Changes In Self-concept Research Articles

Cardiac risk confrontation in primary care as a teachable moment towards improved health outcomes

Abstract Background Urgent life events, such as acute coronary events, can evoke a teachable moment (TM) for lifestyle change. This study aims to investigate whether less urgent events, such as being confronted with an increased risk of cardiovascular disease, can evoke a TM, what psychosocial factors are associated with it, and whether experiencing such a TM predicts improved health outcomes. Methods The study included 114 patients who were informed about their elevated cardiovascular risk during a primary care visit. Participants completed a survey assessing whether they experienced a TM and several psychosocial factors linked to experiencing it: perceived risk, affective impact, changed self-concept. Participants monitored their weight and blood pressure for six months using an at-home self-monitoring device. Univariate and multivariate regression analyses were conducted to examine the associations between the psychosocial factors and the lifestyle change intentions with changes in blood pressure and weight. Results Of the participants, 55.3% experienced increased lifestyle change intentions. Lower risk perception ((B = -0.27; CI = -0.39-(-0.15)) and higher change in self-concept (B = 0.34; CI = 0.23-0.44) were associated with higher intention to change lifestyle. Higher risk perception (B = 0.23; CI = 0.06-0.42) and higher change in self-concept (B = 0.54; CI = 0.37-0.72) predicted a lower weight reduction at six months. A higher change in self-concept predicted a higher blood pressure reduction (B = -3.32; CI = -6.55-(0.09)). Lastly, a higher lifestyle change intention predicted bigger reductions blood pressure (B = -5.04; CI = -9.08-(-0.29)). Conclusions Results suggest that less urgent cardiac events, such as a confrontation with an increased cardiac risk, can be experienced as a TM that urges lifestyle change intentions and affects health outcomes. Risk confrontations in primary care therefore offer a unique opportunity to provide lifestyle counseling at the right moment. Key messages • A confrontation with an increased cardiac risk in primary care can be experienced as a teachable moment. • Experiencing a teachable moment after a cardiac risk confrontation in primary care affects health outcomes.

Simulation requires activation of self-knowledge to change self-concept.

Simulating other people can shift one's self-concept, an effect known as simulation-induced malleability. How does imagining others shift the self? We propose that the activation of self-knowledge is the key factor by which simulation of others alters one's self-concept. We test this possibility across four studies that each manipulate self-knowledge activation indirectly during simulation and measure the impact on subsequent self-ratings. Results demonstrate that increasing activation of self-knowledge during simulation is associated with increased self-concept change. People experienced greater self-concept change when simulating similar others (Studies 1 and 2). People also generalized simulation-induced changes to aspects of the self-concept that were semantically similar to the simulated content (Study 3). Finally, people who are less likely to recruit self-knowledge (i.e., older adults) during simulation were less susceptible to self-concept change (Study 4). These studies highlight self-knowledge activation as an essential component of the effects of simulation on self-rated change. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Self-Concept in Mild Cognitive Impairment and Mild Dementia due to Alzheimer's Disease Is Affected on Tests of Self-Generated Statements.

Several studies show that Alzheimer's disease (AD) and other neurocognitive disorders have a negative impact on the self and identity formation. Most studies have included persons with mild to moderate dementia, but how AD patients in the earliest phases retrieve information about themselves has only been studied scarcely. The aim of this study was to investigate if persons with mild cognitive impairment (MCI) and mild AD would generate fewer self-related statements than healthy controls. From a memory clinic, we included 17 aMCI patients, 17 patients with mild dementia (AD; MMSE ≥ 24), and 30 healthy controls. Three Events Test and Twenty Statements Test (TST) were applied to all participants. The persons with mild dementia gave significantly fewer statements compared to the controls (p < 0.001) and the aMCI patients (p < 0.01) on TST. Fewer statements were also produced by the aMCI patients compared to the control participants (p < 0.05). Persons from both patient groups produced significantly fewer contextual details compared to the controls on the Three Events Tests. There were significant associations to lexical fluency for both the TST and Three Events Test, but only a limited amount of variance was explained, and the results cannot be explained solely by a fluency effect. The results from this study are in accordance with findings from previous studies demonstrating that mild AD leads to a decline in both autobiographical memories and a diminished sense of self. Further, this study shows that changes in self-concept may occur even in the earliest clinical stages of AD.

Relationship-induced self-concept change and the malleability of attachment security

Romantic relationships have the potential to shape individuals’ self-concepts for better or worse. Because these changes to the self have the potential to modify working models of self and other, they may also be associated with individuals’ levels of attachment security. The current research sought to examine whether relationship-induced self-concept improvement and degradation is associated with attachment security. Across three correlational studies (Studies 1a-1c; overall N = 579) and one experiment (Study 2; N = 196), we found that relationship-induced concept improvement (vs. degradation) is associated with greater state attachment security and lower state attachment avoidance (but not state anxiety). Further, state attachment security and avoidance mediated the association between overall self-concept improvement and relationship quality. Overall, relationship-induced changes to the self-concept appear to modify attachment systems, which cultivate relationship quality.

Revolutionizing cancer survivorship: Using human-centered design to build an innovative model for whole-person healing.

355 Background: The cancer care system has struggled for decades to deliver meaningful post-tx survivorship care, relying on patient uptake of clinical guidelines for surveillance, and SCPs for health promotion and managing late effects. On paper, we know how to support survivors. However, there is a lack of “comprehensive guidance on patient-centered practices that specifically address how cancer patients experience their care or how to personalize survivorship so that it meets patients’ unique needs” (Mead et al, 2020). Tofill this gap, we developed an evidence-based, community-delivered model for whole-person healing throughout acute and extended survivorship. Methods: We co-designed a new care model with 24 survivors, shaped by their lived experience &amp; unmet needs. The pilot comprised: A) 2-day in-person retreat to evaluate healing modalities (incl. yoga, journaling, group discussion, nutrition coaching, songwriting); B) a 3-hour human-centered design workshop defining “thriving,” mapping survivorship challenges/gaps &amp; crafting an ideal care map; C) 8-12 weeks of facilitated organic social engagement with their retreat cohort. We conducted the intervention 3x (6/2003-3/2024) with 7-9 participants aged 29-60. Pre-intervention &amp; 4-month post-intervention surveys measured QOL, symptoms &amp; self-efficacy. Participants also did a qualitative survey post-intervention, sharing preferences &amp; activity impact. Results: The model addresses cancer's proximal/distal psychological, emotional, physical &amp; existential impacts. It builds a connected survivor community &amp; drives long-term behavior change with group accountability. The intervention: A) reduced fears of recurrence &amp; preoccupation with functional concerns &amp; indicated positive changes in self-concept; B) improved social connectedness. 86% agreed/strongly agreed they felt seen &amp; understood; 100% strongly agreed that they can implement 1+ new wellness/healing tool in daily life; 80% increase in confidence keeping emotional distress from interfering with life; 40% reduction in perception of cancer/Tx causing negative changes in self-concept; 60% increase in confidence keeping fatigue from interfering with life. Conclusions: A new model of post-treatment survivorship care is needed that aligns with oncology and primary care delivery, builds on the modern wellness movement, and is able to be sustained in daily life. Survivorship can be delivered in the community leveraging in-person/virtual retreats, workshops, apps and social networks. This intervention shows potential to transform survivorship care delivery &amp; radically improve outcomes.

"Now We Can Speak": Wheelchair Sport Participation in Areas of Armed Conflict.

This study sought to understand the lived experiences of wheelchair basketball athletes from low- and middle-income countries of recent or current armed conflict and the meaning that they ascribed to their participation. Wheelchair basketball athletes (N = 108) from eight national teams participated in semistructured focus-group interviews. Study data were analyzed thematically using an interpretive descriptive approach. Three themes were developed: "I can do anything I want; not only basketball," self-concept changes through sport participation; "Now they see me as a respectable person,"societal belonging through sport; and "I have motivated other disabled people," influence on nonparticipating disabled persons. The findings indicated that participation in wheelchair sports may help disabled persons see themselves as capable individuals on the court and in aspects of daily living, perhaps even peer role models for other disabled persons in their communities and countries.

초등학교 고학년의 자아개념 잠재프로파일 분석

Objectives The purpose of this study is to investigate classifications and qualities of the self-concept latent profile using latent profile analysis; and to verify how the latent profile is related to predictor variables and outcome variables. Methods For this purpose, a self-concept latent profile analysis was conducted on 388 elementary school students in Chungnam province. The social support scale was selected as a predictor of self-concept latent profile, and achievement-related variables (self-determination motivation, achievement emotion, academic effort) and academic achievement scale were selected as outcome variables according to self-concept latent profile. Results The major results of this study are as follows. First, three self-concept latent profiles were extracted from elementary school students: ‘Overall Lowness-Physical Appearance Negative Type’, ‘Overall Average-Parent Relationship Positive Type’, and ‘Overall Positive Type’; Secund, the higher the social support(teacher⋅parents⋅friend support) as predictor variables of the self-concept latent profile, the higher the likelihood of belonging to the ‘Overall Positive Type’; the lower the level of these, the higher the likelihood of belonging to the ‘Overall Lowness-Physical Appearance Negative Type’; Third, for those belonging to the ‘Overall Positive Type’, where self-concept is high, higher levels of self-determination motivation, enjoyment, academic effort, and academic achievement were identified, rather than in the ‘Overall Average-Parent Relationship Positive Type’ and ‘Overall Lowness-Physical Appearance Negative Type’. Conclusions By revealing that self-concept changes into various types, it shows the need for educational intervention to promote social relationships, along with customized guidance according to the group level.

Beginning Psychologists: Entering The Profession, Professional Fears, Self-Concept

Introduction. The article is aimed at analyzing and summarizing the identified features of professional self-awareness of novice psychologists. The relevance of the study is explained by the increased interest in psychological services, which increases the demand for specialists in this field. In this regard, the graduation of young psychologists by educational institutions is also increasing and they may postpone starting work despite the education they have received. This can be explained by fears about the working process, which arise due to certain peculiar professional self-concepts.Objective. To analyze and generalize the data on the specificity of psychologists’ entry into the profession, which is expressed in the peculiarities of professional self-concept.The phenomenon of professional self-concept and its importance in the system of professional development of personality. The authors provide the main theoretical data regarding the phenomenon of self-concept of a person and its variety - professional self-concept of a person. Thus, professional self-concept is defined as a part of the general self-concept, which includes the attitudes of a person regarding his/her profession (its requirements, society’s expectations from it) and himself/herself in it (place, role, his/her professional qualities, personal qualities that are necessary for the profession), which are expressed in the cognitive, emotional and behavioral component of this phenomenon.Formation of professional self-concept and mature professional identity as a desired developmental outcome. The authors describe the main stages of development and changes in the professional self-concept of an individual, such as the stage of awakening, research, consolidation, preservation and retirement. As the main phenomenon reflecting professional self-consciousness, the authors single out professional identity, understood as an individual’s value orientation to a certain profession.Discussion. The authors’ ideas about the existence of specific features of professional self-concept in novice psychologists are confirmed by the data of other researchers. Fatalism, somewhat pessimistic views of the world and people around them, inflated standards for a specialist in psychology, and aspiration for professional development stand out among the peculiarities of young specialists’ professional self-concept. The author’s position is expressed in the position that these features can lead to the following fears of young professionals: fear of not helping or helping incorrectly, fear of violating moral norms, fear of snapping at the client, fear of remaining unrecognized, fear of revealing oneself, fear of setting a price for work, fear of change.

Disability, health-related quality of life, and self-concept change in people with multiple sclerosis: A moderated mediation

BackgroundDisability is a key factor related to self-concept change following a Multiple Sclerosis (MS) diagnosis. Psychosocial factors (e.g., social integration, marital support) are also associated with changing self-concept in people with MS (pwMS). What remains unclear however, is whether psychosocial factors account for the relationship between disability and self-concept change. The current study aimed to investigate the potential mediation effect of Health-Related Quality of Life (HRQoL) on the relationship between disability and self-concept change in pwMS, and whether relationship satisfaction is a moderator of the mediated relationship. MethodNine hundred and ninety-five pwMS (79.5 % female; Age M = 59.72 years, SD = 11.15) completed measures of disability, HRQoL, and self-concept change. Of these participants, seven hundred and twenty-six pwMS who indicated they were currently in a relationship also completed a measure of relationship satisfaction. ResultsA moderated mediation (conditional process) analysis indicated that the relationship between disability and self-concept change was partially mediated by HRQoL. A further parallel mediation found that across the eight subdomains of HRQoL, only participants’ reported levels of ‘relationships’ and ‘coping’ significantly mediated the relationship between disability and self-concept change. However, for those participants in a relationship, relationship satisfaction did not moderate any mediation effects. ConclusionThe findings highlight the role that perceptions of HRQoL in some domains may have in explaining the relationship between disability and self-concept change. Further research is needed to explicate the causal direction of these relationships through longitudinal studies.

Changing for the worse: The effects of attachment anxiety on perceived self-adulteration

In romantic relationships, people’s self-concepts (i.e., a person’s conceptualization of themselves) change. They expand to incorporate partners’ characteristics and contract to eliminate no longer relevant self-characteristics. This process is a sign that a couple is growing closer and is associated with positive outcomes. However, not all incorporated characteristics are positive. Some individuals are more likely to have selves that expand to incorporate negative characteristics, and as such they engage in the process of self-adulteration. As a result, they may fail to reap the positive outcomes of self-concept change. In one study and a direct replication (total N = 821), we predicted and found that people high in attachment anxiety are more likely to perceive greater self-adulteration in their relationship. In a third longitudinal study ( N = 122), we found people high in attachment anxiety at Time 1 perceived greater self-adulteration at Time 2.

Exploring the effect of online learners’ academic self-concepts on student engagement

The present study intends to evaluate the degree to which online university students’ academic self-perceptions predict variations in student engagement. The relational screening method was employed in this research. Data were collected from a total of 653 university students, 113 male and 539 female. The Student Engagement Scale (SES) and the Matovu Academic Self-concept Scale (ASCS) were utilised. Stepwise regression data analyses were conducted. Based on the results that the study yielded, it was observed that ASC had a high level of impact on student engagement, the levels of which varied across different factors of engagement. Academic effort and academic confidence variables accounted for 44% of the variance in behavioural engagement and showed a high positive relationship, while accounting for 33% of cognitive engagement with a moderate level of positive relationship. However, only academic effort was found to have a relationship with affective engagement, which was at a moderate level, accounting for 17% of the variance. Academic effort is relation with all student engagement factors. However, while academic confidence is only relation with behavioural and cognitive engagement, it is not relation with affective engagement. As a result, positively influencing student engagement in online learning environments will lead to positive changes in students' academic self-concept.

다변량 잠재성장모델을 활용하여 부모 지원이 자녀의 자아개념을 매개로 진로성숙도에 미치는 영향 분석

This study sought to examine longitudinally how parental support affects career maturity through children's self-concept. For this purpose, data from the 3rd to 7th years of the KELS 2013 of the Korean Educational Development Institute were used. Descriptive statistics and a multivariate latent growth model were analyzed using five years of longitudinal data from 5,200 students nationwide from the first year of middle school to the second year of high school. As a result, first, parental support, children's self-concept, and career maturity showed a decreasing trend over time. Second, parental support at an early point in time had a positive effect on the children's self-concept and career maturity, and the children's initial self-concept had a positive effect on the initial career maturity. Additionally, changes in parental support had a significant positive effect on changes in children's self-concept. Meanwhile, changes in parental support appeared to be slowing down as they have a negative impact on changes in children's career maturity. Through this, it was confirmed that parental support is an important variable that determines a children's self-concept by influencing the children's self-concept from the beginning to the pattern of change. In addition, the higher the initial parental support, the higher the children's initial career maturity. However, changes in parental support showed a negative relationship with changes in career maturity, so the increase slowed. Based on this, it was suggested that follow-up research was needed to establish institutional alternatives to narrow the gap in students' self-concept and career maturity caused by differences in parental support in the educational field and, lastly, to identify the characteristics of each variable.

잠재성장모형(LGM)을 이용한 중학생의 자아개념이 창의성과 학습동기에 미치는 영향 종단분석

Objectives This study sought to find ways to improve policies through a longitudinal analysis of the impact of middle school students' self-concept on creativity and learning motivation using the latent growth model (LGM). Methods For this purpose, data on middle school students from the 2nd to 4th years (2019-2021, Panel 2) of the Jeonnam Education Longitudinal Study (JELS) were used for analysis, and self-concept was selected as an independent variable and creativity and learning motivation were selected as dependent variables in the potential growth model. This panel data (JELS) is a 10-year follow-up survey targeting 2,199 students (Panel 1) in 4th grade elementary school from 2018 and 2,549 students in 1st middle school (Panel 2) from 2019. Among the data (Panel 2) for a total of 75 schools, including 58 general middle school schools and 13 innovative schools, starting in 2019, 1,625 students, excluding missing values, were analyzed as final data. Results The main research results are as follows. First, the average self-concept, creativity, and learning motivation of middle school students was around 3 points for self-concept and creativity, and around 2 points for learning motivation, with learning motivation being the lowest. Second, there was a positive correlation between each variable. Third, middle school students' self-concept, creativity, and learning motivation showed a gradual decrease in change over time, and there were individual differences in the initial values of each variable. Fourth, self-concept and creativity showed group differences in initial values depending on gender, but the differences disappeared over time. It is predicted that there will be individual and group differences in learning motivation both at the initial value and over time. Fifth, the initial value and rate of change of self-concept only had a direct effect on the initial value and rate of change of creativity, and the initial value and rate of change of creativity only had a direct effect on the rate of change of learning motivation. Sixth, the initial value and rate of change of creativity had a positive mediating effect on the initial value and rate of change of self-concept and the initial value and rate of change of learning motivation. Learning motivation, which is essential for academic achievement, is highly correlated with and greatly influenced by self-concept and creativity, and the pattern of change shows a trajectory of gradual decline over time. Conclusions Therefore, it is believed that creativity and learning motivation will improve if self-concept is established and improved.

The effects of conflict resolution styles on perceived relational self-concept change

ABSTRACT No romantic relationship, no matter how fulfilling and satisfying it may be, is without conflict. We sought to understand how the conflict resolution styles a person uses in their relationship are associated with their perception of their self. Specifically, we examined negative conflict resolution styles and their influence on perceived relational self-concept degradation. In two studies (Ns = 272 and 184), we predicted and found that the more frequently people use negative conflict resolution styles in their relationship, the more strongly they perceive that their relationship has contributed to self-concept degradation. In Study 3 (N = 122), we conducted a longitudinal study and found greater destructive conflict styles at Time 1 predicted greater perceived relational self-concept degradation at Time 2.

Investigating trees as an interdisciplinary phenomenon in climate regulation: an intervention study on iSTEM education and scientific literacy in secondary schools

ABSTRACT Climate change and CO2-emissions are key-issues of the 21st century. As a complex interdisciplinary phenomenon, educational systems appear to be forced to expand their curricula beyond disciplines or school subjects. Thus, cross-disciplinary concepts in science, such as iSTEM (integrated science, technology, engineering, and mathematics) address this demand. Also, the Organisation for Economic Co-operation and Development (OECD) stresses the need for interdisciplinarity in compulsory education. The present intervention study ‘CO2BS - Coole Bäume und Sensoren [Cool(ing) Trees and Sensors]’ focuses on the tree as a key-factor in the understanding of gas-exchange for which a proper scientific understanding demands thinking across disciplines. In accordance with a OECD competence framework, Scientific Literacy, the intervention aimed to foster secondary school students’ interdisciplinary conceptual knowledge (ICK) of how a tree’s exchange of O2 and CO2 can be investigated scientifically. Students’ changes in self-concept in science as well as their interest in climate and science along with epistemic emotions associated with scientific procedures were also investigated. The results showed positive changes in students’ self-concept and epistemic emotions. Though ICK increased significantly too, the results indicate that future interventions will need to focus more on how to establish interdisciplinarity within secondary education more effectively.

Exploring Asymmetries in Self-Concept Change After Discrepant Feedback.

Receiving self-relevant feedback that is discrepant from one's self-concept can lead to self-concept change. However, it is currently unclear whether positive or negative feedback has a larger effect on self-concept change. Across four studies (total N = 1,438), we demonstrate that intentions for self-concept change (Study 1) as well as actual self-concept change (Studies 2, 3, and 4) are larger (a) for larger discrepancies between self-concept and feedback and (b) for negative compared to positive discrepancies. Exploring these effects further in Study 4, we find no evidence that the opportunity for improvement influences whether self-concept change is positively or negatively biased. In sum, the present research provides consistent evidence for a negativity bias in self-concept change, investigates a theoretical explanation, and discusses alternative explanatory approaches.

체육수업에 참여하는 고등학생의 신체적 자기개념 인식간 상호관계 분석

This study aims to identify the main predictors of the impacts of the application of the Physical Activity Promotion System program on the physical self-concepts of high school students in a school physical education classroom setting. The study population included 175 students from J. High School located in C. Independent samples t-test and one-way analysis of variance (ANOVA) were used to analyze the impacts of gender and physical fitness level on physical self-concept scores of high school students, and the correspondence analysis method was used to identify the relationships among the sub-factors of the students’ perceptions of the choices and decisions of their physical self-concepts.&#x0D; The results of the study are as follows.&#x0D; First, there were no significant differences in physical self-concept scores between gender and fitness level. Second, although the perceptions of physical self-concept change according to gender and physical fitness level were generally positive, there were some areas (cardio-respiratory endurance, flexibility, strength and muscular endurance, physical activity, overall body, appearance, and body fat) that would require customized guidance activities to improve physical fitness.

Exploring the Role of Nonviolent Intrapersonal Communication in Enhancing our Self-Concept for Evolution of Responsible Citizenship

In contemporary times, a large number of individuals- due to multitude of concerns and challenges- oen find themselves engaging in toxic or violent intrapersonal communication. ey have to face difficult situations, varieties of inner conflicts and suffer from stress. Besides, violent intrapersonal communication leads to a negative self-concept and lowering of self-esteem. It is within this background that introducing nonviolent intrapersonal communication- to be nurtured and practiced in our daily lives- becomes crucial. By practicing nonviolent intrapersonal communication, a toxic inner communication ecosystem is transformed into a healthy one. When elements of nonviolent intrapersonal communication- like self-compassion, loving kindness towards self, avoidance of being judgmental towards self- are assimilated, the negative self-concept changes into a positive one. is paper will precisely look at this dimension using open-ended self-reports of respondents who have been oriented towards practicing nonviolent intrapersonal communication. Further, the paper will gauge on how the positive self-concept, which evolves by the use of nonviolent intrapersonal communication, gives a direction toward altruistic action, an essential element of responsible citizenship. e overarching goal of the paper is to attempt to develop an intrinsic link between nonviolent intrapersonal communication and its role in the development of a positive self-concept which gives way to altruistic action.

Social media and postsecondary student adoption of mental health labels: protocol for a scoping review

IntroductionMany postsecondary students use social media at an age when mental health issues often arise for the first time. On social media, students describe their mental states or social interactions...

The experience of pregnancy and motherhood in the career of Brazilian’s sportswomen: a qualitative study

Motherhood is a period there is a deconstruction of one identity and reconstruction of another, including changes in self-concept, commitment, and learning. For athletes who become mothers, these changes also occur and impact in their career. We aim to describe the experience of being pregnant for a group of Brazilian athletes, understanding the impact of maternity on the career and the postpartum for these women. A qualitative descriptive and exploratory study was conducted followed the guideline Standards for Reporting Qualitative Research (SRQR). We are using the semi-structured interviews with nine Brazilian athletes all of whom were professional athletes at the time they became pregnant. Maximum Variation Sampling and the snowball technique were used. The analysis was done using Iramuteq software, which performed Descending Hierarchical Classification (DHC) and Similarity Analysis. The nine athletes had a mean age of 38.3 years (SD: 5.5 years), from different levels and sports, and all had at least one child. We identified 488 text segments, which resulted in two branches, divided into five classes: History in sport (class 2); Pregnancy planning and immediate postpartum (class 5); reconciling the routines of athlete and mother (class 3); Social support narrative (class 4); Childcare (class 1). The findings indicate that athletes can have emotional ga ins in reconcile motherhood with their sports careers to the extent that they have social support, relative planning to become pregnant, and reconcile their athletic routine with baby care. Keywords: Athletes; Pregnancy; Maternity, Sportswoman; Qualitative research; Career transition; Iramuteq.