The relationship among the individual self, the relational self and the collective self: Based on the motivational and cognitive perspectives

2017 ◽  
Vol 25 (7) ◽  
pp. 1208 ◽  
Author(s):  
Fan GAO ◽  
Pei WANG
Keyword(s):  
Relational Self ◽  
Collective Self ◽  
The Individual ◽  
Individual Self ◽  
The Relationship ◽  
Cognitive Perspectives

scholarly journals A motivational hierarchy within: Primacy of the individual self, relational self, or collective self?

2012 ◽  
Vol 48 (5) ◽  
pp. 997-1013 ◽  
Author(s):  
Lowell Gaertner ◽  
Constantine Sedikides ◽  
Michelle Luke ◽  
Erin M. O'Mara ◽  
Jonathan Iuzzini ◽  
...  
Keyword(s):  
Relational Self ◽  
Collective Self ◽  
The Individual ◽  
Individual Self

scholarly journals Individual Self, Relational Self, Collective Self: Hierarchical Ordering of the Tripartite Self

2011 ◽  
Vol 56 (1) ◽  
pp. 98-107 ◽  
Author(s):  
Constantine Sedikides ◽  
Lowell Gaertner ◽  
Erin M. O’Mara
Keyword(s):  
Relational Self ◽  
Collective Self ◽  
Hierarchical Ordering ◽  
Individual Self

Problem-based L2 learning: self-negotiated linguistic cognition

2016 ◽  
Vol 39 (3) ◽  
Author(s):  
Ding Xiaowei
Keyword(s):  
The Self ◽  
Cognitive Mechanisms ◽  
Collective Self ◽  
L2 Learning ◽  
Teachers And Students ◽  
Consistent Feature ◽  
The Individual ◽  
The Relationship ◽  
Linguistic Cognition

AbstractThe existing literature has revealed that Problem-based Learning (PBL) can improve the cognitive competence of learners, but few studies focus on L2 learning from the perspective of students, or on the relationship between PBL and linguistic cognition. Based on students’ reflective journals, the researcher’s observation notes, and interviews with teachers and students, this case study describes the individual and collective self-negotiations during a Problem-Based L2 Learning (PBLL) practice of 157 non-English majors at three universities in Beijing. The current study makes a distinction between surface and deep self-negotiations, and confirms the conception of the self-negotiated L2 cognition of PBLL learners. The research results show (1) that the self-negotiation is a consistent feature of PBLL because the whole PBLL process comprises the cyclic intertwining of individual and collective self-negotiations, (2) that L2 learners manage to achieve individual and collective self-negotiations through cognitive mechanisms of linking, riffling and converging, and (3) that deep self-negotiations in PBLL are more dynamic, interactive, and generative. Pedagogical implications, research limitations, and future directions are also discussed.

Introduction

2020 ◽  
pp. 1-41
Author(s):  
Imraan Coovadia
Keyword(s):  
Political Violence ◽  
Human Dignity ◽  
The State ◽  
Close Connection ◽  
Nelson Mandela ◽  
Manual Labour ◽  
The Individual ◽  
Individual Self ◽  
The Relationship ◽  
Radical Transformation

The introduction considers the relationship between Leo Tolstoy, Mohandas Gandhi, and Nelson Mandela. It explores Tolstoy’s rejection of violence from the side of the state, as well as the revolutionary. It considers the close connection Tolstoy proposes between changes in the individual self and a radical transformation of society, pointing to the degree to which Gandhi and Mandela pursued the same project of inward and outward transformation of society, pointing to the degree to which Gandhi and Mandela pursued the same project of inward and outward transformation, which involved manual labour and courtesy, the creation of new inward perspectives on death and human dignity, and a realistic understanding of the dynamics of political violence in the context of colony and empire.

Psychocorrectional Activity Of A Practicing Psychologist In The Coordination Of Self-Assessment At A Young School Age

2021 ◽  
Vol 03 (04) ◽  
pp. 658-663
Author(s):  
Suleimanova Tukhtakhon Gaynazarovna ◽  
◽  
Yakubova Hayotkhon Abdukakhorovna ◽  
Keyword(s):  
Self Regulation ◽  
Self Esteem ◽  
Self Assessment ◽  
The People ◽  
The Social ◽  
The Individual ◽  
Individual Self ◽  
Relationship Of ◽  
The Relationship ◽  
Further Development

Self-esteem is central to personal education. The social environment directly affects the formation of self-esteem. While functioning, it affects human behavior, self-regulation and is influenced by the values of the individual. Self-esteem is a complex education that includes both intellectual and emotional components. Many experts believe that self-esteem is not only a person's assessment of himself, but also his place among the people around him. Accordingly, it affects the relationship of a person with others, the effectiveness of his activities and the further development of the personality.

scholarly journals The impact of social media usage intensity on self-esteem: survey on emerging adulthood of instagram user

2021 ◽  
Vol 8 (1) ◽  
pp. 39-46
Author(s):  
Lili Mira Julia Rahma ◽  
Setiasih Setiasih
Keyword(s):  
Social Media ◽  
Emerging Adulthood ◽  
Self Esteem ◽  
Emotional Attachment ◽  
Measuring Instrument ◽  
Media Usage ◽  
The Individual ◽  
Individual Self ◽  
The Impact ◽  
The Relationship

Social media can be used to increase individual popularity, one of which is Instagram. Instagram can be used to increase individual self-popularity or increase self-esteem. The purpose of this study, namely to determine the relationship between the intensity of using Instagram and self-esteem in emerging adulthood. This research is a quantitative-survey research, with 259 students at “X” University as many as male and female participants aged 18-25 years. The measuring instrument used is the Rosenberg Self Esteem Scale and the Instagram Intensity Scale. The analysis used was the Spearman non-parametric correlation test. The results show that there is a significant correlation between the intensity of using Instagram and self-esteem on emerging adulthood, there is also a correlation between emotional attachment to Instagram and self-esteem on emerging adulthood. Thus the higher the intensity of using Instagram or the higher the emotional attachment to Instagram, the higher the self-esteem of emerging adulthood. The higher the intensity of a person using Instagram, the higher the desire or motivation of the individual to become more prominent.

Self-Control and Deliberate Ignorance

2020 ◽  
pp. 293-314
Author(s):  
Sammy Basu ◽  
James Friedrich
Keyword(s):  
Blind Spot ◽  
Self Control ◽  
Ethical Responsibility ◽  
Personal Bias ◽  
Bias Blind Spot ◽  
The Moment ◽  
The Individual ◽  
Individual Self ◽  
Relationship Of ◽  
The Relationship

This chapter considers the relationship of individual “self-control” to epistemic behavior and ethical responsibility. The authors distinguish deliberate ignorance into two forms: partiality-preserving and impartiality-enhancing, associating the former with “epistemic diligence/negligence” and the latter with “epistemic restraint/recklessness.” As such, they argue that ethical responsibility entails three prescriptive orders of self-control. First, in the moment, the individual should reactively self-control epistemic relevance. However, research on cognitive irregularities such as the introspection illusion highlights difficulties in doing so. Second, the individual should proactively regulate information available to self and others. Here, the authors’ own studies test whether individuals will consistently guard against information contamination. They find that a personal “bias blind-spot” compromises such epistemic discretion. Given epistemic responsibility but unreliable introspection, then, the individual needs a third order of self-control. That is, in certain decision-making situations the individual is obliged to utilize institutions of epistemic justice that mandate to decision-makers information availability/restraint.

Anger and Aggressiveness in Couple Therapy: Some Clinical Considerations from an Intersubjective Perspective

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Fabio Monguzzi
Keyword(s):  
Couple Therapy ◽  
Emotional States ◽  
Historical Significance ◽  
Transformative Potential ◽  
Clinical Considerations ◽  
The Individual ◽  
Individual Self ◽  
The Impact ◽  
The Relationship ◽  
Triadic Relationship

The purpose of my paper is to deal with the significant aspects related to engaging and treating couples with high levels of aggression and violence. In particular, the main focus of my work is to examine closely the traits and characteristics of the field that is created by the convergence of the respective subjectivity of partners and therapist from a relational and intersubjective perspective. The violence that penetrates the triadic relationship during the session is observed in its formational aspects in the here and now, as well as actualisation of traumatic events suffered by one or both partners. Rage and aggressiveness can be understood more clearly and treated like emerging emotional states, with the aim of increasing the transformative potential. These emotional states are reactivated by the relationship that is co-created by the components of the triadic relationship. Particular attention will be placed on countertransferential receptiveness, on the manner in which the therapist comes into contact with the often extreme and primal emotional states of the couple, on the impact and the effect that these have on his mind, on how they can be recognised and understood in the context of projective echoes, and, last, traced back to their historical significance. By means of these procedures, a solid therapeutic alliance may be developed with the couple. It is an alliance that becomes a fundamental reorganisation element of healing aspects, belonging to both the individual Self and the conjugal Self.

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