Levels Of Self-concept Research Articles

Pengaruh Model Pembelajaran Problem Based Learning (PBL) dengan Ceramah dan Konsep Diri (KD) Terhadap Nilai Aljabar Linear Mahasiswa

One indicator of the success of a lesson is the achievement of high scores according to problem-solving abilities. This study aims to determine the interaction between the learning model and the level of student self-concept to determine a more effective learning model. This study uses a quantitative approach and analyzes the results with hypothesis testing. From the results of the test analysis, obtained the F value of 132.567 and Sig. 0.000, so there is a difference in Linear Algebra Values in the PBL Model and the Lecture Model. For the KD variable, the F value is 3.779 and the sig. 0.060, meaning that there is also a difference in Linear Algebra scores for students with high KD and low KD.

Profile of self-concept and self-esteem on the academic performance among practitioners of physical education and extracurricular activities in middle-school students.

The deprivation of components that exercise the body and mind by children and adolescents can lead to numerous long-term consequences in terms of physical health (cardiovascular diseases, bone problems, high cholesterol, obesity) and mental health (depression, low self-esteem and social isolation). This investigation intended to identify a profile of self-concept and self-esteem, on the academic performance of middle-school children between practitioners of curricular physical education and extracurricular sport activities. The participants consisted of a total of 107 students, 55 (51.4%) were males and 52 (48.6%) were female, aged between 10 and 12 years. A total of 41 children (38.3%) attending the fifth grade and 66 children (61.7%) the sixth grade were randomly selected. The data collection instrument, Self-concept of Susan Harter validated for the Portuguese population was used and it was proceeded to a descriptive and inferential statistics data analysis to confront the mean levels of self-concept, global self-esteem and academic performance. As an influence of hours of weekly practice, we found statistically significant differences in terms of academic performance, that is, as the student practices more hours of physical exercise, there is a tendency for the student to obtain better academic results. Apparently, the practice of extracurricular sport activities by students promotes a significant evolution in the formation of self-concept and academic performance, as well as suggesting a positive evolutionary trend in the formation of self-esteem of students who practice the several extracurricular sports.

Cognitive behavioral program on aggression and self-concept among institutionalized children with conduct disorder

PurposeTo explore the effect of cognitive-behavioral programs on aggression and self-concept among institutionalized children with conduct disorder. A quiz-experimental design was employed in this study. BackgroundConduct Disorder (CD) is defined as repetitive and persistent behavior that violates the rules of society and social norms. It is also characterized by aggressive behaviors toward people or animals, dishonesty or theft, destruction of property, or serious violation of rules, and persists in children or adolescents in the past 12 months before age 18. MethodThis research was carried out at the Dammam Observation Center in Saudi Arabia and the Cairo Caring Center in Egypt. Approximately 100 institutionalized children with conduct disorder who had evidence of conduct disorder were included in the study as part of a purposive sampling procedure. The information was gathered through the use of three different tools: Aggressive behavior and self-concept scales, as well as a sociodemographic data sheet. ResultsAccording to the findings, children with conduct disorder exhibited less aggression after participating in cognitive behavioral sessions (p = .011), resulting in lower mean aggression scores for the intervention group than the control group. After the training, about 64% of them had a moderate level of self-concept, whereas 44% of them had a moderate level of self-concept before the program. The study also revealed a statistically significant negative correlation between aggressive behavior and self-concept. ConclusionThe post-intervention remediation of aggressive behaviors and self-concept improvement point to the positive effect of the cognitive-behavioral program. The current study recommended that a cognitive-behavioral program is an effective, low-cost, and noninvasive intervention to improve self-concept and minimize aggressive behavior among institutionalized children with conduct disorder.

Effect of Patient-Controlled Epidural Analgesia (PCEA) Based on ERAS on Postoperative Recovery of Patients Undergoing Gynecological Laparoscopic Surgery.

Objective To explore the effect of patient-controlled epidural analgesia (PCEA) based on enhanced recovery after surgery (ERAS) on the postoperative recovery of patients undergoing gynecological laparoscopic surgery. Methods Between January 2019 and December 2020, 90 patients scheduled for gynecological laparoscopic surgery and assessed for eligibility were recruited and randomly assigned at a ratio of 1 : 1 to receive either conventional analgesic management (regular group) or PCEA based on ERAS (ERAS group). Comparisons of postoperative rehabilitation indicators, visual analogue scale (VAS) score, self-care ability, complications, and nursing satisfaction were conducted between the two groups. Results The ERAS group had significantly shorter first exhaust time (FET), first defecation time (FDT), out-of-bed activity time (OAT), and length of stay (LOS) versus the regular group (P < 0.05). The VAS scores were significantly decreased after treatment, with lower results observed in the ERAS group (P < 0.05). The level of self-responsibility, self-concept, self-care skills, and health knowledge increased significantly in both groups after the intervention, and the ERAS group showed significantly higher results than the regular group (P < 0.05). The total incidence of complications in the ERAS group was significantly lower than that in the regular group (P < 0.05). Eligible patients given PCEA based on ERAS were associated with a higher nursing satisfaction (97.78%) versus conventional analgesic management (82.22%) (P < 0.05). Conclusion The application of ERAS for postoperative PCEA management in gynecological laparoscopy provides promising results by effectively enhancing the quality of surgery and promoting rapid postoperative recovery, with a good safety profile.

Professional Self-Concept and Critical Thinking of Pediatric Nurses in Turkey

Objecetives: There has been an increasing demand for nurses with advanced professional qualifications. A professional self-concept and critical thinking in nurses are necessary for determining complicated patient care needs and for finding and applying accurate and practical solutions in patient management. This study conducted to determine level of critical thinking and professional self-concept and the relationship between these concepts in pediatric nurses. Study Design: The study was conducted with 120 nurses working at a public hospital in Middle Anatolia in Turkey. The data were collected using a questionnaire, the Professional Self-Concept Scale in Nurses (PSCSN) and the California Critical Thinking Disposition Inventory (CCTDI). Results: A significant positive association was found between the mean PSCSN and CCTDI scores of the nurses (p<0.05). Educational and employment status, voluntary choice of job and communication with other health care professionals influenced the mean scores of professional self-concept and critical thinking in nurses. Conclusion: It was determined that critical thinking ability is important in developing professional self-concept, and educational status, working position, choosing the profession willingly and communication with the other healthcare staff were effective on professional self-concept and critical thinking.

The Relationship Between Self-Concept and Memory Motivation with Memory Procrastination on Students at Nurus Shofa Student Islamic Boarding School Malang

Students who memorize the Qur'an in carrying out their duties on campus and in Islamic boarding schools simultaneously make students inconsistent with the process of memorizing the Qur'an. It takes motivation and self-concept to minimize procrastination by knowing self-image through experiences from interactions with the environment. The purpose of this study was to determine the level of self-concept, motivation, procrastination in students who memorized the Qur'an and the relationship between self-concept and procrastination, motivation and procrastination, as well as self-concept and motivation with delays in memorizing students. The method used is quantitative with a purposive sampling technique. The research sample amounted to 58 people. The scale used is CVR (Content Validity Ratio) and then analyzed using Pearson correlation calculations. The results showed a negative and significant relationship between self-concept and memorization procrastination. This is indicated by the correlation coefficient (rxy) of -0.536 with p = 0.000 (p &lt; 0.05). The higher the self-concept of students, the lower the procrastination of memorizing students. While the results of the study between memorization motivation and memorization procrastination showed a positive correlation. This is indicated by the correlation coefficient (rxy) of 0.461 with p = 0.000 (p &lt; 0.05). These results indicate no significant correlation between memorization motivation and memorization procrastination.

STUDI DESKRIPTIF SELF CONCEPT SISWA SMP NEGERI 1 BATUJAJAR

This study aims to describe the level of self-concept of students in SMP Negeri 1 Batujajar. The approach in this study is a quantitative approach with a descriptive method. Data collection in this study used an instrument in the form of the Tennessee Self Concept Scale (TSCS) of 100 statements adapted from previous research. The samples in this study were junior high school students in grades VII, VIII, and IX. The results showed that the self-concept of students at SMP Negeri 1 Batujajar was included in the medium category as many as 58 students with a percentage of 70% based on aspects of self-concept, namely identity, self-acceptance, behavior, physical, moral-ethical, personal, family, social, and social. self-criticism. Meanwhile, when viewed by gender, the moderate category is more dominant in female students as many as 54 students with a percentage of 65%. Based on age, the medium category which is more dominant in 14 year old students is 34 students with a percentage of 41%, and based on the category of the most dominant aspect, the medium category which is the most dominant in the family aspect is 56 students with a percentage of 76%. Keywords: : Self concept, Junior High School Student

Professional Self-Concept and Self-Confidence for Nurses Dealing with COVID-19 Patients.

Purpose: To identify the impact of dealing with COVID-19 patients in clinical areas on nurses’ professional self-concept and self-confidence. Background: Professional self-concept is considered a critical factor in the recruitment/retention process in nursing, nursing shortage, career satisfaction, and academic achievements. Professional self-confidence is also a crucial determinant in staff satisfaction, reducing turnover, and increasing work engagement. Design: Descriptive, comparative study. Methods: The study was conducted between February to May 2021 by utilizing a convenience sampling technique. A total of 170 nurses from two facilities were recruited from two COVID-19- and non-COVID-19-designated facilities. The level of professional self-concept and self-confidence was assessed by utilizing the Nurses’ Self-Concept Instrument and Self-Confidence Scale. Results: The professional self-concept level among the group exposed to COVID-19 patients was lower than the comparison group, while the professional self-confidence level among the exposed group to COVID-19 patients was similar to the comparison group. On the other hand, the satisfied staff and those who received professional training in dealing with COVID-19 patients reported a higher level of professional self-concept. Conclusions: Dealing with COVID-19 patients has an impact on professional self-concept; the exposure group was lower than those who did not deal with COVID-19 patients, while the professional self-confidence level among the exposed group was similar to the comparison group. Getting professional training in dealing with COVID-19 patients and being satisfied at work were significant factors in improving professional self-concept. Policymakers should create strategies that target the improvement of professional training in dealing with COVID-19 patients.

Correlation Between Self-Concept and Anxiety of Communicative Competence in English Foreign Language Learner

This research entitled “Correlation Between Self-Concept and Anxiety of Communicative Competence in English as Foreign Language Learner”. Common problem in this research is to find 1) Whether any correlation between Self-Concept and Anxiety toward communicative competence or not?, 2) How high a level of positive self-concept and anxiety does the student have?.&#x0D; The subjects of this study were students of Muhammadiyah Sidenreng Rappang University, Consisting of 21 Students as samples from fourth semester of English department. The approach used in this reaserch is quantitative by using correlation method. Data collection techniques used are questionnaire, interview and vocabullary test.Based on questionnaire and interviews with case subjects concluded that the identification of student problems are as follows: 1) There are correlation between self-concept and anxiety toward communicative competence, 2) Researcher find that student had high anxiety and mildly positive Self-concept.&#x0D;

Развитие науки как личный проект: студентки и студенты о перспективах развития российской науки

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Objective&lt;/strong&gt;. The study, based on a comparative analysis, provides an answer to the question about the features of designing strategies for involvement in scientific activities among male and female students at regional universities. &lt;strong&gt;Background&lt;/strong&gt;. Traditionally, science is considered a male field of activity, less accessible to women. The article presents a point of view according to which gender stereotypes are the basis of gender asymmetry in science. A special role in the transmission of gender norms at the stage of primary gender socialization is assigned to the family and school, while the fact of gender stereotyping constructed by education in the choice of profession is stated. Girls, even with academic success, reproduce outdated gender stereotypes, considering science as a sphere of &amp;ldquo;male self-realization&amp;rdquo;. &lt;strong&gt;Study design&lt;/strong&gt;. The collection of data on the social perceptions and social attitudes of the students was carried out using the "Scientific Priorities" questionnaire (25 statements about science). This questionnaire was filled in by the study participants based on 8 modalities (&amp;ldquo;important to me&amp;rdquo;/high personal importance; &amp;ldquo;ready to participate&amp;rdquo;/willingness to act; &amp;ldquo;important for my faculty&amp;rdquo;; &amp;ldquo;important for my university&amp;rdquo;; &amp;ldquo;important for the Russian science&amp;rdquo;; &amp;ldquo;important for the development of science and universities in the countries of the East&amp;rdquo;; &amp;ldquo;important for the development of science and universities in the countries of the West&amp;rdquo;; &amp;ldquo;important for the development of world science as a whole&amp;rdquo;). Next, a comparative analysis of 2 groups (male and female students) was used with interpretation in line with gender methodology. &lt;strong&gt;Participants&lt;/strong&gt;. Sample: 387 students (321 female students and 66 male students) specializing in medicine, psychology and pedagogy from the universities of Kirov, Kursk and Nizhny Novgorod. &lt;strong&gt;Measurements&lt;/strong&gt;. The survey questionnaire &amp;ldquo;Scientific priorities&amp;rdquo; focused on the objectives of the study was used. The statements in the questionnaire are combined into four blocks: traditional ideas about the development of science; current trends; block of socio-economic deprivation; sensitivity to political change. &lt;strong&gt;Results&lt;/strong&gt;. At regional universities, male students studying at the faculties of &amp;ldquo;helping professions&amp;rdquo;, defining the priorities of scientific development, formulate them in accordance with the values and priorities of &amp;ldquo;male culture&amp;rdquo;: a technological bias, a high role of competition and an orientation towards a high status of a scientist in society. At regional universities, female students studying at the faculties of &amp;ldquo;helping professions&amp;rdquo; demonstrate an interest in the development of science, but do not consider science as a &amp;ldquo;personal project&amp;rdquo;. In addition, when studying the social ideas and attitudes of students in the field of science development, the phenomenon of a positive assessment of a remote object was revealed. Among the male and female students surveyed, the social perceptions of Russian science turned out to be the most consimilar. &lt;strong&gt;Conclusions&lt;/strong&gt;. It is concluded that gender stereotypes reproduced at the level of students' self-concept are oriented towards supporting the usual format of &amp;ldquo;masculinization of science&amp;rdquo;. However, to restore the positions of female students in the field of scientific work, it is not enough just to change gender stereotypes and social perceptions. To support women researchers, social programs are needed to help girls combine professional life in science and motherhood.&lt;/p&gt;

Academic Self -Concept (ASC) and Well-Being of Students in Hongkong: An Exploratory Study

Goal: There is considerable significance of academic self-concepts in the educational context and in personal growth and while much research has been devoted to the factors affecting their development, and gender is posited as an important factor. The purpose of this study was to examine the academic self-concepts of Hongkong adolescent high school students. The objectives and research questions were to explore Maths and English Academic self-concepts and happiness, regarding 1. Is gender associated with student’s English and Math’s academic self-concept? 2. Do adolescent boys and girls have different Math and English ASC? 3. Is there any association between academic self-concept and well-being? Method: The study adopted a cross-sectional study design with convenient sampling using phone calls and emails. For data collection, the two scales used were – 1. The Academic Self-Description Questionnaire II (ASDQ-II) to index Maths and English academic self-concept by Marsh in 1990. 2. The subjective happiness Scale by designed by Lyubomirsky and Lepper in 1990. Result: A total of 47 student participants, a mix of girls and boys were surveyed. The sample reported an average age of 13 (SD=.351); and most of the respondents are female (61.7%). The study involved one independent variable which is gender (n=47, mean=1.62, std. deviation=.491). The three dependent variables were as follows- English ASC (n=47, mean=33.6, std. deviation=.491), Maths ASC (n=47, mean=33.57, std. deviation=7.1 and happiness self-concept (n=46, mean=19.6, std. deviation=4.62. There were two significant findings -1. Gender is negatively correlated with Maths ASC. 2. Happiness is significantly correlated with English. Conclusion: The findings of this study were revealing that the boys are more likely to report a higher level of Maths academic self-concept, while English academic self-concept is not related to gender. Also, happiness among students is positively correlated with high English Self-Concept. The results supported the notion that gender is correlated with academic self-concept. The study also supported the notions that academic self-concept influences happiness, as English academic self-concept was found to be positively correlated with happiness. The results have been strongly argued to confidently pave way for conclusive direction for future research.

The Association between Family Relationship, Deviant Peer Socialization, Self-Concept and Aggressive Behavior among At-Risk Student in Selangor

A total of 400 student with disciplinary problem aged 13 to 18 years old from eight secondary schools in the state of Selangor were chosen using multi-stage cluster sampling. A set of questionnaires which are consists of social demographic background, family Relationship Characteristics scale, Peer Deviancy Scale, Self-concept scale and Aggression Scale were used to collect the data. Findings revealed that majority of respondents show the moderate level of self-concept, family relationship, and aggressive behavior and low level of deviant peer socialization. The results of t-test showed that there were significant differences in family beliefs, family structure and deviant peers socialization based on gender and age. There were significant differences in aggressive behavior based on gender, while self-concept has significant differences based on age. Findings also indicated that family relationship, self-concept, deviant peer socialization have a significant relationship with the aggressive behavior. The multiple regression analysis showed that sex, deviant peer socialization, family structure and self-concept have significantly predicted aggressive behavior and socialization of deviant peers was the most important predictor, followed by family structure, self-concept, and sex. The results of this study have important implications for those involved in school and adolescents’ systems.

The Influence of Humor Styles on the Level of Academic Self-C Concept (ASC)

The use of humor by teachers can have a positive effect on improving the level of academic self concept and implicitly on motivation and academic results. The present research aimed to investigate to what extent the humor styles practiced by teachers influence the level of academic self-concept (ASC) of students. A number of 117 students who were enrolled in the master's programs in the field of public administration within the Faculty of Political, Administrative and Communication Sciences (FSPAC), Babeș-Bolyai University of Cluj-Napoca answered a questionnaire. Our research shows that there is a link between the humor styles practiced by teachers and the level of ASC of students. Also, the findings indicate that the use of humor in the educational process can play a greate role, namely it can increase or decrease the level of ASC among students. In this sense, although the influence of students' humor styles on the ASC level of students is relatively weak, the connection is still significant.

Evaluation of Professional Self-Concept And its Relationship Factors: A study Among Nursing Students in Mashhad University of Medical Sciences, Iran.

Background: Professional self-concept (PSC) is an important issue concerning the nursing profession and is reflected as the key concept in nursing professionalism. Even though previous studies investigated this nursing concept and its related factors among nursing students, meanwhile, their results showed there is no consensus. Objectives: To assess professional self-concepts among senior nursing students and examine its relationship with gender and, Grade Point Average (GPA). Design and Methods: This cross-sectional study included 157 nursing students selected by a convenience sampling among senior nursing students in the seventh semester in January 2020, at Mashhad University of Medical Sciences (MUMS), Iran. The data were collected using Cowin’s 36-item questionnaire of NPSC which measures nursing self-concept in six dimensions. Results: The age of undergraduate nursing students vary from 22 to 24 years old (22.58 ± 98). Two-thirds of the students were female (66%) and married (71%). The nursing students reported a total mean score of PSC was (161.1 ± 3.27). The highest mean score of the PSC dimensions belonged to communication (27.7 ± 1.17) and the lowest mean score was observed for self-esteem (25.52 ± 1.06).There was no significant difference between gender and total professional self-concept and its dimensions and also no relationship with GPA except for the staff relations subscale, (r= -.198, p&lt;0.05) and leadership subscale (r= -.210, p&lt;0.05) which was a negative and significantly correlated but the correlation coefficients were weak (&lt;0.3). Conclusion: Given a moderate level of total professional self-concept and the lowest dimensions in self-esteem among nursing students, it is recommended that nursing students’s professional self-concept and its dimensions specifically in self-esteem, which can boost their nursing professionalism, be given more consideration.

The Level of Self-concept, School Culture and School Climateamong Students in Selangor

The Level of Self-concept, School Culture and School Climateamong Students in Selangor

Trajectory subgroups of perceived emotional support from teachers: Associations with change in mastery climate and intentions to quit upper secondary school

The aims of this three-wave longitudinal study were to identify and describe trajectories of perceived emotional support from teachers and investigate whether these trajectories were related to the development of intentions to quit upper secondary school via change in perceived mastery climate. Among 1379 Norwegian upper secondary school students, three trajectory subgroups were identified: stable high (84.9%), decreasing (7.8%), and low increasing (7.3%). The subgroups differed in levels of achievement ambition and academic self-concept. Further, a parallel process latent growth curve model revealed essential associations with change in intentions to quit school. Specifically, students with high probabilities of membership in the decreasing emotional support subgroup appeared to be at particular risk, perceiving a decrease in mastery climate that was related to a worrying development of intentions to quit school. The results are discussed considering the importance of a sustained supportive learning environment for late adolescents.

The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries.

The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries.

Self-Concept of College Students: Empirical Evidence from an Asian Setting

Individuals with high self-concept will likely have high life satisfaction, they easily get adjusted to life, and they communicate their feeling more appropriately. However, it was not certain whether self-concept would decline or improve as individuals age, or whether self-concept would vary between genders and ethnic groups. To prove, a study was carried out to compare the self-concept of college students in an Asian context. The inquiry utilized the cross-sectional design in finding out significant differences in the self-concept of participants in terms of age, gender, and ethnicity. A 22-item questionnaire was adapted and administered to 222 Bachelor of Public Administration and Bachelor of Science in Business Administration students from the satellite campus of Bukidnon State University in the Philippines. Initially, a sample was randomly drawn from the population. During the actual data collection, the researchers had difficulty getting the responses from the randomly selected individuals due to internet connection and it was done amidst a pandemic. Instead, it took all responses from those who were available, have access to the internet, and could accomplish the google forms. The data were analyzed using Mean, Standard Deviation, T-test for independent sample, ANOVA and Post Hoc test. The results revealed that college students at the locale have a high level of self-concept in self-fulfilment, emotional adjustment, and honesty. Yet, they only had a moderate level of self-concept in autonomy. Further, there were significant differences in college students’ autonomy and honesty in terms of age and gender. Furthermore, there were significant differences in their emotional adjustment and self-fulfilment as to their ethnicity. The results have implications for instruction, administration, guidance services, and future research.

The Activation of Working Memory Brain Areas During Watching First-Person Shooting Games

Divergent thinking can approximate creative potential of individuals and provide a valid way to understand the creative thinking process and creative development. Still, little is known about how the primary factors that make up divergent thinking—fluency, flexibility, and originality—develop during the early stages of adolescence. The dual pathway model suggests that creativity can emerge from both persistence and cognitive flexibility pathways. This study addresses current gaps about this theory, and tests the dual pathway model at the level of both creative ideation tasks and developmental change across time using the random intercepts cross-lagged panel model. That model controls for the autoregression effect of prior level on subsequent score as well as the effect of one factor on change in another. The results suggest that originality and fluency remain relatively stable from Grades 6–8, while flexibility increases from Grade 7–8. Within each wave, fluency showed the only positive relation with originality, suggesting the persistence pathway may be primary during early adolescence. Neither pathway explained developmental change. Originality influenced increase in flexibility and fluency, and that increase flexibility influenced further increase in fluency. Originality contributed to higher levels of creative illustration, creative self-efficacy, and creative self-concept. Fluency led to higher levels of creative metacognition. Developing ideas that are high in originality requires effort, time, practice, and strategy across different contexts. Formal learning opportunities to develop affect and skills for originality in ideas may converge with developmental advantages for creative potential in early adolescence, supporting students’ self-beliefs, metacognition, and cognition related to creativity.

The effectiveness of Solution Focused Brief Counseling to improve the self-concept of commercial sex workers in rehabilitation institutions

The life of the Indonesian people is a very complex life with various social problems that hit several communities. The existence of various social problems faced by the community makes them live an abnormal or inappropriate life such as the low economy in meeting the needs of life. Social problems are some conditions that arise from a society that cannot function properly, resulting in disappointment and suffering. In this case, those who often experience social problems are usually women, one of the people with social welfare problems, namely Commercial Sex Workers. Someone who works and acts in the field of prostitution is better known as a commercial sex worker. The practice of prostitution by sex workers causes several psychological impacts that refer to negative self-concepts, such as feeling of having low self-esteem in the eyes of the community, being inferior in front of many people, limiting themselves in community interactions, feeling depressed, relationship gaps with other family members. Based on the results of the study, there were 8 PSKs whose self-concept level was in the medium category with a percentage of 38.1%, then 10 PSKs whose self-concept level was in the low category, namely 47.6%. 2 PSKs whose self-concept level was in the very low category, namely 9.5%. So it can be concluded that the average self-concept of CSWs before being given treatment was in the medium and low categories. The research method used by the researcher is the experimental research method. The type of experimental research used by the researcher is a quasi-experimental (quasi-experimental). Quasi-experimental is a quasi-experiment that aims to predict the conditions that can be achieved through actual experiments, but there is no control and manipulation of all relevant variables. Based on the description above, it can be concluded that this study seeks to determine how high the self-concept of sex workers is