Dimensions Of Self-concept Research Articles

Transition to middle school: Self-concept changes

Self-concept influences identity and the way that people behave, and it fluctuates over time. The main purpose of this study was to analyze fluctuations in the dimensions of self-concept as a function of gender, educational level, grade, age, physical activity, and weight. In total, 712 Spanish adolescents who were in the 5th and 8th grades (354 boys and 358 girls) and 10 to 14 years old (M = 11.9; SD = 1.3) participated in this study. The Self-Concept Questionnaire, Form 5 was used to analyze several dimensions of self-concept (academic, social, emotional, family, and physical), using the average scores in each dimension. The data showed strong differences in the dimensions of self-concept during the school transition. Middle-school students, compared to elementary-school students, showed significantly lower levels in almost all dimensions (academic, social, family, and physical). Furthermore, student age was a negative predictor of the social and academic dimensions, explaining 33% and 37% of the variance, respectively. Educational level and grade were smaller factors influencing the academic dimension (explaining 29% and 25% of the variance, respectively). The main findings revealed that the school transition and, specifically, increased age were associated with a lower self-concept. These results help us understand the need to strengthen psychological and educational self-concept at school.

Factor structure of a short version of SDQ-II among Omani school students

ABSTRACT Rarely has the self-description questionnaire II (SDQ-II) been used with Arab samples. The Arab culture has unique characteristics that warrant investigating self-concept among individuals who are impacted by the culture. The SDQ-II has eleven factors and each is measured by 8 or 10 items. This study used a short version of the SDQ-II with an Omani sample (n = 700). The Arabic short version has nine factors with 4 items measuring each factor. Confirmatory factor analysis was performed twice: one with nine factors, and another with nine first-order factors and 2 high-order factors. The fit indices for the two models were acceptable and they were not significantly different. All of the items loaded substantially on their respective factors with mean loadings of 0.59. The correlation between the high-order factors was 0.79. All of the bivariate correlations were significant -except for two. The average of the correlations was 0.31 (range from 0.08 to 0.67), thus providing evidence of convergent and discriminant validity. The results indicate that self-concept dimensions can be used separately, and each of the high-order factors can be used as one instrument. The implications are that researchers and counselors can use the short form for research and assessment purposes.

Adherence to the Mediterranean diet pattern and self-concept in adolescents

Introduction: adolescence is characterized by being a decisive phase that consolidates both the personality development (attending to various psychosocial factors that influence), and the achievement of habits that will be established in adulthood. Objectives: to relate the adherence to the Mediterranean diet (MD) in adolescents with the self-concept dimensions. Methods: cross-sectional observational study of the adherence to MD level through the MEDAS-14 test and perception of the academic, social, emotional, family and physical dimensions of the self-concept, evaluated through the AF-5 test in 600 adolescents from the south of Spain. Results: the adherence to MD was positively related to the academic level, age and academic self-concept (r = 0.19 to 0.33, p < 0.01), being predicted by 13% of the variance explained by the academic self-concept, and 13.8%, for the academic and social self-concept (p < 0.01). In addition, 58.3% of adolescents presented high adherence to MD and 13.3% and 28.3%, low and medium adherence to MD, respectively, with a mean of 8.8 points, corresponding to an average assessment. Conclusions: the main findings of this study show that adherence to MD is related to academic and social self-concept, age and academic level, which reflects clear food awareness as these variables are evidenced. In addition, adolescents have an average adherence to MD, corresponding to a strict dietary pattern, although not healthy.

Investigating Self-Concept and Readiness of Self-Directed Learning Among Undergraduate Nursing Students in Jeddah

In the last few decades development of nursing profession demands acquirement of skills that encourage lifelong learning. Self-concept is an important predictor and outcomes through educational learning environment of student personal interest and satisfaction. In addition, self-directed learning has become a focus for nursing education and critical skills for nursing students due to the complexity and changes in nursing profession development. Therefore, this study will integrated self concept and readiness of directed learning among nursing students' skills that gain and exposure during practice in the clinical settings to facilitate all over their professional career. This study aimed to investigate the relationship between self-concept and self-directed learning readiness among undergraduate nursing students in Jeddah. A descriptive correlational comparative study design was selected for fulfilling the aim of this study. The area of studying was carried out at College of Nursing – King Saud Bin Abdul-Aziz University for health science – Jeddah .The Study Subjects composed of junior and senior undergraduates nursing students at College of Nursing – King Saud Bin Abdul-Aziz University for health science – Jeddah. Non probability convenience sampling technique was utilized for this study. The estimated number of students’ 50 junior and 50 senior nursing students from CONJ.A package composed of two questionnaires was used to collect data namely; Nurses Self – Concept Questionnaire. (NSCQ) and a Self-Directed Learning Readiness Scale (SDLRS). Data ware analyses using descriptive and implemented statistics. Main finding were that positively significant moderate correlation between self –concept and self-directed learning readiness dimensions among nursing students except for desire for learning. The majority of nursing students was high for self –concept and self-directed learning readiness dimensions. Finally, age, educational level and marital status are factors which have an effect on the nursing students' perception of self-concept dimensions, whereas marital status was influenced their SDLR dimensions. Therefore, the study recommended that educators should foster a partnership with students to help them assess their learning needs, develop specific learning objectives and promote life-long learning. Keywords: self-concept, self-directing learning, readiness, nursing students DOI : 10.7176/JEP/10-2-07

An Experimental Study on Effects of Integrated Yoga Module on Mental Health with Special reference to female Employees of Raipur District of Chhattisgarh State

The present research study was aimed to see the Effects of Integrated Yoga Module on Mental Health with Special Reference to Female Employees of Raipur District of Chhattisgarh State. For the purpose the mental health was studied under its six dimensions i.e. emotional stability, total Adjustment, leadership ability, security -insecurity dimension, self–concept and intelligence dimension. To achieve the purpose objectives and hypotheses were framed according to the dimensions of mental health which were specifically taken for the present study. Sessions of Pre Practice was applied on the selected samples and difference between Pre Yoga Practice and Post Yoga Practice was calculated statistically. The findings revealed that the significant difference found in between mental health, emotional stability dimension of mental health and Leadership Ability dimension of mental health of pre and post yoga of female employees. Whereas no significant difference found in between Leadership Ability dimension of mental health, self-concept dimension of mental health and Intelligence dimension of mental health of female employees.

Self-concept research with school-aged youth with intellectual disabilities: A systematic review.

Research on the self-concept of youth with intellectual disabilities has not been summarized in more than four decades. The present systematic review addresses this gap. A systematic literature search was performed in nine databases and 21 studies, published between 1979 and 2017, met our inclusion criteria. Significant differences between the self-concepts of youth with intellectual disabilities and typically developing (TD) youth were found in: (a) cognitive-academic self-concept in disfavour of youth with intellectual disabilities; (b) global self-concept and cognitive-academic self-concept in disfavour of children with intellectual disabilities; and (c) global, behavioural, and cognitive-academic self-concept in disfavour of youth with intellectual disabilities schooled in a special class. Additionally, except for age, intellectual functioning and school placement, no significant relations were found between the self-concept dimensions and academic achievement and sex. Studies on self-concept research with school-aged youth with intellectual disabilities have several weaknesses that need to be advanced in future research.

The relationship between musical self-concept and musical creativity among secondary school music students

The purpose of this study was to establish the relationship between musical self-concept and musical creativity, and to determine the best predictors of musical creativity given the musical self-concept dimensions. Participants ( N = 201) were music students, drawn from 21 secondary schools in Kenya. Music Self-perception Inventory-Version 2 (MUSPI) was used to gather data on participants’ musical self-concept. Musical creativity was measured using the Consensual Musical Creativity Assessment Scale (CMCAS). Results indicated a positive relationship between musical self-concept and musical creativity ( r = .25, p &lt; .01). All the musical self-concept dimensions, except singing and dancing showed positive associations with musical creativity. Further, a significant mean difference in musical creativity for positive and negative musical self-concept was observed. Multiple regression indicated that the best predictors of musical creativity were sense of rhythm and dancing self-concepts and the strongest predictor of musical creativity was sense of rhythm self-concept. A significant gender difference in musical creativity was observed, with males scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommends interventions and conducive environments for the development of positive musical self-concept.

Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

The Development of Multiple Self-Concept Dimensions During Adolescence.

The purpose of this research was to analyze the development of self-concept during adolescence. Participants included 484 teenagers (226 boys and 258 girls) from middle-class families in the Basque Country region of Spain (Mage =14.99, SD=1.81 in Time 1 and Mage =15.64, SD=1.80 in Time 2). Longitudinal analysis found differences in the general school dimension. Six dimensions (math, verbal, general school, physical abilities, parent relationships and same-sex relationships) reported a linear trend with a decreasing monotonic pattern; self-esteem fit a cubic trend and physical appearance a quadratic trend line. Males showed higher means in self-esteem, math, physical abilities, physical appearance, emotional stability and parent relationships; and females had higher values in verbal and general school.

Does schooling actually perpetuate educational inequality in mathematics performance? A validity question on the measures of opportunity to learn in PISA

International assessments of mathematics have shown persistent and widely intensified socioeconomic inequalities in achievement worldwide over the last decades. Such achievement gaps may partly be due to the differences in students’ personal and family characteristics. They may also be attributed to the schooling itself if school systems provide differentiated opportunity to learn (OTL) for children from privileged versus disadvantaged backgrounds. Previous research on the mechanism of the joint relationship among socioeconomic status (SES), academic achievement, and OTL produced inconclusive results. The main aim of the present study is to test whether schooling actually perpetuates social inequality in achievement, by reanalyzing PISA data. Specifically, we scrutinize the construct validity of the OTL measure in PISA that has been used in previous research. Our analyses reveal two latent dimensions of the OTL indicators in PISA, namely an unbiased OTL dimension and a self-concept dimension. The relationship between social background and mathematics achievement was only weakly mediated by OTL, when effect of students’ self-concept was controlled for. Our results suggest that the previous research finding that schooling perpetuates social gaps in mathematics performance suffers from a construct validity problem.

Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept

A hierarchical and multi-dimensional model of self-concept is well-validated. Despite increasing evidence that self-concept comprises two latent factors related to perceptions of ‘competence’ and ‘affect’, many researchers continue to examine the impact of a unitary self-concept on educational outcomes. This study explores evidence for a 2-factor academic subject-specific self-concept factor structure and examines the association between these factors with self-efficacy in a sample of higher education students. Participants from two studies (N = 314; N = 475) were enrolled in introductory psychology courses. Exploratory (EFA) and confirmatory (CFA) factor analysis examined and confirmed the factor structure of two oblique self-concept factors, reflecting affect and competence, in both studies. Temporal invariance of the 2-factor model was supported. Despite a substantial literature that discriminates between self-concept and self-efficacy, self-efficacy appears to be itself a facet of competency self-concept.

Neki aspekti self-koncepta mladih iz obitelji s ocem i bez oca

Adolescents of both sexes from fatherless families and from complete families were investigated in order to establish whether they are mutually different in certain dimensions of self-concept, and what is the relation between certain dimensions of self-concept, sex and the period of the father’s absence.Scales which measure the following dimensions of self-concept, unsed during the investigation are following: fear of negative evaluation, persistency, self-efficacy, lack of competence, loneliness, social desirability, self-estimation, social isolation, friendshih, the need of people and the lack of confidence.Comparison of the factors obtained by factor analysis revelated no difference between the two groups adolescents. In both groups three components of self-concept, which aire congruent, have been extracted.The results show that adolescents from fatherless families compared to their age groups from complete families have a significantly higher feeling of self-efficacy, they have less tear of negative evaluation, they are less lonely and their feeling of lack of competence is smaller.No significan connection was established between sex, the period of time of father’s absence and the dimensions of self-concept.The results were interpreted in accordance with the Weiss’s Theory about »growing up a little faster« in fatherless families.

Satisfacción con la Vida y Factores Asociados en una Muestra de Menores Infractores

The aim of this research is, on the one hand, to know the relationship between perceived social support, emotional and cognitive empathy, satisfaction with life, the expression of anger as a trait and five dimensions of self-concept −academic, social, emotional, familiar and physical− in a sample of residents in a re-education center for juvenile offenders in compliance with judicial measures. On the other hand, this study attempts to know which are the variables that best predict satisfaction with life in the same sample. The main results are the existence of positive correlations of satisfaction with life with social support and self-concept, and that social support and family self-concept are the variables that best predict satisfaction with life.

Validación de la Escala de Satisfacción con la Vida y su relación con las dimensiones del Autoconcepto en universitarios peruanos

Life satisfaction has been the object of several studies, mostly assessed with the Satisfaction with Life Scale (SWLS). Recently, interest has been shown in the relationship between life satisfaction and self-concept, because life satisfaction seems to depend on the cultural context. The purpose of this research was to study the properties of the SWLS in a sample of Peruvian students, and to analyze the relationship between life satisfaction and self-concept in the Peruvian context. The study population consisted of 527 university students from Lima, Peru. Firstly, a confirmatory factor analysis was estimated and assessed, and reliability estimates of the scale and its items were calculated. Subsequently, a MIMIC structural equation model in which self-concept predicted life satisfaction was tested. The results show appropriate psychometric properties of the scale in Peruvian students, and demonstrate the relationship of this construct with the academic, family and physical dimensions of self-concept.

Trait anxiety and self-concept among children and adolescents with food neophobia

Food problems in children and adolescents often have a detrimental effect on the emotional and psychological wellbeing of their parents. However, the impact of such problems on the psychological wellbeing of children and adolescents themselves has been less widely studied. The purpose of this study was to determine whether children and adolescents with food neophobia differed in trait anxiety and dimensions of self-concept from their neophilic and their average peers. A community sample of 831 participants (368 males and 463 females) between the ages of 8 and 16 were classified into six groups based on scores obtained on the Spanish Child Food Neophobia Scale (i.e., neophobic, average, and neophilic) and their age (i.e., children vs. adolescents). Compared with their neophilic peers, children with food neophobia showed higher levels of trait anxiety and a poorer social, physical, and academic self-concept. Among adolescents similar results were observed for trait anxiety and physical self-concept, but instead of social and academic self-concept it was family self-concept which distinguished between neophobic and neophilic participants. These results suggest that food neophobia is associated with trait anxiety and with some dimensions of self-concept. This highlights the need to ascertain the threshold between ‘normal’ and ‘problematic’ eating behaviors, since the fact that a behavior is to some extent usual does not imply that it is harmless.

A Comparative Study on Self-Concept of Adolescent Boys and Girls

The purpose of the present study was to compare the self-concept of adolescent boys and girls. For this research work, the incidental purposive sampling techniques will be used for the selection of the subjects. In all there will be 120 Adolescent of urban area ofAjmer city, Rajasthan, in which 60 boys and 60 girls were selected. Adolescent's age limit was 12 to 18 years old. The Self-concept Questionnaire developed by Kumar Saraswat was used. Results indicated that there is significant difference between overall self-concept of adolescents boys and girls. But when we compare the different dimension of self-concept, adolescents boys have better self-concept in physical, social, temperamental and moral self-concept as compared to adolescents girls. Whereas in educational and intellectual dimension both have awareness of their studies, career & educational activities and awareness of their intelligence to solve the problems come in daily life and take judgment according to it.

Influencia de la Danza en el autoconcepto del alumnado de Educación Primaria. Análisis comparativo con otras actividades físicas

Este trabajo de investigación pretende analizar la relación que existe entre el autoconcepto y la danza en el alumnado de Educación Primaria. Se han querido relacionar estas dos cuestiones debido a la importancia que tienen, por una parte, el autoconcepto en la identidad del sujeto y por otra parte, la realización de actividad física, concretamente la danza. Para llevarlo a cabo, se ha evaluado una muestra de 74 niños/as, de edades comprendidas entre los 7 y los 12 años, pertenecientes a un colegio (n=45) y dos escuelas de danza de Vigo (n=29). El instrumento de medida que se ha utilizado es la Escala de Autoconcepto (Piers Harris), que valora tanto el autoconcepto global, como sus diferentes dimensiones. La finalidad de esta investigación es observar si existe relación entre el autoconcepto y la danza y cuáles son las dimensiones en las que ésta obtiene mayores puntuaciones, comparar con la realización de otras actividades físicas. Tras analizar los resultados obtenidos, hemos comprobado que la danza no mejora el autoconcepto global por encima de otras actividades físicas, sin embargo, cabe destacar que se observa una dimensión del autoconcepto que sí se ve favorecida por la práctica de la danza, concretamente, la felicidad-satisfacción, en la cual se valora la autoestima del sujeto.

Self Concept among Intermediate Arts Student

Background: Self- concept is accompanied by an understanding you have of yourself that’s based on your personal experiences, body image, the thoughts you have about yourself, and how you tend to label yourself in different situations. The purpose of this study was to measure the various aspects of self-concept of intermediate arts school students. Methods: Two groups were selected one is male and the other is female, both groups have 50 students. Each group has 25 male and 25 female students. Data were collected from the Delhi and National capital Region School students. In this research paper “self-concept questionnaire” by Dr. R.K. Saraswat was used. The scale consists of 48 items. “t” test was used for analysis. Results: The first group of male has standard deviation 17.31 and female group has standard deviation 16.05 hence the value of “t” test is 0.45.It shows that value is insignificant. There is no significance difference in the total self concept among male and female intermediate arts school students. Conclusion: In the present research study it is found that, In the present research study it is found that there is no significant difference among the total self concept and dimensions of self concept of male and female intermediate arts school students

The Relationship between Sexual Self-concept and Sexual Function in Women of Reproductive Age Referred to Health Centers in Gorgan, North East of Iran

Background & aim: The preservation and enhancement of the sexual function are the key elements of sexual health. One of the most important predictive factors of sexual behavior and function is sexual self-concept. This construct is defined as the individuals’ understanding and evaluation of their own sexual desires and orientations. The aim of the present study was to determine the correlation between the dimensions of sexual self-concept and sexual function in the women of reproductive age. Methods: This correlational descriptive study was conducted on 79 married women of reproductive age referred to the health centers in Gorgan, Iran. The sample size was determined using the sample size formula with a power of 90% and a confidence interval of 95%. The data collection tools included the Persian multidimensional sexual self-concept questionnaire included 23 items covering five dimensions (i.e., sexual anxiety, sexual fear, sexual self-efficacy, sexual self-esteem, and sexual satisfaction) and the Persian Female Sexual Function Index consisted of 19 items in six dimensions. Data analysis was performed using the Mann-Whitney U test and Spearman's rank correlation coefficient through the SPSS software (version 16). Results: The Spearman correlation test revealed a significant direct correlation between the sexual self-esteem and the positive dimensions of sexual function, including desire (P=0.002, r=0.3), arousal (p <0.0001, r=0.4), lubrication (p <0.0001, r=0.4), orgasm (p <0.0001, r=0.4), and satisfaction (P=0.002, r=0.3). Likewise, the sexual self-concept had a significant direct correlation with the positive dimensions of sexual function (p <0.0001, r=0.4). Furthermore, this variable had a significant indirect correlation with the negative dimension of sexual function (i.e., pain) (p <0.0001, r=-0.4). There was a significant indirect correlation between the sexual anxiety and the positive dimensions of sexual function (p <0.0001, r=-0.4). Additionally, a direct correlation was observed between the sexual anxiety and sexual pain (p <0.0001, r=0.4). Conclusion: The enhancement of the positive dimensions of the sexual self-concept (i.e., self-esteem and sexual satisfaction) and reduction of its negative dimensions (i.e., sexual anxiety) could strengthen the positive sexual function in the women of reproductive age. The findings of the present study can be useful in designing the sexual counseling methods, preserving or enhancing the sexual health and function, and consequently improving the stability of the family system.

In-session behaviours and adolescents' self-concept and loneliness: A psychodrama process-outcome study.

As adolescents spend many hours a day in school, it is crucial to examine the ways in which therapeutic practices in schools promote their well-being. This longitudinal pilot study examined the contribution of school-based psychodrama group therapy to the self-concept dimensions and perceived loneliness of 40 Israeli adolescents (aged 13-16, 60% boys) in public middle schools. From a process-outcome perspective, we also examined the understudied trajectory of adolescents' in-session behaviours (process variables) and its associations with changes in their self-concepts and loneliness (outcome variables). Psychodrama participants reported increases in global, social, and behavioural self-concepts and a decrease in loneliness compared to the control group. In-session productive behaviours increased and resistance decreased throughout the therapy, but varied process-outcome relationships were found. The study suggests that conducting further research into the process-outcome relationships in psychodrama group therapy is warranted to pinpoint specific mechanisms of change. Suggestions for future studies are provided.