Multidimensional Model Of Self-concept Research Articles

Career and Life Planning Education: Extending the Self-Concept Theory and Its Multidimensional Model to Assess Career-Related Self-Concept of Students with Diverse Abilities

Purpose: This article aims to (1) systematically examine the development of career guidance practices in Hong Kong over the past 40 years, (2) discuss developmental attention to the career-related self-concept of diverse learners, and (3) propose a multidimensional model of self-concept by integrating the career-related domains with recent advances in self-concept research pertaining to students’ in-school and post-school outcomes. Design/Approach/Methods: This article charts the developmental trend of career guidance and counseling (CGC) over more than 40 years in Hong Kong. The article also examines key findings relating to self-concept research made in the fields of education and career counseling in the past 50 years. Findings: For 50 years, Hong Kong has progressively recognized the importance of CGC. The government’s continued determination to refine its policies and practices in this domain was succinctly highlighted in the Chief Executive’s 2018 policy address. However, many challenges pertaining the professional competence of career guidance teachers and the ability of school administrators to manage the paradigm shift from informal to formal career guidance and counseling practices (CGCPs) remain. Meanwhile, the effects of these CGCPs on students’ gains of career-related abilities and interests directly and indirectly remain under-researched. Originality/Value: This article integrates research into the developmental trend of career guidance practices in secondary schools and the study of academic self-concept. The article builds upon previous self-concept research by proposing an extended self-concept model that includes the career-related domain, setting a theoretical model for further research to explore. Finally, the article demonstrates the importance of tailoring career guidance activities in secondary education to reflect the diverse career-related self-concepts held by today’s students with diverse abilities.

Self Concept Training to Improve Future Orientation Among College Student

This research aim is to examine the effect of self concept training on future orientation among college student in Faculty of Psychology Satya Wacana Christian University. This study is a quasi-experimental research by one-group pretest-posttest design. Participant on this research are 20 college student from Faculty of Psychology Satya Wacana Christian University, whose selected by accidental sampling. The participant will receive a treatment namely self concept training which build from multidimensional model of self concept according to Fitts (Pauldine, Warren, & Swails, 2017). Future Orientation Questionnaire (FOQ), an instrument developed by Seginer (2009) is used to measure future orientation on participant before and after treatment. We also used paired sample t test to test the hypothesis in this research. Result showed that t score is 5,711 (t table = 2,093) and significance level is 0,000 (p<0,05) which means that there is significantly difference of future orientation score on participant before and after treatment. Further research is needed to examine the effect of self concept training in diverse population.

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.

Self-concept in the Formation of Educators of Indigenous Areas in Mexico

The presented study talks about self-concept in student-educators who are academically prepared in a bachelor degree in pre-school and elementary school education when it comes to indigenous areas in Mexico. According to the very students there is a lower perception of them when comparing to their colleagues in urban areas. By taking into account and considering the reference of the multidimensional model of self-concept by Shavelson, Hubner and Stanton (1976), as well as the research questions: What is the level of self-concept of student-educators of the LEPEPMI? And, what is the relation between the level of self-concept and several social, academic and professional variables of the student-educators of the LEPEPMI? A quantitative non-experimental and cross-sectional study was conducted with 155 participants, having found as most significant results that the subjects demonstrated a low level of global self-concept. Furthermore, this concept was statistically related only with the semester of study for the student-educators.

The Predictive Effects of Self-Esteem, Moral Self, and Moral Reasoning on Delinquent Behaviors of Hong Kong Young People

While external factors such as family and peers were widely known to be predictive of juvenile delinquency, mixed results were reported regarding the effects of internal (personal) variables such as self-concept and moral reasoning maturity. The present study was to delineate the effects of two variables relating to the self (self-esteem, moral self) and the moral reasoning maturity in predicting delinquency. A sample of 266 young people aged between 17 and 21 were invited to complete a questionnaire composed of global self-concept (self-esteem) scale, moral self scale, moral reasoning test, and a daily behavior checklist. Regression and correlation analyses indicated that moral self and moral reasoning were in general negatively associated with delinquency, but global self-esteem did not have significant linear relation with delinquency. Polynomial contrast tests revealed that moral reasoning and moral self to certain extent had a linear trend with delinquency negatively, but global self-esteem exhibited a curvilinear (U-shape) trend with some but not all delinquent behaviors such as sexual misconduct, drug offenses, gambling. The results were then discussed in the light of self-derogation theory and other relevant theories such as the "threatened ego" and the multidimensional model of self-concept, and hopefully could throw lights to explain the phenomenon for further research.

Translation, Validity and Reliability of Multidimensional Self-concept Scale (MSCS) Questionnaire among Malaysian Teenagers

This study aims to translate the English edition of Multidimensional Self-Concept Scale (MSCS) questionnaire into Malay language, to validate it and to make it reliable. The MSCS constructed by Bracken (1992) to evaluate self-concept in accordance to Multidimensional Self-Concept Model (MSCM). MSCS consists of 150 items (74 positive items, 76 negative items) which assess the 6 subscales of self-concept; social self-concept, ability self-concept, affective self-concept, family self-concept, physical self-concept and academic self-concept. The process of translation into Malay language using the back translation method was suggested by Brislin, Lonner and Thondike (1973). The items in MSCS are translated according to local values and culture by 3 Malay language panels and 3 English language panels. For the face validity evaluation, 8 secondary school students and 3 Malay language experts involve in the betterment of language, sentence structures and comprehension of terms in MSCS. Subsequently, MSCS is evaluated by 7 expert panels for the validity of its contents. Next, reliability analysis is conducted to 214 students in 2 secondary schools in Selangor, Malaysia. The result shows that the value of contents validity by expert panels has high coefficient value which is = 0.822 with minimum and maximum values of over 0.60. Family self-concept sub-scale has the lowest coefficient value which is 0.668 while social self-concept sub-scale has the highest coefficient value (0.964). For the overall analysis of reliability is alpha = 0.964 with the values of each sub-scale are; social = 0.971, ability = 0.963, affective = 0.964, family = 0.974, physical = 0.974 and academic = 0.965. Hence, this study has succeeded to convert the MSCS that has high validity and reliability values and applicable for Malaysian teenagers.

Physical Self-Concept and Its Relationship to Exercise Dependence Symptoms in Young Regular Physical Exercisers

The study aimed to investigate whether certain physical self-concept predicted exercise dependence among young regular exercisers using a multidimensional prospective. One hundred fifty-two regular gym users, 78 were male and 74 female, completed: Physical Self-Description Questionnaire (PSDQ), Exercise Dependence Scale-21 (EDS-21), and Eating Disorder Inventory–2 (EDI-2). Correlation and regression analyses were calculated to determine the relationship between physical self-concept and exercise dependence behaviors. Significant correlations were found, confirming that exercise dependence symptoms and physical self-concept domains were related each other. In addition, results showed that multidimensional model of self-concept is a strong predictor for exercise dependence both for male and female.

Differentiating Among Delinquent, At-Risk, and Not At-Risk Adolescents Using a Multidimensional Model of Self-Concept

This exploratory study sought to differentiate 24 delinquent, 30 at-risk and 30 not at-risk adolescent males according to a multidimensional model of self-concept. Participants completed the Song and Hattie Test of Self-Concept (1992), which consists of seven dimensions of self-concept; namely, achievement self-concept, ability self-concept, classroom self-concept, family self-concept, peer self-concept, physical self-concept and confidence in self.Significant differences between the not at-risk, at-risk and delinquent groups were found across six of the seven dimensions of self-concept. Implications of these findings suggest an effective procedure for differentiating between not at-risk and at-risk youth within the school context, prior to involvement with the Juvenile Justice system. The implications for intervention are discussed.

DEVELOPMENT AND VALIDATION OF A SELF-CONCEPT QUESTIONNAIRE FOR HONG KONG CHINESE ADULTS WHO HAVE PHYSICAL DISABILITY

Previous research (Tam &amp; Watkins, 1995) provided an understanding of the self-concepts of Hong Kong Chinese adults who have physical disability. Through constructing a hierarchical multidimensional self-concept model for the disabled population, a theoretical basis was established for the development of a questionnaire to measure their self-concepts. Subsequent efforts focused on validating this instrument, the Self-Concept Questionnaire for Physically Disabled Hong Kong Chinese (SCQPD). The results provided evidence that this instrument is psychometrically sound. The scales have satisfactory internal consistency reliability and factor analysis of these scales makes conceptual sense. Some evidence for construct validity is also presented.

The Relationship of Self-concept and Achievement Implications for the Middle School

Since 1960 there have been numbers of investigators of the relationship between self-concept and what happens in the classroom. A review of the research literature of self-concept and what happens in the classroom reveals: (1) The self is a complex subjective system that the student brings to school. (2) There is a positive relationship between self-concept and academic performance and that parents and teachers have an important impact on the self-concept of the individual child. (3) Effective educators should accept and support the multidimensional model of self-concept. (4) Ability grouping has little significant effect on learning outcomes, self-concept, or attitudes toward school and subject matter. (5) Activities that develop self-concept: teacher-pupil planning, cooperative learning, peer tutoring, multi-age interaction, self-evaluation, out of school activities, and community service projects are also important to effective middle school educators.