scholarly journals CRISIS OF IDENTITY OF PERSONS OF TEENAGE AGE IN THE PERIOD OF TRANSFORMATIONAL UNCERTAINTY

2018 ◽  
Author(s):  
Oksana Kraieva
Keyword(s):  
Empirical Research ◽  
Self Concept ◽  
Theoretical Justification ◽  
Component Structure ◽  
Self Image ◽  
New Form ◽  
Definition Of ◽  
The Individual ◽  
Real Self ◽  
Children's Identity

In the offered article near implementation of attempt of theoretical justification of aspects of manifestation of crisis of identity of persons of teenage age, results of an empirical research of psychological signs of crisis of identity and its indicators in the period of public uncertainty are presented. Definition of a concept crisis of identity is considered as the conflict between elements of component structure of identity that at a stage of crisis of identity is developed around transition from a form of children's identity to acquisition and understanding of the acquired her qualitatively new form. The research of psychological signs and features of manifestation of crisis of identity of teenage age is chosen the purpose of article. Empirical results of crisis aspects of identity are given behind the defining level self-relations teenagers and behind the level of contradictions of component structure of identity of the faces embodied in them «Self-Concept» at a stage of experience of crisis of identity. The scheme of dynamics of change of identity is provided. It is emphasized that crisis of identity is loss of actually previously acquired form of children's identity, at the expense of a disorientation of the teenager and reduction to system search of new components to his «Self-image», on condition of their coordination with an identification matrix of the person. It is claimed that crisis of identity understands as a concept: first of all, change of an identification matrix which leads to difficulty and violation of identifications of the individual; aggravation of contradictions between «Real-Self» and «ldeal-Self». As a result of a research the main differences in structure of identity of teenagers of thirteen and fourteen years at a stage of crisis of identity are revealed and indicators of crisis of identity of teenagers of the studied groups are allocated.

scholarly journals The connection between self-image congruence and brand preference for store brands: a study in Portugal

2015 ◽  
Vol 4 (1) ◽  
pp. 22 ◽  
Author(s):  
Doru Postica ◽  
António Cardoso
Keyword(s):  
Brand Choice ◽  
Past Research ◽  
Self Concept ◽  
Survey Method ◽  
Store Brands ◽  
Brand Preference ◽  
Self Image ◽  
Image Congruence ◽  
The Individual ◽  
Typical Consumer

When examining consumer behavior, self-image, brand image and their congruity are some of the drivers. Past research assumed and then successfully proved these concepts to impact on product/brand choice, purchase intentions, brand preference and so forth. The purpose of the research is to study the self-concept and its relation to brand preference. A comparison will be made between store brands PingoDoce and Continente. Data were collected through survey method. The perceptions of 34 respondents about their own traits, the traits of a typical consumer of the store brandand brand preference for them were obtained. Examinations were made regarding the relationships between variables mentioned above. The findings suggest there are no significant differences between how store brands Continente and PingoDoce are perceived by consumers according the attribute ratings. Brand preference was very similar for both brands, which did not allow the test of whether the individual will prefer a brand which is perceived by him to be more rather than less similar to his own self-concept.

scholarly journals ANALISIS KONSEP DIRI ANAK YANG TINGGAL DI PANTI ASUHAN ANALYSIS SELF CONCEPT OF CHILDREN LIVING IN ORPHANAGE

Masker Medika ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 216-225
Author(s):  
Romlah Dewi ◽  
Puji Setya Rini
Keyword(s):  
Evaluation Research ◽  
Sampling Technique ◽  
Self Esteem ◽  
Self Concept ◽  
School Age Children ◽  
Research Approach ◽  
School Age ◽  
Self Identity ◽  
Self Image ◽  
The Individual

Latar Belakang: Konsep diri mulai berkembang sejak masa bayi dan terus berkembang sejalan dengan perkembangan individu itu sendiri. Anak usia sekolah, merupakan usia anak dengan berbagai macam karakterisitik yang mempunyai konsep dari pada pandangannya atau penilaian individu lain terhadap dirinya sendiri, baik bersifat fisik, sosial, maupun psikologis yang di dapat dari hasil interaksinya dengan orang lain. Tujuan dalam penelitian ini untuk mengetahui konsep diri anak yang tinggal di panti asuhan. Metode: Desain penelitian yang digunakan adalah observasional analitik dengan pendekatan evaluation research secara univariat yaitu melakukan penilaian terhadap pelaksanaan kegiatan program yang sedang dilakukan dalam rangka mencari umpan balik dan tehnik pengambilan sampel dengan menggunakan tehnik total sampling sebanyak 40 responden. Hasil : Hasil penelitian gambaran konsep diri anak usia 6-12 tahun meliputi gambaran diri positif 20 (50%) responden negatif 20 (50%), ideal diri realistis 19 (47%) dan tidak realistis 21 (53%) responden, harga diri tinggi 22 (55%) responden, rendah 18( 45%) peran diri berperan 22 (55%) responden, tidak berperan 18 (45%) responden, dan identitas diri kuat 17 (47%) responden, tidak kuat 23 (58%) responden. Kesimpulan : Hendaknya anak yang tinggal di panti asuhan dapat menjaga konsep diri sehingga memudahkan interaksi sosial sehingga individu yang bersangkutan dapat mengantisipasi reaksi orang lain.     Background: The concept of self began to develop from infancy and continues to develop in line with the development of the individual itself. school age children, is the age of children with a variety of characteristics that have concepts from their views or other individual assessments of themselves, both physical, social, and psychological in the results of their interactions with others. The purpose of this study was to determine the selfconcept of children living in orphanages. Methods: The research design used was observational analytic with a univariate evaluation research approach which was to carry out an assessment of the implementation of the program activities being carried out in order to seek feedback and sampling techniques using a total sampling technique of 40 respondents. Results The results of the study of self-concept of children aged 6-12 years include positive self-image 20 (50%) negative respondents 20 (50%), realistic self-ideal 19 (47%) and unrealistic 21 (53%) respondents, high self-esteem 22 (55%) respondents, low 18 (45%) self-role plays 22 (55%) respondents, does not play 18 (45%) respondents, and self-identity is strong 17 (47%) respondents, not strong 23 (58%) respondents . Conclusion:Children who live in orphanages should be able to maintain their self-concept so as to facilitate social interaction so that the individual can anticipate the reaction ofothers.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Psychometric Definition of Rorschach Determinant Component Structure

1998 ◽  
Vol 14 (2) ◽  
pp. 116-123 ◽  
Author(s):  
Raymond M. Costello
Keyword(s):  
Lower Order ◽  
Three Dimensions ◽  
Comprehensive System ◽  
Empirical Examination ◽  
Component Structure ◽  
Exner's Comprehensive System ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Components Analysis ◽  
Definition Of

This is an empirical examination of Experienced Stimulation (es) and Experience Actual (EA) from Exner's Comprehensive System (CS) for Rorschach's Test, spurred by Kleiger's theoretical critique. Principal components analysis, Cronbach's α, and inter-item correlational analyses were used to test whether 13 determinants used to code Rorschach responses (M, FM, m, CF+C, YF+Y, C'F+C', TF+T, VF+V, FC, FC', FV, FY, FT) are best represented as a one, two, or more-dimensional construct. The 13 determinants appear to reflect three dimensions, a “lower order” sensori-motor dimension (m + CF+C + YF+Y + C'F+C' + TF+T + VF+V) with a suggested label of Modified Experienced Stimulation (MES), a “higher order” sensori-motor dimension (FM + FV + FY + FT) with a suggested label of Modified Experience Potential (MEP), and a third sensori-motor dimension (M+FC+FC') for which the label of Modified Experience Actual (MEA) is suggested. These findings are consistent with Kleiger's arguments and could lead to a refinement of CS constructs by aggregating determinants along lines more theoretically congruous and more internally consistent. A RAMONA model with parameters specified was presented for replication attempts which use confirmatory factor analytic techniques.

Metonymy in Dance: Ballet Bunheads Take a Cognitive Turn

2019 ◽  
Vol 37 (1) ◽  
pp. 18-34
Author(s):  
Edward C. Warburton
Keyword(s):  
Identity Formation ◽  
Cognitive Science ◽  
Artistic Development ◽  
Individual Level ◽  
Figures Of Speech ◽  
Self Image ◽  
Level I ◽  
Dance Educators ◽  
The Individual ◽  
Metaphor And Metonymy

This essay considers metonymy in dance from the perspective of cognitive science. My goal is to unpack the roles of metaphor and metonymy in dance thought and action: how do they arise, how are they understood, how are they to be explained, and in what ways do they determine a person's doing of dance? The premise of this essay is that language matters at the cultural level and can be determinative at the individual level. I contend that some figures of speech, especially metonymic labels like ‘bunhead’, can not only discourage but dehumanize young dancers, treating them not as subjects who dance but as objects to be danced. The use of metonymy to sort young dancers may undermine the development of healthy self-image, impede strong identity formation, and retard creative-artistic development. The paper concludes with a discussion of the influence of metonymy in dance and implications for dance educators.

The Autobiographical Subject and the Death Penalty

2013 ◽  
Vol 35 (2) ◽  
pp. 165-187
Author(s):  
E. S. Burt
Keyword(s):  
Death Penalty ◽  
First Person ◽  
Philosophical Investigation ◽  
The Subject ◽  
Definition Of ◽  
The Individual

Why does writing of the death penalty demand the first-person treatment that it also excludes? The article investigates the role played by the autobiographical subject in Derrida's The Death Penalty, Volume I, where the confessing ‘I’ doubly supplements the philosophical investigation into what Derrida sees as a trend toward the worldwide abolition of the death penalty: first, to bring out the harmonies or discrepancies between the individual subject's beliefs, anxieties, desires and interests with respect to the death penalty and the state's exercise of its sovereignty in applying it; and second, to provide a new definition of the subject as haunted, as one that has been, but is no longer, subject to the death penalty, in the light of the worldwide abolition currently underway.

ГЕРМЕНЕВТИКА ЛИЧНОСТИ КАК МЕТОД СОВРЕМЕННОЙ ПЕРСОНОЛОГИИ

1970 ◽  
Vol 6 (1) ◽  
pp. 32-42
Author(s):  
Елена Старовойтенко
Keyword(s):  
Text Setting ◽  
Research Setting ◽  
Textual Representations ◽  
General Scientific ◽  
Definition Of ◽  
The Individual ◽  
The Continuum

Персонологическая интерпретация текстов предполагает реализацию общенаучных, а также специфических для персонологии, герменевтических установок, к которым относятся: установка на интерпретацию текста как исследование, установка на разнообразие герменевтических действий с текстом, установка на выявление неисследованных содержаний текста, установка на творческое постижение тайн текста, установка на целостное отношение к личности и "Я" автора текста, установка на выявление способности автора быть "практикующим феноменологом", установка на определение места изучаемого текста в континууме текстовых репрезентаций "личности", установка на соотнесение своего понимания текста с другими интерпретациями и их интеграцию, установка на раскрытие сущности авторской "идеи личности", возможное только в единстве интерпретаций, установка на построение и применение герменевтической модели, определяющей процедуру интерпретации как исследования и творчества, установка на определение места проделанного герменевтического поиска в культуре познания и жизни личности, установка на интерпретацию различных видов "текстов личности". Personological interpretation of texts suggests the implementation of the general scientific and also hermeneutical settings specific for Personology which include the setting of the interpretation of the text as a research, setting of a variety of hermeneutical actions with the text, setting to identify unexplored contents of the text, setting of the creative comprehension of the mysteries of the text, setting of the integrity of the attitude of the individual and the "I" of the author of the text, setting to reveal the author's ability to be "practicing phenomenologist", setting of the definition of the place in the text in the continuum of textual representations of the "personality", setting in the correlation of the understanding of the text with other interpretations and their integration, setting of the disclosure of the author's "ideas person" is possible only in the unity of interpretation, setting of the construction and usage of hermeneutical models defining the procedure for the interpretation of both studies and work, the setting to determine the place of hermeneutical research in culture and knowledge of a person's life, setting of the interpretation of various types of "texts of the individual."

¿Quién soy yo? Reflexiones teórico sistémicas acerca de la indentidad individual

2017 ◽  
Vol 1 (1) ◽  
pp. 15-31
Author(s):  
Francisco Xavier Morales
Keyword(s):  
Identity Construction ◽  
Social Systems ◽  
Social Contexts ◽  
Individual Identity ◽  
Contemporary Society ◽  
Self Identity ◽  
Moral Communication ◽  
Identity Based ◽  
Definition Of ◽  
The Individual

The problem of identity is an issue of contemporary society that is not only expressed in daily life concerns but also in discourses of politics and social movements. Nevertheless, the I and the needs of self-fulfillment usually are taken for granted. This paper offers thoughts regarding individual identity based on Niklas Luhmann’s systems theory. From this perspective, identity is not observed as a thing or as a subject, but rather as a “selfillusion” of a system of consciousness, which differentiates itself from the world, event after event, in a contingent way. As concerns the definition  of contents of self-identity, the structures of social systems define who is a person, how he or she should act, and how much esteem he or she should receive. These structures are adopted by consciousness as its own identity structures; however, some social contexts are more relevant for self-identity construction than others. Moral communication increases the probability that structure appropriation takes place, since the emotional element of identity is linked to the esteem/misesteem received by the individual from the interactions in which he or she participates.

Public Service Motivation in Buffy the Vampire Slayer

Public Voices ◽  
2016 ◽  
Vol 12 (1) ◽  
pp. 67 ◽  
Author(s):  
Sharon Mastracci
Keyword(s):  
Popular Culture ◽  
Public Service ◽  
Public Service Motivation ◽  
Public Servants ◽  
Buffy The Vampire Slayer ◽  
The Public ◽  
American Popular Culture ◽  
Public Servant ◽  
Definition Of ◽  
The Individual

In this paper, the author examines public service as depicted in the television series Buffy the Vampire Slayer (BtVS). First, she shows how slaying meets the economist’s definition of a public good, using the BtVS episode “Flooded” (6.04). Second, she discusses public service motivation (PSM) to determine whether or not Buffy, a public servant, operates from a public service ethic. Relying on established measures and evidence from shooting scripts and episode transcripts, the author concludes Buffy is a public servant motivated by a public service ethic. In this way, BtVS informs scholarship on public service by broadening the concept of PSM beyond the public sector; prompting one to wonder whether it is located in a sector, an occupation, or in the individual. These conclusions allow the author to situate Buffy alongside other idealized public servants in American popular culture.

Education of Mothers in Childcare

2013 ◽  
Vol 3 (3) ◽  
pp. 77-90
Author(s):  
Zuzana Vařejková
Keyword(s):  
Qualitative Research ◽  
Child Care ◽  
Empirical Research ◽  
Parental Education ◽  
Information Resource ◽  
Access To Information ◽  
Qualitative Empirical Research ◽  
Definition Of

This paper deals with the education of mothers in the care of the child and is a project of qualitative empirical research. First, it presents a theoretical definition of the topic – parenting, child care and parental learning. Subsequently, it describes the methodology and results of qualitative research which dealt with the issue of parental education of mothers in child care, specifically their access to information resource.

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