scholarly journals The Self-concept model as experience evaluation process

2021 ◽  
pp. 11-26
Author(s):  
Maksim Yur'evich Lutsik ◽  
Anna Vladimirovna Drongo
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Psychological Disorder ◽  
Self Concept ◽  
Psychological Practice ◽  
Concept Model ◽  
The Social ◽  
Self Actualization ◽  
Structure Description ◽  
Definition Of

This article substantiates the relevance of studying the Self-concept as a phenomenon aimed at achieving Self-actualization and structurization of behavior. The question is raised about the prerequisites that allow a person to differentiate experience, thereby underlining the need to study the ontogenesis of the Self-concept as the foundation for the evaluative process that integrates the three gradually forming layers. This serves as the basis for formulating the definition of the Self-concept, and describing each of its layers (organismic, social, and conceptual). Their role in the experience evaluation process, as well as applicable to behavior, is explored. The boundaries are established between the layers and the phenomena introduced by K. Rogers; thus, the social layer is naturally introjective and essential. The subject of this research is the determination of each layer of possible disorders within ontogenesis, and relative to this, the risk of transition of the Self-concept from the process to the newly formed structure. Description is given to possibilities of application of this model in psychological practice. Firstly, it allows understanding the incongruity of the customer, as well as self-image of the psychologist in their non-empathic, but congruent responses. Secondly, this model structures the interaction in psychotherapy, helping to establish the typology of psychological disorder, as well as choose appropriate interventions remaining within the framework of humanistic methodology, without eclectic selection of the techniques. In conclusion, the authors reveal the potential of scientific study of the Self-concept model, which consists in understanding the customer and their incongruity. This model contributes to most accurate choice of techniques and methods, as well as means of interaction with the customer, depending on the dysfunction of the layer.

scholarly journals The model of development of a professional competence of future teachers on the basis of a personality-centered approach

2021 ◽  
Vol 113 ◽  
pp. 00012
Author(s):  
L.I. Abbasova
Keyword(s):  
Professional Competence ◽  
The Self ◽  
Future Teacher ◽  
Practical Training ◽  
Future Teachers ◽  
Interactive Technologies ◽  
Self Development ◽  
Self Actualization ◽  
Inner World ◽  
Definition Of

The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

The Multifaceted Nature of Self-Consciousness: Conceptualization, Measurement, and Consequences

1995 ◽  
Vol 15 (1) ◽  
pp. 17-43 ◽  
Author(s):  
Elisheva Ben-Artzi ◽  
Mario Mikulincer ◽  
Hanania Glaubman
Keyword(s):  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Self Disclosure ◽  
The Third ◽  
Content Analyses ◽  
Definition Of ◽  
Empirical Implications

The present work involves the reconceptualization of self-consciousness as a multifaceted process. In the first study, subjects were asked to freely describe the contents of their thoughts when thinking about themselves. Content analyses resulted in the definition of specific categories of self-consciousness which were found to overlap partly with basic dimensions of the self-concept. In the second study, a valid and reliable self-report questionnaire of self-consciousness was developed, comprising fourteen separate factors. In the third study, different patterns of self-consciousness were found to be associated with depression, anxiety, self-disclosure, and loneliness. The theoretical and empirical implications of conceptualizing self-consciousness as a multiple-content phenomenon are discussed.

scholarly journals Readiness of teachers for designing a humanistically oriented educational environment of a university

2019 ◽  
Vol 70 ◽  
pp. 01019
Author(s):  
Asya Berberyan
Keyword(s):  
Experimental Study ◽  
Educational Environment ◽  
The Self ◽  
Self Concept ◽  
Semantic Field ◽  
Research Hypothesis ◽  
Self Actualization ◽  
Current Article ◽  
Subjective Significance

In the current article, the assumptions are proposed based on the analysis of theoretical sources and on the perspective of considering the semantic field of a humanistically oriented educational environment as a complex of elements that reveal the willingness and humanistic position of subjects. The research hypothesis lies in the assumption that such components of the “Self-concept” as creativity, intentionality, authenticity, and the desire for self-actualization contribute to the formation of teachers’ readiness for designing a humanistically oriented educational environment. The purpose of the study is to study the components of teachers’ readiness for constructing a humanistically oriented educational environment. The results of the experimental study testified to the expansion of semantic boundaries and awareness of the subjective significance of higher values, as well as to the willingness of teachers to design a humanistically oriented educational environment.

Parental Self-Actualization and Children's Self-Concept

1979 ◽  
Vol 44 (1) ◽  
pp. 80-82
Author(s):  
Mark King
Keyword(s):  
High School ◽  
Junior High School ◽  
The Self ◽  
Self Concept ◽  
Common Variance ◽  
School Aged Child ◽  
Personal Orientation Inventory ◽  
Self Actualization ◽  
Aged Child ◽  
Personal Orientation

The relation between parental self-actualization and the self-concept of the junior high-school-aged child was investigated. The subjects were 154 families (39 of whom had 2 children). Self-actualization was measured by the Personal Orientation Inventory and self-concept by the Tennessee Self-concept Scale. Girls showed a stronger relationship to their parents than did boys; fathers had a greater influence on their children than did mothers, and the strongest sex combination was father-daughter. Few rs were significant; all were low and accounted for small amounts of common variance.

DEVELOPMENT AND VALIDATION OF A SELF-CONCEPT QUESTIONNAIRE FOR HONG KONG CHINESE ADULTS WHO HAVE PHYSICAL DISABILITY

1997 ◽  
Vol 25 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Sing-Fai Tam ◽  
David Watkins
Keyword(s):  
Hong Kong ◽  
Physical Disability ◽  
Internal Consistency Reliability ◽  
The Self ◽  
Hong Kong Chinese ◽  
Self Concept ◽  
Chinese Adults ◽  
Concept Model ◽  
The Disabled ◽  
Development And Validation

Previous research (Tam & Watkins, 1995) provided an understanding of the self-concepts of Hong Kong Chinese adults who have physical disability. Through constructing a hierarchical multidimensional self-concept model for the disabled population, a theoretical basis was established for the development of a questionnaire to measure their self-concepts. Subsequent efforts focused on validating this instrument, the Self-Concept Questionnaire for Physically Disabled Hong Kong Chinese (SCQPD). The results provided evidence that this instrument is psychometrically sound. The scales have satisfactory internal consistency reliability and factor analysis of these scales makes conceptual sense. Some evidence for construct validity is also presented.

scholarly journals Improving Quality Assurance with CDIO Self-Evaluation

2012 ◽  
Vol 2 (2) ◽  
pp. 55-66 ◽  
Author(s):  
Juha Kontio ◽  
Janne Roslöf ◽  
Kristina Edström ◽  
Sara Naumann ◽  
Peter Munkebo Hussmann ◽  
...  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Evaluation Model ◽  
Evaluation Process ◽  
The Self ◽  
Good Practices ◽  
Self Evaluation ◽  
Main Development ◽  
New Ideas ◽  
Definition Of

The main goal of the Nordic project Quality Assurance in Higher Education was to develop and implement a self-evaluation model in the participating Higher Education Institutes (HEIs) to support their quality assurance work and continuous curriculum development. Furthermore, the project aimed at strengthening the cooperation of HEIs in quality assurance (QA) and disseminating good practices of QA. The framework of development is based on the CDIO approach and the CDIO self-evaluation process. The main results are a detailed definition of the self-evaluation process, well-documented self-evaluations of the participating degree programmes, and the identification of the main development areas and actions in each participating degree programme. Furthermore, the project has increased the partners’ understanding of other partners and their challenges. Finally, quality assurance has been enhanced in each participating programme and new ideas and support for quality assurance work in other higher education institutes have been produced.

scholarly journals The Social Impact of Digital Youth Work: What Are We Looking For?

2019 ◽  
Vol 7 (2) ◽  
pp. 59-68 ◽  
Author(s):  
Alicja Pawluczuk ◽  
Gemma Webster ◽  
Colin Smith ◽  
Hazel Hall
Keyword(s):  
Digital Literacy ◽  
Social Impact ◽  
Evaluation Process ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Engagement ◽  
Structured Interviews ◽  
The Social ◽  
Definition Of ◽  
Digital Youth

Digital youth work is an emerging field of research and practice which seeks to investigate and support youth-centred digital literacy initiatives. Whilst digital youth work projects have become prominent in Europe in recent years, it has also become increasingly difficult to examine, capture, and understand their social impact. Currently, there is limited understanding of and research on how to measure the social impact of collaborative digital literacy youth projects. This article presents empirical research which explores the ways digital youth workers perceive and evaluate the social impact of their work. Twenty semi-structured interviews were carried out in Scotland, United Kingdom, in 2017. All data were coded in NVivo 10 and analysed using thematic data analysis (Braun & Clarke, 2006). Two problems were identified in this study: (1) limited critical engagement with the social impact evaluation process of digital youth work projects and its outcomes, and (2) lack of consistent definition of the evaluation process to measure the social impact/value of digital youth work. Results of the study are examined within a wider scholarly discourse on the evaluation of youth digital participation, digital literacy, and social impact. It is argued that to progressively work towards a deeper understanding of the social value (positive and negative) of digital youth engagement and their digital literacy needs, further research and youth worker evaluation training are required. Recommendations towards these future changes in practice are also addressed.

scholarly journals KONSEP DIRI DAN KEBERMAKNAAN HIDUP PADA REMAJA DI PANTI ASUHAN

Proyeksi ◽  
1970 ◽  
Vol 6 (2) ◽  
pp. 103
Author(s):  
Kharisma Nail Mazaya ◽  
Ratna Supradewi
Keyword(s):  
Adolescent Girls ◽  
Sampling Method ◽  
Positive Relationship ◽  
The Self ◽  
Self Concept ◽  
Service Unit ◽  
Central Java ◽  
Analysis Technique ◽  
The Social ◽  
The Relationship

Penelitian ini bertujuan untuk mengetahui secara empiris hubungan antara konsep diri dengan kebermaknaan hidup pada remaja putri di Panti Asuhan Sunu Ngesti Tomo Jepara. Hipotesis yang diajukan yaitu ada hubungan positif antara konsep diri dengan kebermaknaan hidup pada remaja di Panti Asuhan. Populasi dalam penelitian ini adalah semua remaja  penghuni panti asuhan di bawah UPT Dinas Sosial Propinsi Jawa Tengah. Sampel dalam penelitian ini adalah remaja penghuni Panti Asuhan Ngesti Tomo Jepara, berusia antara 15 sampai 21 tahun. Metode pengambilan sampel menggunakan  purpossive sampling dengan jumlah sampel 51 orang. Kedua variabel dalam penelitian ini diukur dengan menggunakan skala kebermaknaan hidup dan konsep diri. Teknik analisis data yang digunakan yaitu teknik korelasi product moment. Hasil analisis data diperoleh nilai korelasi rxy = 0,595 dengan p= 0,000 (p < 0,01). Hal ini menunjukkan ada hubungan positif yang sangat signifikan antara konsep diri dengan kebermaknaan hidup pada remaja di Panti Asuhan Sunu Ngesti Utomo Jepara. Artinya semakin tinggi konsep diri yang dimiliki remaja maka, semakin tinggi pula kebermaknaan hidupnya. Sebaliknya semakin rendah konsep diri yang dimilikinya, maka semakin rendah pula kebermaknaan hidupnya. Hasil dari uji korelasi tersebut menunjukkan bahwa hipotesis diterima. Kata kunci : konsep diri, kebermaknaan hidup, remaja, Panti Asuhan.  SELF CONCEPT AND LIFE MEANINGFULNESS AMONG ADOLESCENTS IN ORPHANAGE Abstract This study aimed to empirically determine the relationship between self-concept and meaningfulness of life among adolescent girls in the orphanage Sunu Ngesti Tomo Jepara. The hypothesis proposed that there is a positive relationship between self-concept and meaningfulness of life in adolescents at the Orphanage. The populations in this study were all young residents of the orphanage under the Social Service Unit of Central Java Province. The samples in this study were juvenile orphanage residents Ngesti Tomo Jepara, aged between 15 to 21 years. The sampling method using purposive technique whereas the amount of samples amount was 51. Both variables in this study were measured using a scale of meaningfulness of life and self-concept. Data analysis technique used is product moment correlation technique.The results of analysis of data obtained correlation values rxy = 0.595 with p = 0.000 (p <0.01). This suggests there was a very significant positive relationship between self-concept and meaningfulness of life in adolescents at the Orphanage Sunu Ngesti Utomo Jepara. This means that the higher the self-concept that the adolescent has, the higher the meaningfulness of life. Conversely the lower the self-concept has, then the lower the meaningfulness of life. The results of correlation test showed that the hypothesis is accepted. Keywords: Self concept, meaningfulness of life, teenager, orphanage

On Being a “Good” Indonesian Muslim Woman: An Autoethnography

2018 ◽  
Vol 43 (4) ◽  
pp. 351-374 ◽  
Author(s):  
Nelly Martin-Anatias
Keyword(s):  
Middle Class ◽  
Social Construction ◽  
Muslim Woman ◽  
The Self ◽  
State Laws ◽  
The Social ◽  
Authoritarian Government ◽  
Definition Of ◽  
Hegemonic Construction

In this study, I propose through my own voice, attachment, and representation an expansive and inclusive construction of Indonesian Muslim middle-class women that may pose a challenge to the hegemonic construction of Indonesianness. I explore the renegotiation of the self, using the definition of Ibuism, state laws, and Islamic teachings as the frameworks through which the “good” Indonesian Muslim woman is constructed. Ibuism, derived from Ibu, an Indonesian term for “mother,” refers to the social construction of Indonesian womanhood within the household domain, as imposed by the authoritarian government for nearly 32 years (1966–1998). I use reflexive notes as my data to explore how the postauthoritarian era has affected me as a representative subject. Autoethnography offers a space to find that others’ assessment of my Muslimness is an effective lens through which I view my being and my becoming as a woman, an Indonesian, and a Muslim.

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