The Relationships between Moral Self-Concept, Ethical Sensitivity, and Empathy in College Students

2017 ◽  
Vol 20 (3) ◽  
pp. 317-329 ◽  
Author(s):  
김지미 ◽  
홍성경
Keyword(s):  
College Students ◽  
Self Concept ◽  
Ethical Sensitivity ◽  
Moral Self

Nurse Managers' Moral Self Concept and Ethical Sensitivity

2002 ◽  
Vol 32 (7) ◽  
pp. 1072 ◽  
Author(s):  
Yong Soon Kim ◽  
Jee Won Park ◽  
Youn Jung Son ◽  
Sung Suk Han
Keyword(s):  
Nurse Managers ◽  
Self Concept ◽  
Ethical Sensitivity ◽  
Moral Self

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.

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

2020 ◽  
pp. 009579842097979
Author(s):  
Samuel T. Beasley ◽  
Shannon McClain
Keyword(s):  
College Students ◽  
Academic Engagement ◽  
Structural Equation ◽  
Black College ◽  
Self Concept ◽  
Equation Modeling ◽  
Black College Students ◽  
Grade Point ◽  
Racial Centrality ◽  
Positive Direct

Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

Teenagers’ meaning of life values: theory and practice

2021 ◽  
Vol 46 (1) ◽  
pp. 132-139
Author(s):  
E. Zhurba ◽  
Keyword(s):  
Research Methods ◽  
Meaning Of Life ◽  
Theory And Practice ◽  
Self Concept ◽  
Life Purpose ◽  
Moral Self ◽  
Modern Process ◽  
Competency Based ◽  
Life Values

The article covers the problem of teenagers’ meaning of life values in theory and practice. "Meaning of life values" are interpreted as a system of generalized aspirations related to the individuals’ life that characterize their spiritual and moral self-concept, the search for their own life purpose and appropriate lifestyle, which is fulfilled through behaviour, activities and communication. The concept of developing teenagers’ meaning of life values includes methodological, theoretical, and practical levels. The modern process of developing teenagers’ meaning of life values is based on systemic, synergetic, axiological, humanistic, personality oriented, competency-based scientific approaches. Research methods such as analysis, generalization, surveys, questionnaires, interviews, ethical conversations, pedagogical observation were used to demonstrate the changes in developing teenagers’ meaning of life values and show the advantages of applied pedagogical conditions, forms and methods.

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