Facets Of Self-concept Research Articles

Dimensions of Self-Concept in Adolescents: An In-depth Analysis Among Junior High School Students

This research explores the intricate nature of self-concept, a pivotal element in human behavior and identity formation, encompassing beliefs, thoughts, and perceptions shaping individuals' understanding of themselves and their environment across physical, psychological, and social dimensions, influencing behavior and self-esteem. Focusing on junior high school students aged 13-18 in Bangka Belitung, the study employs a quantitative descriptive approach with 126 participants, employing Rahmat's theory (2013) to gauge self-concept facets. Outcomes reveal that 34% of students perceive their self-concept as moderate, while 4% hold positive views and 32% exhibit above-average self-concepts. Notably, gender-based disparities accentuate the need for tailored interventions. Identification of areas needing improvement via validity testing led to proposed classical guidance topics aimed at augmenting self-concept, including body care, confidence-building, and social interaction. Implications stress the significance of customized interventions, gender-aware strategies, and nurturing positive self-concept for comprehensive student growth, in alignment with educational experts' viewpoints, advocating self-awareness, constructive perspectives, and individualized assistance. These insights advocate holistic approaches to empower students on their path to self-acceptance, personal development, and holistic growth, echoing broader educational objectives and policies, reaffirming the pivotal role of classical guidance in molding students' self-concept.

Benefits of Super Skills for Life in a randomized controlled trial in clinical settings for Spanish children with comorbid conditions.

Emotional disorders in children are often associated with low self-concept and problems with peers, and in many cases externalizing symptoms. Super Skills for Life (SSL) is a transdiagnostic treatment for emotional problems in children that has also shown benefits in other comorbid symptoms. This study aimed to examine, for the first time, the effect of SSL on a clinical sample of Spanish children aged 8-12 years with a major emotional disorder and comorbid externalizing symptoms and low self-concept. A quasi-experimental design with two groups, pretest and posttest, was carried out. Thirty-eight children received the SSL intervention, and 36 children were assigned to a wait-list control (WLC) group. Children in SSL showed statistically fewer posttest emotional symptoms (p < .001), peer problems (p = .002), and overall internalizing and externalizing difficulties (p = .005) compared to children in WLC, in addition to higher posttest self-concept (p = .002). There were no differences in the postinterventional changes between boys and girls in internalizing and externalizing symptoms. However, significant differences were found in some facets of self-concept. The results of this study suggest that the SSL protocol may be useful in Spanish clinical contexts. Still, more research is needed to overcome some of the inherent limitations.

Dominance and Prestige as Self-Concept Facets

Two basic strategies can be applied to navigate hierarchies: (a) dominance, which involves the induction of fear, intimidation, or coercion to obtain status, or (b) prestige, which involves using one’s skills, knowledge, or expertise to pursue status. In the present research, we refined the original dominance and prestige account and the respective self-report scale and conceptualized and assessed both variables as stable self-concept facets. By doing so, we extended the explanatory power of the model. Four studies (total N = 1,993) showed good psychometric properties for the newly developed dominance and prestige questionnaire (DPQ). Both dominance and prestige showed high temporal stability. In testing associations with 72 personality variables and 14 objective criteria, nomological and criterion validity were supported. For the first time, the concepts were shown to predict friendship satisfaction. Further, in testing a truth and bias model, we found high self-other agreement for both self-concept facets. Thus, self-perceptions of dominance and prestige proved to be stable, valid, accurate, and relevant in contexts beyond leadership. Future research concerning the self-perception of these concepts could test the relevance of dominance and prestige in additional spheres of life (e.g. families, academia).

Psychometrics of the SDQ-I for Palestinian Adolescent Students

The Self-description Questionnaire–I (SDQ–I) is a multidimensional instrument that measures eight self-concept facets hypothesized in Shavelson’s hierarchical model. This study investigated self-concept in a sample of Palestinian adolescent students using an Arabic version of the SDQ–I. Three-hundred sixty adolescents (163 girls and 197 boys) aged 13 to 16 years (M = 14.3, SD = .87) participated. The 72-item SDQ–I was administered in four Palestinian schools to assess the psychometric properties of the SDQ–I. This included the factor structure and the internal consistency reliability of the SDQ–I subscales and mean score responses of Palestinian self-concept. Factor analysis results, which accounted for the majority of the variance, supported an underlying general self-concept factor structure that demonstrated the eight factors that the SDQ–I is designed to measure. This is consistent with previous studies in similar age groups and the SDQ– I reliabilities were similar to those reported in the literature. Students perceived total self-concept positively (mean = 3.71). Three facets of self-concept (parent relations, reading, and general self-concept) indicated high positive selfconcept. Correlations among the different dimensions were consistent with the hierarchical structure in Shavelson’s model. Overall, the findings provided compelling support for Shavelson’s model, and the structure validity of Western self-concept measure. Interpretations were provided for the discrepancies regarding the Palestinian-Arab culture.

Exploring Academic Self-Concepts Depending on Acculturation Profile. Investigation of a Possible Factor for Immigrant Students’ School Success

Academic achievement and academic self-concepts are reciprocally related; hence, investigating academic self-concepts should offer a potential approach for gaining a better understanding of immigrant students’ (lack of) school success. Proposing that immigrant students’ acculturation orientations need to be taken into account, in this study, we empirically investigate whether immigrant students’ general and domain-specific academic self-concept facets differ from those of non-immigrant students depending on their acculturation profile. Based on data from the German National Educational Panel Study (NEPS), we find initial indications that immigrant students’ academic self-concept facets are subject to their acculturation profile. The idea that acculturation may influence the known comparisons relevant for self-concept development will be discussed.

Сравнительное исследование субъективных условий процесса интракоммуникации школьников, переживающих проблемы в разных жизненных областях

The article looks into the structure and unique features of students’ self-concept (including both pro-social and anti-social teenagers) that serve as subjective conditions for their introspection, including their self-interest, self-understanding and expectation of positive attitude of others. Significant differences have been identified in groups of adolescents with different social orientation, sex and age. The article also identifies a connection between various facets of self-concept and problematic experiences of prosocial and anti-social students. The hypothesis of this study is as follows: factors that pose a challenge to students’ introspection, such as a low interest in their Self, a weak understanding of their intentions, strengths and weaknesses, an expectation of a negative attitude of others towards their Self, are reflected in students’ acute problematic experiences in a number of areas of life and hinder their social integration. Study participants included 260 regular secondary school students and 151 evening secondary school students in Saint Petersburg. Total sample size was 411 individuals (boys and girls). All the respondents were between 14 and 16 years old. Pro-social adolescents have been found to have a higher level of such indicators as self-interest and expectation of a positive attitude of others, which reflect a sense of self-worth and the value of their Self for others, than anti-social adolescents. Anti-social adolescents, in turn, generally demonstrate a lower level of understanding of their personality than their pro-social peers. It is shown in the article that optimal subjective conditions for introspection are created by the age of 15 in both groups of adolescents (at a significant level for pro-social adolescents, at a tentative level for anti-social ones). The sample also demonstrates a gradual decline in the level to which teenagers understand their own personality (up to 16 years of age). It is shown that the components of self-concept with a negative modality form negative correlations with students’ problematic experiences, in particular, in such areas as “School,” “Future,” “Own Self,” “Relationship with parents,” “Relationship with the opposite sex” and others and set the tone for their behavior’s social orientation.

Reciprocal effects model of Children’s physical activity, physical self-concept, and enjoyment

ObjectivesPhysical self-concept and physical activity enjoyment represent important determinants for promoting physical activity (PA), especially in children. Promoting PA in children can help develop lifelong healthy behaviors. Therefore, this study investigated Marsh’s reciprocal effects model of physical self-concept. DesignThis study used a half-longitudinal design with two groups (boys and girls). MethodChildren in grade 5 (N = 628) from six elementary schools in the Midwestern United States completed surveys on physical self-concept, PA enjoyment, and self-reported PA at the beginning and end of one school year (i.e., 8-month interval). Data were analyzed using multi-group structural equation modeling with the CLUSTER option to account for the natural nesting of students within classrooms. ResultsFindings did not support the reciprocal effects model of physical self-concept and PA enjoyment as hypothesized. Rather findings revealed a less defined pattern of self-enhancing and skill-developing relationships. The only skill development relation occurred between PA and future physical self-concept while the only self-enhancement relation occurred between sport self-concept and future PA. PA enjoyment predicted future sport self-concept and coordination self-concept predicted future PA enjoyment. ConclusionsThe temporal interplay between children’s physical self-concept and its facets, PA enjoyment, and PA may be more complex than hypothesized in reciprocal effects models. Based on our findings, it appears that sport self-concept may be especially important for children’s PA enjoyment and PA. Finally, more precise measurement of PA including its type (e.g., stretching) in future research may produce stronger links with aligning physical self-concept facets (e.g., flexibility).

More Than Only Skin Deep: Appearance Self-Concept Predicts Most of Secondary School Students' Self-Esteem.

One important goal of education is to develop students’ self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10–19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016). We examined which self-concept aspects predict self-esteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p < 0.01) and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students’ self-esteem.

Self, struggle, and soul: Linking personality, self-concept, and religious/spiritual struggle

Religious and spiritual (r/s) struggles are common experiences and robust predictors of poor mental and physical health outcomes. The present study sought to examine the role of personality and self-concept in predicting r/s struggles both concurrently and longitudinally. Four samples were collected (total N=5015), involving three cross-sectional samples of undergraduates and a cross-sectional and 1-month longitudinal sample of adult web-users. Across samples, aspects of personality (e.g., low self-esteem, high entitlement, high neuroticism) consistently predicted the concurrent experience of r/s struggles. Longitudinally, facets of self-concept (e.g., low self-esteem, low agreeableness) also predicted r/s struggle, even when baseline levels of r/s struggle were controlled, further demonstrating that personality and self-concept likely play a role in the experience of r/s struggles.

Disturbed self concept mediates the relationship between childhood maltreatment and adult personality pathology

BackgroundDespite a robust literature documenting the relationship between childhood maltreatment and personality pathology in adulthood, there is far less clarity about the mechanism underlying this relationship. One promising candidate for such a linking mechanism is disturbance in the sense of self. This paper tests the hypothesis that disturbances in the sense of self mediate the relationship between childhood maltreatment and adult personality pathology. Specifically, we assess the self-related traits of stable self-image, self-reflective functioning, self-respect and feeling recognized. MethodsThe sample included 113 non-psychotic psychiatric inpatients. Participants completed the Child Trauma Questionnaire (CTQ), the Personality Diagnostic Questionnaire-4 (PDQ-4+), and the self-reflexive functioning, stable self image, self-respect, and feeling recognized scales from the Severity Indices of Personality Problems (SIPP-118). A series of linear regressions was then performed to assess the direct and indirect effects of childhood trauma on personality disorder traits (PDQ-4+ total score), as mediated by self concept (SIPP-118 scales). Aroian tests assessed the statistical significance of each mediating effect. ResultsThere was a significant mediating effect for all SIPP self concept variables, with a full mediating effect for the SIPP composite score and for SIPP feeling recognized and self-reflexive functioning, such that the direct effect of childhood trauma on personality did not retain significance after accounting for the effect of these variables. There was a partial mediating effect for SIPP stable self image and self-respect, such that the direct effect of the CTQ retained significance after accounting for these variables. SIPP feeling recognized had the strongest mediating effect. ConclusionsMultiple facets of self concept, particularly the degree to which an individual feels understood by other people, may mediate the relationship between childhood maltreatment and adult personality pathology. This underscores the importance of attending to disturbances in the sense of self in patients with personality pathology and a history of childhood maltreatment.These findings also support the centrality of disturbed self concept to the general construct of personality pathology.

Self-concepts in reading, writing, listening, and speaking: A multidimensional and hierarchical structure and its generalizability across native and foreign languages.

Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study aims to extend the scarce evidence of the simultaneous operation of multidimensionality and hierarchy within language self-concepts. Skill-specific (i.e., reading, listening, speaking, and writing) and global self-concept measures for German as students’ native language and English and French as students’ foreign languages were administered to a sample of 4,257 ninth-grade German students. Confirmatory factor analyses demonstrated better levels of fit for multidimensional models with highly correlated but separate factors for each skill-specific self-concept compared to unidimensional models. The skill-specific facets could be aggregated into a higher order factor for each language, demonstrating a hierarchical structure. Differential gender effects on the various skill-specific self-concept facets provided further evidence of the multidimensional nature of language self-concepts, although differential relations to skill-specific achievement measures were not found. The high correlation between the higher order and global self-concept factors as well as similar gender effects and relations to achievement supported the notion of the similarity of both constructs. A comparable pattern of results emerged across the 3 languages, but detailed inspection indicated that multidimensionality seems to be more pronounced in the native language domain (German). The findings of the study are discussed regarding their implications for the assessment of language self-concepts and future research on the structure of language self-concepts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A comparison of multiple facets of self-concept in gifted vs. non-identified Israeli students

This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical self-concepts when compared with their non-identified counterparts. Overall, gifted students showed different patterns of self-concept than their peers. The data are discussed in view of theory and past research in the gifted literature.

Examination of the Structure and Grade-Related Differentiation of Multidimensional Self-Concept Instruments for Children Using ESEM

This study is a substantive-methodological synergy in which exploratory structural equation modeling is applied to investigate the factor structure of multidimensional self-concept instruments. On the basis of a sample of German students (N = 1958) who completed the Self-Description Questionnaire I and the Self-Perception Profile for Children, the results supported the superiority of exploratory structural equation modeling compared with confirmatory factor analyses for both instruments. Exploratory structural equation modeling resulted in lower factor correlations and substantively meaningful cross-loadings. The authors also proposed and contrasted 3 mechanisms for testing grade-related differences in the differentiation of self-concept facets and found no evidence of increased differentiation between Grades 3 to 6.

Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement

Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students' self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students' self-concepts in academic and non-academic domains when taking the competence–affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students' self-concepts.

Validity of Social, Moral and Emotional Facets of Self-Description Questionnaire II

Studies adopting a construct validity approach can be categorized into within- and between-network studies. Few studies have applied between-network approach and tested the correlations of the social (same-sex relations, opposite-sex relations, parent relations), moral (honesty-trustworthiness), and emotional (emotional stability) facets of the Self-Description Questionnaire II with external criteria. Using a sample of high school students (n = 628), the authors examined the relations of these 5 nonacademic self-concept facets with nonacademic external criteria (between-network studies) besides examining the factor structure of these five facets of self-concept (within-network studies). Results provided strong support for the convergent validity in that each predicted correlation was statistically significant. Also, the discriminant validity of the 5 nonacademic subscales was clearly demonstrated by showing that each external criterion was more highly correlated with the predicted (matching) Self-Description Questionnaire II subscale than any of the Self-Description Questionnaire II subscales. Hence, these facets of self-concept are 5 distinct factors.

A short German version of the Self Description Questionnaire I: theoretical and empirical comparability

This study aims to develop a short German version of the Self Description Questionnaire (SDQ I-GS) in order to present a robust economical instrument for measuring German preadolescents' multidimensional self-concept. A full German version of the SDQ I (SDQ I-G) that maintained the original structure and thus length of the English original SDQ I instrument (Marsh, Herbert W. 1990b. Self Description Questionnaire – I (SDQ I). Manual. Macarthur, NSW, Australia: University of Western Sydney.) served as a basis for empirically deriving the SDQ I-GS. Using a sample of German students in grades 3–6 (N = 1958), the construct validity of the SDQ I-GS was tested by both a within-network approach using confirmatory factor analyses and a between-network approach examining the relations of self-concept to external validity criteria (academic achievement and self-concept factors of another instrument). Construct validity for both the full (SDQ I-G) and the short version (SDQ I-GS) was consistent. Hence, the SDQ I-GS was demonstrated as a shorter and yet psychometrically sound instrument for measuring the multiple facets of self-concept of German preadolescents. The production of an economical instrument may stimulate wider use of self-concept instruments to further advances in self-concept research and theory.

Age and Gender Differences in the Relation Between Self-Concept Facets and Self-Esteem

This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept–self-esteem relations might provide valuable knowledge for designing effective self-esteem enhancement interventions. We investigated grade and gender differences in the relations between domain-specific self-concept facets and self-esteem within a sample of 1958 German students in Grades 3 to 6. Results indicated no difference in the self-concept–self-esteem relations between the subsamples of third and fourth graders and fifth and sixth graders or between boys and girls. These relations also did not differ between boys and girls in the subsamples of third and fourth graders and fifth and sixth graders. These results suggest self-concept-self-esteem relations to be invariant across grade levels and gender and thus did not support the gender intensification hypothesis.

Reading, writing, and math self-concept in elementary school children: influence of dimensional comparison processes

The internal/external (I/E) frame of reference model (Marsh, Am Educ Res J 23:129–149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of reading, writing, and math were related to corresponding and non-corresponding self-concept facets to determine the onset of dimensional contrast effects. School achievement and domain-specific academic self-concepts of 1,114 students from grades 1 to 3 were assessed. Negative paths were found for math achievement on reading self-concept and for reading achievement on math self-concept in the third grade. Math achievement was not associated negatively with writing self-concept. Positive influences were found within the verbal domain for writing achievement on reading self-concept from grade 1 onward. The results suggest a broad interpretation of the I/E model in which contrast as well as assimilation effects are possible. Factors influencing the dimensional comparison processes are discussed.

Factorial Invariance Testing and Latent Mean Differences for the Self-Description Questionnaire II (Short Version) with Indigenous and Non-Indigenous Australian Secondary School Students

This investigation reports on the cross-cultural equivalence testing of the Self-Description Questionnaire II (short version; SDQII-S) for Indigenous and non-Indigenous Australian secondary student samples. A variety of statistical analysis techniques were employed to assess the psychometric properties of the SDQII-S for both the Indigenous and non-Indigenous students. In addition, an analysis was conducted to determine whether the latent means of the self-concepts differed significantly between Indigenous and non-Indigenous male and female students. The results demonstrated that the SDQII-S held strong psychometric properties across the Indigenous and non-Indigenous Australian students. Furthermore, the analyses indicated that there were significant differences between Indigenous and non-Indigenous students for 7 of the 13 self-concept facets. Although some question could be raised as to the practical nature of these differences, the measurement equivalence of the SDQII-S for Indigenous and non-Indigenous students may allow researchers to more confidently understand the nature of varying dimensions of self-confidence for minority students from traditionally disadvantaged backgrounds.

Examining the Relationship Between the Overexcitabilities and Self-Concepts of Gifted Adolescents via Multivariate Cluster Analysis

The purpose of this study was to explore the relationship between gifted adolescents’ forms of overexcitabilities and self-concepts. Clusters of adolescents were formed on the basis of their overexcitabilities, and these clusters of adolescents were then compared with regard to their self-concept scores. Gender differences were also examined. The sample consisted of 379 gifted adolescents, ranging in age from 11 to 16 years of age. Forms of overexcitabilities were measured using the Overexcitabilities Questionnaire—II, and various facets of self-concept were measured using the Self-Description Questionnaire—II. Using cluster analysis, multivariate analysis of variance, and chi-square analysis, results suggested a distinct four-cluster solution, as well as differences between clusters in self-concept and gender. Putting the Research to Use Within this research, four distinct clusters of adolescents were found, namely a Low Imaginational group, a High Intellectual group, a Low Imaginational/High Psychomotor group, and a Low Psychomotor group. Differences in self-concept were found to center on the Low Psychomotor group, such that this group scored significantly lower than the three other groups with regard to various facets of self-concept. Females significantly outnumbered males in the Low Psychomotor group. Thus, gifted adolescent females with a low psychomotor overexcitability score may be more prone to a lowered self-concept and may need intervention, counseling, or special activities/accommodations to buffer the potential self-concept deficits they may face.