Self-concept In Adults Research Articles

Who Am I? Self-concept in Adults with Cystic Fibrosis: Association with Anxiety and Depression.

Cystic Fibrosis (CF) is a progressive condition resulting in reduced lung function and strongly associated with elevated anxiety and depression symptoms. Self-concept refers to an individual's overarching sense of identity, a positive level of which is widely associated with reduced anxiety and depression. There is a significant lack of self-concept research within CF. This study explores the association between self-concept and anxiety and depression in adults with CF. 64 adults living with CF in Western Australia completed validated online questionnaires (Generalised Anxiety Disorder-7, Patient Health Questionnaire-9, Tennessee Self-Concept Questionnaire 2: Short-Form) and consented to the collection of medical data. Descriptive, t-test, correlation and multiple regression analysis were undertaken. Higher levels of self-concept were associated with lower levels of anxiety and depression symptoms. Lower self-concept levels were a significant predictor of increased anxiety and depression symptoms after accounting for physical health status. Mean self-concept scores for those who required mental health intervention were significantly lower compared to those that did not. This study identifies a significant relationship between self-concept and anxiety and depression in adults with CF. Further research is required to establish causation and test the feasibility of self-concept interventions in reducing anxiety and depression symptoms.

The Influence of Perceived Security in Childhood on Adult Self-Concept: The Mediating Role of Resilience and Self-Esteem.

Secure attachment, developed through consistent relationships with attachment figures in childhood, is a crucial factor in fostering healthy interpersonal relationships and a positive self-perception. Part of the positive parenting approach and the theory of affect is taken as a basis to assess how perceived security, as an indicator of secure attachment, predicts adult self-concept through the mediating effects of resilience and positive self-esteem. A quantitative, cross-sectional, and nonprobabilistic study was conducted with 383 participants. We unveiled significant positive associations between perceived security, self-concept, resilience, and positive self-esteem. Path analysis demonstrated that resilience and positive self-esteem sequentially mediate the relationship between perceived security during childhood and adult self-concept. Findings suggest that the ability to cope with adversity and personal acceptance underlie the impact of perceived security on self-concept. It is recommended to promote family intervention programs framed within positive parenting that focus on fostering secure attachment given its influence on adult life. It is also deemed essential to incorporate the promotion of resilience and self-esteem into programs aimed at youths, and adult role models can enhance their self-perception and resilience in the face of potential effects stemming from insecure parenting practices.

Coaching technologies in the development of the self-concept of adults experiencing loneliness

У статті висвітлено особливості використання коучингових технологій у розвитку Я-концепції дорослих, які переживають самотність. Позитивний і негативний аспекти самотності, причини її появи, теоретично обґрунтований вплив самотності на систему саморегуляції дорослої людини (Я-концепцію), зокрема на інтенсивність і насиченість переживань, самовідчуття, самоцінність, самооцінку, самоповагу, здатність до розвитку особистості, вибір життєвого шляху, активність особистості, поведінка, здатність навчитися вчитися тощо. Встановлено, що Я-концепція людини дорослий як сукупність установок і прагнень, спрямованих на власну особистість, забезпечує (або перешкоджає) досягненню внутрішньої цілісності та злагодженості, визначає ставлення до себе. Наголошується, що сучасні кризові умови сприяють посиленню невизначеності та розвитку почуття самотності навіть без ситуації ізоляції. Представлено основні принципи коучингових технологій та засоби їх реалізації в розвитку Я-концепції дорослих, які переживають самотність. Визначено перспективи дослідження, які полягають у розширенні та поглибленні комплексного вивчення Я-концепції дорослих, які переживають самотність, та врахуванні його результатів при розробці та затвердженні програми її підтримки та відновлення. Ключові слова: Я-концепція, самотність, переживання самотності, відчуття самотності, доросла особистість, стрес, копінг-стратегії, коучингові технології.

Anxiety, confidence and self-concept in adults with and without developmental coordination disorder

BackgroundPrevious research suggests that adults with Developmental Coordination Disorder (DCD) report lower general wellbeing and higher general anxiety levels than typically developing (TD) adults. AimsTo examine and explore relationships between anxiety and confidence (self-efficacy and resilience) generally and in a movement-specific context, along with self-concept among adults with DCD and TD adults. Methods74 adults with diagnosed DCD, 26 adults with suspected DCD and 79 TD adults (18−60 years) completed an online questionnaire composed of a mixture of existent psychometric measures and novel scales. ResultsGeneral and movement-specific anxiety, self-efficacy and general resilience were all poorer in adults with diagnosed and suspected DCD compared to TD adults. Higher resilience was related to higher self-efficacy and lower anxiety in adults with DCD. Individuals with suspected DCD for whom motor skills difficulties were an important aspect of their self-concept had lower movement-specific self-efficacy. ConclusionsInterventions to improve the psychosocial wellbeing of adults with DCD should include a focus on lowering anxiety and building self-efficacy and resilience, with particular attention to movement-related domains. ImplicationsThis would facilitate the effective development of strategies to manage motor skills difficulties and their impact on everyday life for adults with DCD.

Implementation of Adult Learning by Computer Course Instructor in the Training Course Agency (LKP) Equivalency Education Program

This research is motivated by the reality in the field which shows that adult learning that must prioritize the characteristics of the assumption of adult learning is a program carried out by computer course instructors at the Kurnia Computer Training Course Institute (LKP). In the course of the course, learning is usually directed at adults at the Kurnia Computer Training Course Institute (LKP) which is categorized as quite applied. This can be seen from the learning provided by the instructor to adults well and the supporting facilities and infrastructure. The purpose of this study was to find out (1) a description of the application of the assumptions of adult learning experiences in the implementation of computer courses by instructors (2) an overview of the application of the assumptions of adult self-concept in the implementation of computer courses (3) an overview of the application of the assumption of adult learning readiness in the implementation of computer courses by instructor. This type of research is descriptive research which was carried out at the Kurnia Computer Pesisir Selatan Training Course Institute (LKP). The approach used in this research is quantitative. The population of the study was the participants of the computer course of the Kurnia training course institution (LKP) which amounted to 15 people. The sample amounted to 15 people using saturated sampling technique for sampling, meaning that the sample was taken as a whole, namely 100%. Techniques in data collection using written statements (questionnaires) and data collection tools in the form of a list of statements. The data analysis technique uses the percentage formula. The results of this study indicate that: (1) The description of the application of adult learning assumptions by computer course instructors at the Pesisir Selatan computer course and training institute (LKP) seen from the sub-variables of experience is categorized as quite applied. (2) The description of the application of adult learning assumptions by computer course instructors at the Kurnia Pesisir Selatan computer course and training institution (LKP) seen from the sub-variables of self-concept is categorized as quite applied. (3) The description of the application of adult learning assumptions by computer course instructors at the Kurnia Pesisir Selatan computer course and training institution (LKP) seen from the sub-variables of learning readiness is categorized as quite applied. It is suggested to other researchers to develop this research with different variables so that it can deepen the study of the assumptions of adult learning.

Adult Self-Concept

Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.

Self-Concept in Kindergarten and First Grade Children: A Longitudinal Study on Structure, Development, and Relation to Achievement

The self-concept refers to a multidimensional construct that organizes a person’s self-perceptions into a hierarchical structure comprising global and specific facets. Children’s self-concept, however, is believed to be less differentiated and less realistic, as children tend to systematically overestimate their abilities. Since little research has been conducted with children before the beginning of formal schooling, the present longitudinal study aimed to explore the structure of kindergarten children’s self-concept, its development during the transition to school, as well as the links between self-concept and achievement in first grade. Counteracting the positively biased self-ratings in children, self-concept was assessed by an innovative measurement instrument that allows for fine-tuned self-evaluations. Structural Equation Modeling showed that kindergarten children’s self-concept is already organized in a multidimensional structure, and thus, differentiates much earlier than previously believed. Like the self-concept of adults, kindergarten children’s self-concept is composed of domain-specific facets, comprising literacy, mathematical, peer-related and teacher-related self-concept aspects. Moreover, gender stereotype conforming differences—like boys having a higher mathematical and girls having a higher social self-concept—already seem to develop at such a young age. Upon first grade entry, children’s academic self-concept increases and becomes positively related to achievement, indicating at least some realism in children’s self-perceptions. Taken together, the findings provide new insights into the structure, development, and validity of young children’s self-concept, contributing substantially to the generalizability of a multidimensionally organized self-concept.

Childhood Experiences of Incarcerated Male Child Sexual Abusers

While numerous efforts have been made to understand the impact of child sexual abuse, little has been done to examine the childhood experiences of those who abuse children. Child sexual abusers have been studied from quantitative perspectives using behavioral checklists, parental-bonding surveys, and sexual history questionnaires. The purpose of this study was to explore incarcerated child sexual abusers’ recollections of their childhood experiences using the descriptive existential lens of phenomenology. Eight incarcerated male child sexual abusers described their childhood from existential perspectives of lived space, lived other, lived body, and lived time via face-to-face semi-structured interviews. Analysis was accomplished through the qualitative, descriptive method of Max van Manen. Rich descriptions of the participants’ insights into their daily childhood life experiences that shaped their self-concepts and contributed to their adult behaviors were gathered. Four major themes were identified: (1) failure to root, (2) what you see is what you learn, (3) stupid is as stupid does, and (4) life's moments. Data from this study suggest that the experiences of childhood significantly contribute to an adult self-concept that can be distorted by the lack of a secure home space, maladaptive relationships, internalization of inappropriate behavior, and a lack of significant family development. This study explores the psychosocial and behavioral consequences of early childhood experiences. The findings support the need for family and psychological mental health nurse practitioners to be more aware of early home environments; improve their assessment of children's developing self-concept and the potential for abusive relationships.

Self-concept of adults with cerebral palsy

Purpose. To describe the self-concept of adults with cerebral palsy (CP).Method. Cross-sectional design included the Tennessee Self-Concept Scale, version 2 (TSCS:2), Functional Independence Measure (FIM™), Beck Depression Index II (BDI®-II), Craig Hospital Inventory of Environmental Factors (CHIEF), Diener's Satisfaction with Life Scale (SWLS), Gross Motor Functional Classification System (GMFCS) levels and demographic questions.Results. One hundred and two people with CP (52 females, mean age = 26) participated. Thirty-eight participants had unreliable answers as indicated by validity scales and were excluded from the analysis. Ten participants had high self-concept; 41 had average self-concept and 13 had low total self-concept. Self-concept had a fair and inverse association with the BDI-II (Pearson's r = −0.3, p < 0.01) and a moderate and direct association with the SWLS (Pearson's r = 0.4, p < 0.001). Self-concept was not associated with GMFCS level or FIM score. Family and Personal sub-domain scores were lowest sub-domain scores for people with low self-concept (p < 0.01).Conclusion. The majority of the participants in this sample had a healthy self-concept; and self-concept was not associated with severity of CP, but with lack of depression and life satisfaction. Results suggest the need for family centred care into adulthood.

Sex, Childhood Pets and Young Adults' Self-Concept Scores

The Tennessee Self-concept Scale and Companion Animal Bonding Scale were administered to 394 university students to determine the influence of pets on adults' self-concept scores. No significant main effects of sex, type of companion animal, or human-animal bond were found. Significant interactions, but no main effects were found for those who listed only dogs or cats as their most important childhood pet. The interaction of childhood pet by sex indicated that boys with dogs and girls with cats had higher scores and girls with dogs and boys with cats had lower self-concept scores. These results support the hypothesis that children's relationships with companion animals are linked to their adult self-concept scores in a complex interactive manner rather than as direct simple effects.

The social adjustment and self-concept of adults with learning disabilities.

This study examined the social adjustment and self-concept of 81 adults (18 to 26 years of age), 40 of whom received special education services under the "learning disabilities" designation and 41 of whom had regular education programming. Subjects were mailed a set of questionnaires about their current functioning, including the Social Adjustment Scale-Self Report and the Tennessee Self-Concept Scale. Archival data on IQ and achievement test scores were also obtained. Results indicated no significant differences between groups on the social adjustment measure or any of its subscales, or on the measure of self-concept. A small subset of subjects in the learning disabilities group had clinically low self-concept scores. Achievement and IQ measures, collectively, were good predictors of global social adjustment (R2 = 96%). Overall, the findings suggest that this cohort of subjects with learning disabilities educated under the auspices of P.L. 94-142 fare about as well as their nondisabled peers in terms of social adjustment and self-concept. It appears that any negative effects of a disability classification abate once individuals leave the public school environment, and that previous forecasts of the socioemotional status of adults with learning disabilities may be unnecessarily pessimistic.

Development and Validation of the Six-Factor Self-Concept Scale for Adults

The Six-Factor Self-Concept Scale is a multidimensional measure of adult self-concept that was designed to have broad applicability across life settings, roles, and activities. Developed through a series of exploratory factor analytic studies, the measure consists of six subscales: Likability, Morality, Task Accomplishment, Giftedness, Power, and Vulnerability. Confirmatory factor analysis revealed that the 36-item, six-factor structure provided a reasonably good fit for data derived from a sample of 365 noncollege adults. Factor structures of correlation matrixes for men and women and for undergraduates and noncollege adults were highly similar. The subscales were tested for distinctiveness, internal consistency, test-retest reliability, convergent validity, and divergent validity. Evidence for all five qualities is reported. The subscales differentially predicted childhood memories, recent behaviors and events, and ratings by knowledgeable observers.

Anger, depression and self-concept in adults with mental retardation.

Self-report measures of anger, depression and self-concept that were designed for non-retarded children were adapted for adults with mental retardation. The measures were administered to 130 adults with mental retardation who lived in the community. Informants rated the subjects on shortened forms of the three emotional indices. Informant self-concept ratings were negatively correlated with ratings of anger and depression. On the self-report measures, subjects who reported low self-concept also reported high levels of depression. Mildly mentally retarded subjects were more likely to report anger than severe/moderately retarded subjects. Informant and self-report measures were significantly correlated for self-concept and depression, but not for anger. The results provide preliminary normative data on indices of emotional adjustment for community-based adults with mental retardation.

Long-Term Implications of Parental Divorce for Adult Self-Concept

Adult respondents who experienced parental divorce or death as children were compared with respondents who grew up in continuously intact families on two measures of self-concept: self-esteem and sense of power. No differences in self-esteem were observed across the three groups. Respondents who experienced parental divorce scored significantly lower on sense of power than did respondents from intact families. However, this difference was no longer significant when controls were introduced for respondents' education. Further analysis indicated that low educational attainment largely mediated the relationship between parental divorce during childhood and low sense of power as an adult.

Father-absent women: Self-concept and modes of relating to men

Four groups of college-age women were used to determine the relationship between absence of father in childhood and adult self-concept and interpersonal relationships with men. Groups consisted of 15 father-present subjects who came from intact homes; 15 father-absent (FA) subjects with no older brothers who experienced the death of their father early in life; 15 FA subjects with no older brothers who experienced father loss due to divorce; and 12 FA subjects with one or more older brothers whose parents were divorced. The Tennessee Self-Concept Scale and a self-report questionnaire of modes of relating to men were the dependent variable measures. Results revealed no significant differences among groups in most areas of self-concept or interpersonal relationships with both older and age-peer men. Only in social self-concept and “nurturance behavior” with age-peer men were significant differences observed. Thus, only partial support of the hypotheses of differences was obtained. Reasons for the departure between earlier and present results are proposed.

Dimensions of adult self-concept.

A 70-item adjective checklist was administered to four groups of adults as part of a longitudinal study of psychosocial change during four normative transitions. Data gathered at two times with a five-year interval were cluster analyzed separately. Six clusters were extracted from the first set of data, 7 from the second, with minor changes in dimensionality: all 6 original clusters had counterparts in the second analysis, but some dimensional change was seen in all but one cluster. The argument is made that although such dimensional change is often treated as error or completely ignored in longitudinal research, this inattention can lead to serious problems in the interpretation of results.

Personality Change and the College

The college years, typically occupying ages 18 through 21, come at the end of adolescence, a time reputedly characterized by rebellion, violent emotion, crises of identity and personality change. Having successfully made the break with childhood the college student has still to develop an adult self-concept, find a suitable occupational role, and consolidate his hard-won independence. Many people feel that the college provides an ideal environment for accomplishing these developmental tasks; at one and the same time it offers independence from parental control and protective shelter, a strong peer culture and the example of a mature faculty, stimulation for the intellect and an outlet for the emotions. It is clear from the goals stated in their catalogs that many liberal arts colleges take their responsibility for providing a healthy environment for personal development every bit as seriously as their responsibility for encouraging intellectual growth. Several studies have provided information about personality change in college students. Sanford (1956) and his co-workers at Vassar found that students attending that college became less conservative, more tolerant of individual differences, and freer in their expression of impulses. Plant (1958) found that seniors were less ethnocentric than they had been as freshmen. Webster, Freedman and Heist (1962) reviewed earlier studies and reported some original data supporting previous findings that students tend to become less religious and more liberal during the college years.