Self-acceptance Research Articles

Attitudes towards acceptance of self and others and adjustment to teaching.

Summary. The hypothesis that there is a significant relationship between attitudes towards self and others and adjustment to teaching was supported by the following evidence: scales to measure the attitudes were shown to correlate consistently at the ·01 level with three different estimates of job satisfaction in three different population samples—factor analysis confirmed the relationships; the scales differentiated at the ·01 level between groups of students who had never considered withdrawal (i.e., who were well adjusted), those who had seriously considered withdrawal (less well adjusted) and those who withdrew voluntarily (unable to adjust).

T-group gains in acceptance of self and others.

(1973). T-Group Gains in Acceptance of Self and Others. International Journal of Group Psychotherapy: Vol. 23, No. 2, pp. 166-176.

Self-Acceptance in Alcoholics Who Accept and Reject Help

Self-Acceptance in Alcoholics Who Accept and Reject Help

Parent-child relations: a child's acceptance by others, of others, and of self.

A phenomenal approach was employed to assess children's attitudes of acceptance by other family members, acceptance of other family members, and acceptance of self. The sample consisted of 81 Caucasian males, 6 1/2 through 12 years of age; 35 were classified as normal, 35 as learning disordered, and 11 as emotionally disturbed. Children's attitudes of acceptance by and of other family members were measured by the Family Relations Test. Children's acceptance of self was measured by the Sense of Personal Worth Scale, California Test of Personality. Findings revealed significant differences in the emotionally disturbed and learning-disordered samples in certain attitude areas. Significant correlations were discovered in certain relationships examined within samples.

Acceptance of Stuttering or Acceptance of Self—A Clinical Question

Acceptance of Stuttering or Acceptance of Self—A Clinical Question

Personal Change As A Concommitant of Counselor Education

Three groups of students at various levels of counselor preparation were selected to determine if significant changes in personal characteristics took place as a result of a semester of counselor education. The California Psychological Inventory, Rokeach's Dogmatism Scale (Form D), Berger's Acceptance of Self and Others Scale, and Porter's Test of Counselor Attitudes were employed as instruments to ascertain change. Results indicated a significant difference between advanced groups and beginning groups and between pre‐ and posttest measures in a direction perceived as desirable by authorities in the field.

Experimental manipulation of individual performance within groups of rats engaged in a "social problem".

The notion of self and self concept, after a demise for part of this century in the behaviourist graveyard, has resumed a prominent place in psychology. This is apparent from the frequency of research reports using some notion of self appearing in psychological and education journals, from reviews of research literature such as Wylie (1961), the advancement of theoretical notions (such as Diggory, 1966) and the use by people outside of academia of self-referent notions. The self is the core of existential thinking, is referred to frequently in discussions concerning the criteria of education and positive mental health, and has even been mentioned in a decision of the United States Supreme Court on school desegration. Pre-1961 references have been adequately listed by Ruth Wylie in her book The Self Concept. As part of a larger research project a literature and Psychological Abstracts search yielded 500 post- and crucial pre-1961 titles which were listed under the following headings: theoretical contribution to self theory, self and achievement, the social desirability variable in measures of self, acceptance of self, and discrepancy studies, longitudinal studies of self, perception and self, interpersonal relations, persuasibility and self, self and vocational choice, one's self and one's name, body image and self, self and the handicapped, anxiety and self. An introduction of approximately one thousand words dealing with current theoretical problems in self theory precedes the listings. The focus is on post-1961 material.

Looking At Why Giftedness Is Rejected: Self-Identification, Self-Acceptance, and Self-Realization

Looking At Why Giftedness Is Rejected: Self-Identification, Self-Acceptance, and Self-Realization

The Life of Shinran Shonin: The Journey to Self-Acceptance

The Life of Shinran Shonin: The Journey to Self-Acceptance

Self-awareness, self-acceptance, and hypnotizability.

Self-awareness, self-acceptance, and hypnotizability.

Verbal conditioning, acceptance of self and acceptance of others.

The experiment concerned the hypotheses that the frequency of self-accepting responses to questionnaire items can be increased by standard verbal conditioning techniques and that this increase generalizes to similar but novel questionnaire items as well as to items indicative of more positive attitudes toward others. Two comparable forms (Forms A and B) of a scale of self-acceptance and acceptance-of-others were used. Form A of the scale, consisting of 18 self-acceptance items and 14 acceptance-of-others items, was administered to 400 R.C.A.F. personnel. The 60 lowest scorers on the self-acceptance items were selected and randomly divided into experimental and control groups. Each member of the experimental group was conditioned to a pre-determined criterion on the 18 self-acceptance items of Form A of the scale. Members of the control group received the same treatment except that reinforcement of responses was withheld. Immediately after the conditioning procedure, each S completed 50 questionnaire items drawn from Forms A and B of the scale. The results are interpreted as demonstrating that attitudes which are theoretically relevant to social interaction can be modified by means of verbal conditioning techniques.

A Study of Ability Grouping and the Self-Concept

AbstractThis study Investigated the relationships between acceptance of self, academic self-concept and two procedures used to group seventh-grade students for Instruction. The two facets of the self-concept were indexed for 323 heterogeneously grouped students and 244 homogeneously grouped students. Chi-square tests were applied to study the data by total groups, sex and achievement levels. Regardless of grouping procedures used, high achievers reported significantly more positive academic self-concepts (.01), while these concepts for low achievers were significantly less positive (.01). No other significant differences were found. It was concluded that grouping procedures do not significantly effect either facet of the self-concept, but success In school significantly influences the academic self-concept regardless of the grouping procedure used.

Increased self-acceptance: a means of reducing prejudice.

Increased self-acceptance: a means of reducing prejudice.

SELF-ACCEPTANCE, DISCREPANCY BETWEEN PARENTS' PERCEPTIONS OF THEIR CHILDREN, AND GOAL-SEEKING EFFECTIVENESS.

SELF-ACCEPTANCE, DISCREPANCY BETWEEN PARENTS' PERCEPTIONS OF THEIR CHILDREN, AND GOAL-SEEKING EFFECTIVENESS.

Expressed self-acceptance and interspousal needs: A basis for mate selection.

Expressed self-acceptance and interspousal needs: A basis for mate selection.

ANXIETY, SELF-ACCEPTANCE, AND OPEN-MINDEDNESS.

ANXIETY, SELF-ACCEPTANCE, AND OPEN-MINDEDNESS.

Acceptance by others and its relationship to acceptance of self and others: A repeat of Fey's study.

Acceptance by others and its relationship to acceptance of self and others: A repeat of Fey's study.

Defensiveness and self-acceptance in the management of hostility.

Defensiveness and self-acceptance in the management of hostility.

An Attempt to Test the Theory of Psychological Development

The hypothesis or ideas for the present research grew from the personality theories of Carl Rogers (1954: 1959) and A. H. Maslow (1954) and from the study of the personalities of outstandingly creative individuals rather than from experimental data. The research was an attempt to test the integrative value of a simple, abstract construct, that of psychological development, in several situations and tests. The concept of psychological development is clearly analogous to the concept of physical development. Both involve the development of capacities previously present in the organism and the establishment of new capacities. Both involve a changing state rather than a static state. The central idea of the personality theories of both Rogers and Maslow is the idea of growth (self-actualization, development, becoming, or psychological health). Maslow suggests that self-actualizers (outstandingly creative individuals such as Beethoven and Goethe) have the ability to grow, are superior to others in their perception of the environment, have greater autonomy, greater freshness in their appreciation of experience, greater spontaneity, greater acceptance of self and others, and are able to live fully in each experience. In several recent papers Rogers ( 1954, 1959) has defined certain directional tendencies in the individual who has successfully undergone therapy. For Rogers these directional tendencies are clearly asymptotic or ideal. Implicit in Rogers' definition is the concept of the fully functioning person, . . . a concept of the ultimate in the actualization of the human organism. According to Rogers, the fully functioning person will be more open to experience (he will have better perception of the environment), will experience himself as the locus of evaluation (he will rely upon his own judgments rather than those of others), and will move toward being a process rather than being some fixed goal. Maslow's definition of self-actualization and Rogers' definition of the fully functioning person have much in common. Both definitions emphasize superior perception of the environment, greater reliance by the individual upon his own judgments rather than those of others, and both definitions suggest selfactualization or psychological growth as the central human drive. For the conceptual framework of the present research we need not make the assumption that the central human drive is toward self-actualization. We assume that some -- writer wishes to express gratitude to Drs. Carl Rogers, Jerome Schein, William James,

Expressed acceptance of self and others by psychotherapists.

Expressed acceptance of self and others by psychotherapists.