp. 271-275 ◽  
Author(s):  
Olena K. Plummer ◽  
Young O. Koh
Keyword(s):  
College Women ◽  
The Self ◽  
Analysis Of Covariance ◽  
Self Concept ◽  
Control Group ◽  
Pretest Score ◽  
Significant Difference ◽  
Tennessee Self Concept Scale

The purpose of the 10-wk. study was to assess the effect of “aerobics” on self-concepts of college women. 116 college women enrolled in aerobics classes and 177 in 7 nonphysical education classes were given the Tennessee Self-concept Scale in a pretest-posttest design. Using analysis of covariance, with the pretest score as a covariant, significant differences were noted in mean self-concepts between the control group and the aerobics group. The aerobics group scored higher on 7 of the 9 subscales and on the total positive or global self-concept score. No significant difference in mean scores was found for the self-criticism and moral-ethical subscales.

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.

The Effect of Group Counseling on Educable Mentally Retarded Boys’ Self Concepts

1969 ◽  
Vol 35 (5) ◽  
pp. 359-366 ◽  
Author(s):  
Philip H. Mann ◽  
James D. Beaber ◽  
Milton D. Jacobson
Keyword(s):  
Group Counseling ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Control Groups ◽  
Mentally Handicapped ◽  
Significant Difference ◽  
Educable Mentally Retarded ◽  
And Control ◽  
Significant Factors

The effects of group counseling on the self concepts of young educable mentally handicapped boys were studied, along with the variables of anxiety, deportment and achievement in reading and arithmetic as rated by teachers, attendance, IQ, and age. Results indicated that those who received group counseling tended to exhibit greater improvement in self concept, more reduction in anxiety, and better grades in deportment and the academic subjects of reading and arithmetic, than those who did not receive the counseling. No significant difference was found between experimental and control groups in attendance. Age and IQ were not found to be significant factors in the counseled group.

Does Self-Concept Depend on Body Image? a Gender Analysis

1996 ◽  
Vol 78 (2) ◽  
pp. 643-646 ◽  
Author(s):  
Deborah A. Stowers ◽  
Mark W. Durm
Keyword(s):  
Body Image ◽  
Self Concept ◽  
Gender Analysis ◽  
Significant Difference ◽  
Positive Correlations ◽  
Tennessee Self Concept Scale

The purpose of this study was twofold, to estimate positive correlations between scores on the Tennessee Self-concept Scale for body image and self-concept within each gender and to assess differences between genders on measures of these two concepts, thereby testing the hypothesis that women have a more diminished body image than men. The study included 36 subjects, 18 male and 18 female. Within each gender were significant and positive correlations between measures of body image and self-concept. Between the genders, there was no significant difference in scores on self-concept but there was a difference in ratings of body image, with women being significantly less satisfied.

Self-Concepts of Preschool Girls in a Preballet Program

1993 ◽  
Vol 77 (1) ◽  
pp. 104-106
Author(s):  
Anne E. Kozlowski
Keyword(s):  
Preschool Children ◽  
Standard Deviation ◽  
Normative Data ◽  
T Test ◽  
The Self ◽  
Self Concept ◽  
Significant Difference ◽  
One Year

The self-concepts of 10 5-yr.-old girls enrolled in a preballet program at a ballet school in Tulsa, Oklahoma for over one year were measured using the Purdue Self-concept Scale for Preschool Children. Their scores were compared against the scale's normative data for girls of similar age. A one-sample two-tailed t test showed girls' mean was 1 standard deviation above the normative population's mean, a significant difference. Preballet education may be an effective tool for enhancing self-concept, although selective factors may contribute also.

Self-Concept of College Students: Empirical Evidence from an Asian Setting

2021 ◽  
Vol 24 ◽  
pp. 26-37
Author(s):  
Jonah C. Balba ◽  
Manuel E. Cainigcoy
Keyword(s):  
College Students ◽  
Emotional Adjustment ◽  
The Philippines ◽  
The Self ◽  
Self Concept ◽  
Future Research ◽  
Cross Sectional ◽  
Guidance Services ◽  
Bachelor Of Science ◽  
High Level

Individuals with high self-concept will likely have high life satisfaction, they easily get adjusted to life, and they communicate their feeling more appropriately. However, it was not certain whether self-concept would decline or improve as individuals age, or whether self-concept would vary between genders and ethnic groups.  To prove, a study was carried out to compare the self-concept of college students in an Asian context. The inquiry utilized the cross-sectional design in finding out significant differences in the self-concept of participants in terms of age, gender, and ethnicity. A 22-item questionnaire was adapted and administered to 222 Bachelor of Public Administration and Bachelor of Science in Business Administration students from the satellite campus of Bukidnon State University in the Philippines. Initially, a sample was randomly drawn from the population. During the actual data collection, the researchers had difficulty getting the responses from the randomly selected individuals due to internet connection and it was done amidst a pandemic. Instead, it took all responses from those who were available, have access to the internet, and could accomplish the google forms. The data were analyzed using Mean, Standard Deviation, T-test for independent sample, ANOVA and Post Hoc test. The results revealed that college students at the locale have a high level of self-concept in self-fulfilment, emotional adjustment, and honesty. Yet, they only had a moderate level of self-concept in autonomy. Further, there were significant differences in college students’ autonomy and honesty in terms of age and gender. Furthermore, there were significant differences in their emotional adjustment and self-fulfilment as to their ethnicity. The results have implications for instruction, administration, guidance services, and future research.

Special Education Placement and the Self-Concepts of Elementary-School age Children

1980 ◽  
Vol 3 (3) ◽  
pp. 30-35 ◽  
Author(s):  
Beth E. Yauman
Keyword(s):  
Special Education ◽  
Reading Achievement ◽  
Pairwise Comparison ◽  
The Self ◽  
Self Concept ◽  
School Age Children ◽  
Control Group ◽  
Special Education Placement ◽  
Significant Difference ◽  
Education Participation

This study investigated the relationship between degree or extent of special education participation and measured self-concept. Subjects were 45 third-grade male students of average or above intelligence who were divided into three groups: 1) students in self-contained LD classes, 2) students provided individual tutoring, and 3) a control group of students from regular classes. Since achievement has consistently been found to correlate with scores on self-concept measures, a reading achievement score was obtained for each subject in order to examine the differences in self-concept while statistically controlling for achievement. The results indicated a significant difference among the three groups on both reading achievement and self-concept measures. With the effect of reading achievement covaried out, no significant difference remained among the three groups on measured self-concept. Rank ordering and statistical pairwise comparison of self-concept scores indicated poorer self-concepts for the tutored group despite higher achievement levels than the self-contained group.

scholarly journals PENGARUH KONSEP DIRI TERHADAP PERILAKU BULLYING PADA MAHASISWA DI UNIVERSITAS X

2014 ◽  
Vol 3 (2) ◽  
pp. 59-64
Author(s):  
FELLIANTI MUZDALIFAH ◽  
HAFIZ BIMO AFRIYANTO
Keyword(s):  
College Students ◽  
College Student ◽  
Quantitative Methods ◽  
Hypothesis Test ◽  
The Self ◽  
Self Concept ◽  
Independent Variable ◽  
Bullying Behavior ◽  
Research Show

This research aims to find out the influence of self-concepts towards bullying behavior among college student in “X” University. The dependent variable in this study was bullying and independent variable in this study was the self concept.This research uses quantitative methods, data were obtained by using a questionnaire. William h. Fitts (1965), whereas the scale of bullying refers to the theory of Participant Questionnaire (PRQ) Role of Salmivalli (1996). Data processing using Rasch modeling with the help of winstep version 3.73 and hypothesis test using the SPSS version 16.0. The participants of this research were 71 college students in “X” University. This research using a nonprobability sampling. The results of this research show that there was negative influences between self-concept toward bulying behavior of 23% and the remaining 77% influenced by other factors.

A Course in Religious Community and its Effects on Self-Concept

1981 ◽  
Vol 9 (4) ◽  
pp. 359-363 ◽  
Author(s):  
Michael Galligan-Stierle ◽  
Harvey M. Rapp
Keyword(s):  
College Students ◽  
Science Fiction ◽  
Religious Community ◽  
The Self ◽  
Self Concept ◽  
Control Group ◽  
Group Discussions ◽  
Christian Community ◽  
Class Room ◽  
Experimental Group

The present study investigated the effects of a course in religious community on the self-concept of college students. The experimental group (n=10) participated in a four week minimester course entitled “Experiences in Christian Community.” In addition to class room instruction, this course contained a seven-day off-campus religious community experience involving encounter group sessions, group discussions, prayer sessions, recreation, and household tasks. Students in the control group (n=9) concurrently attended the course, “Biology and Science Fiction.” Tennessee Self Concept Scale results indicated that the experimental group showed significant increases from the beginning to the end of the course in the following self-concept scores: Moral-Ethical (p<.013). Identity (p<.015), and Total P (p< .012). These results suggest that a course involving experiences in religious community can facilitate a positive change in the self-concept of college students.

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