Self-perception In Relation Research Articles

Propostas de promoção da saúde e prevenção de distúrbios vocais para profissionais da voz: revisão de escopo

ABSTRACT Purpose: to characterize the actions of vocal health promotion and/or prevention of vocal disorders applied to voice professionals. Methods: a scoping review following the PRISMA-ScR guidelines in SciELO and PubMed databases was conducted. Articles that had as participants voice professionals without concomitant vocal treatment, that described proposals for health promotion or vocal disorders prevention, published between 2010 and 2023, were included. They were grouped into categories and data were presented descriptively. Literature Review: eighteen articles with artistic and non-artistic voice professionals, mostly teachers, were included. Most of the studies focused on healthy voices, aiming at primary prevention. Many articles presented guidance on vocal hygiene and health and used resources such as vocal enhancement, voice workshop, voice amplifiers and apps. All the articles positively mentioned their results, especially with regard to self-perception in relation to voice, vocal quality and quality of life, awareness of positive and harmful practices to the voice. Conclusion: the proposals contemplated different levels of prevention, but most focused on primary prevention, including vocally healthy participants; all articles indicated positive results in voice self-perception, voice quality and quality of life, and awareness of positive and harmful voice practices.

What keeps them off the playing field: a textual analysis of Chinese female pre-service kindergarten teachers’ adolescent sports life history

ABSTRACT While studies have explored the physical literacy of Chinese kindergarten teachers and its impact on young children’s health, to date, none has provided a comprehensive analysis of Chinese kindergarten teachers’ self-perceptions in relation to sport. This study explored the environmental stressors associated with participating in sport during the teenage years of 148 Chinese female pre-service kindergarten teachers majoring in early childhood education at a Chinese university through the analysis of their individual sports life history texts. The researchers found that there were multiple simultaneous pressures regarding girls’ sport participation in China. First, there is the pain of student sports participation caused by the pull of multiple forces, and the inconsistency between government, school, family, and student demands for sports, which makes both sports and students a passive presence. Second, there is gender discrimination against women in the sports arena, which adds another burden for girls. Third, physical education teachers seem to have been unable to solve the physical and mental discomforts caused by perceptions of girls’ limited ability, accidental injuries, anxiety and shyness in the sports process. The study revealed the profound impact of body culture and gender culture in Confucianism on adolescent girls’ sports during puberty. The findings contribute to understanding and improving the pre-service physical education practices of female kindergarten teachers and female physical education practices during adolescence, as well as, in the long run, improving the quality of kindergarten children’s physical activity in a context where females are the dominant occupational group.

Courage, camaraderie and compassion: a qualitative exploration into UK military veterans’ experiences of self-compassion within the context of alcohol use disorders and recovery

IntroductionUK veterans are at increased risk of mental health and alcohol use disorders (AUDs), experiencing specific challenges such as combat exposure and re-integration which may contribute to treatment barriers. Experiences...

A Study on Self-perception in Relation to Academic Achievement of Adolescents

Abstract: Self-Perception is the way by which individuals view and interpret their own behavior, abilities and traits. This study aimed to investigate the impact of self-perception on the academic achievement of adolescents. A sample of 100 adolescents of age 13-18 from diverse backgrounds in the Sonipat District of Haryana is selected using a stratified random sampling technique. The data is collected through the Self Perception Profile Questionnaire prepared by Susan Harter (2012) designed to access the self-perception of adolescents. The data is analyzed using descriptive statistics and correlation analysis. The result showed that self-perception significantly influenced the academic achievement of adolescents. Specifically, self-perception was positively and highly correlated with academic achievement, indicating that students with high self-perception tended to perform better academically. These findings suggest that self-perception plays an essential role in students’ academic achievement. Therefore, it is crucial for educators and parents to focus on developing positive self-perception in students to enhance their academic performance and overall well-being.

Impact of Diversification on Movement Self-Perception and Movement Performance in University Sports Students

ABSTRACT Purpose: It has been acknowledged that accurate movement self-perception is a crucial prerequisite for reaching high levels of movement expertise in sports. The influence of distinct educational environments (specialization vs. diversification) on movement self-perception has thus far, however, mainly been tested in short-term investigations. Method: Therefore, a longitudinal study spanning two-and-a-half years was conducted with sports students from two conceptually different sports study programs. A total of 72 sports students from a convergent-oriented program (COSP, n = 38) and a diversification-oriented study program (DOSP, n = 34) participated in the standardized BAST® movement analysis at the beginning and end of their studies. Results: While, at the end of their sports studies, COSP showed no significant changes in movement self-perception, DOSP students’ movement self-perception increased significantly in five out of eight movement tasks of the BAST®. DOSP students, furthermore, developed a strong relationship between movement self-perception and movement performance at the end of their sports studies. Conclusion: Sports students benefit from engaging in a broad variety of different sports, allowing them to develop an accurate movement self-perception in relation to their movement performance. The influences of divergent learning experiences and diversification on movement self-perception, as well as, practical implications for the development of process-oriented learning environments that promote students’ movement performance by refining movement habits or adapting new movement patterns, were discussed.

Stories of names: exploring Chinese high school language-other-than-English learners’ foreign name(s) usage and its role in multilingual identity construction

ABSTRACT Names serve as a rudimentary bond that connects us to the world. The relationship between language learners’ foreign names adoption and their identity construction has been receiving increased attention. With most studies conducted in English-learning contexts, this study contributes to this line of research by adopting a multilingual framework to explore the role of name choices in the construction of Chinese high school language(s)-other-than-English learners’ multilingual and linguistic identities. Semi-structured interviews were conducted with ten students who studied multiple foreign languages, focusing on their self-perceptions in relation to different names and their stories of identity negotiation through name usage in various social and linguistic settings. Findings show that names are vehicles of meaning that transmit messages to both the bearer and the people around them. The learners adeptly navigated among names of different linguistic origins, which enriched their identity as multilinguals. The choice, creation, adoption and rejection of foreign names reflected learners’ agency along with their struggles as multilingual learners and users on various sociocultural levels. It is argued that learners’ usage or non-usage of foreign names and their multilingual identity share a co-constitutive relationship and that names reflect, perform and shape the bearers’ multilingual identity.

Analysis of the singing voice handicap index for elderly choristers.

To analyze the singing voice handicap index in elderly choristers and verify its relationship with the profile, habits and health conditions of the participants. 110 individuals aged 60 years or older, participating in amateur choirs, were included. Choir singers were interviewed in order to verify data such as age, time in choir singing, vocal classification, and the presence of habits and health conditions adverse to voice production. Subsequently, they answered the questionnaire "Singing Voice Handicap Index (SVHI)", which assesses the individual's self-perception in relation to experiences in the use of the singing voice. The SVHI score had a median of 25, with a minimum score of 0 and a maximum score of 86. The most scored items were related to physical aspects in the use of singing voice: "I am unable to use my 'high voice'" (Q10) and "My throat is dry when I sing"(Q13). It was found that older adults over 75 years of age had a greater voice handicap when compared to younger ones (p=0.020). Choir singers classified as contralto also had a higher SVHI score (p=0.023), as well as individuals who reported drinking little water (p=0.007). The choristers in this study presented a singing voice handicap index compatible with healthy singing voices. When verifying the relationship of the SVHI score with the characteristics of the participants and with respect to habits and health conditions, it was found that the elderly choir singers over 75 years old, the contralto choir singers, and those who claimed to drink little water had higher scores for the singing voice handicap.

Developing students’ relationships with mathematics

ABSTRACT In this study we investigated how to support students’ basic psychological needs for autonomy, competence and relatedness to develop their relationships with mathematics with respect to students’ intrinsic and extrinsic motivation, self-perception in relation to mathematics and math anxiety. There is a substantial amount of research that shows how negative relationships with mathematics affect students’ achievement. In this action research project, we followed an action research spiral. The model gave us the opportunity to plan, act and reflect in an ongoing cycle, which was important to us since we had four measurement points during the year and we repeated our investigation every year for three years. Addressing the research problem and studying the evidence presented, several conclusions can be made. It can be concluded that activities that support students’ basic psychological needs have an impact on their relationship with mathematics, which corresponds to earlier research findings. Additionally, this study provided further insights into the importance of a scaffolding teacher.

The Association Between Pupil-Related Psychological Factors and Academic Achievement in Physical Education

Purpose: Physical education (PE) teachers’ assessments are often based on continuous observations of pupils. As certain psychological factors may mediate pupils’ learning behaviors relevant to the PE context, they may also influence academic achievement in PE. Thus, this study’s aim was to explore the association between pupil-related psychological factors and academic achievement in PE. Methods: Eighty-nine boys and 111 girls (12–16 years old) in lower secondary school participated in this study, responding to a questionnaire containing previously validated scales measuring pupils’ grit, mindset, self-perceptions, and situational motivation. The pupils’ final grade in PE was collected at the end of the school year. Results: A multiple regression model significantly explained 33% of the variance in grade. The self-perception domains—scholastic competence, athletic competence, and physical appearance—acted as unique predictors, explaining a small portion of the variance in academic achievement. Discussion/conclusion: These results support the importance of positive self-perceptions in relation to academic achievement in PE.

Evaluation of Quality of Life in Adult Individuals With Cleft Lip and/or Palate.

The purpose of the present study was to systematically review literature relating to the quality of life (QoL) in adult individuals with cleft lip and/or palate (CLP) and identify which aspect of QoL adults with CLP find to be the most problematic, in comparison to a general non-cleft population. Different databases were searched for this review including the Cochrane Central Register of Controlled Trials, Ovid MEDLINE and Embase. Five domains of QoL were identified to evaluate the overall results of these QoL measures. These domains were; physical function, physical pain, psychological implications and self-esteem, self-perception in relation to facial aesthetics, and social function. The studies included underwent critical appraisal and different types of bias were assessed based on the Cochrane handbook for systematic reviews of interventions. Ten studies were included in this review. The total number of participants was 541. The most common QoL measure for adults with CLP was Short-Form (SF-36). Seven studies out of 10 reported statistically significantly worse scores (P < 0.05) in the psychological implications and self-esteem domains of QoL in adults with CLP, indicating lower QoL in terms of these domains. The least affected QoL domain was physical function. A high heterogeneity was found among the studies, including variation in the QoL measures, types of orofacial clefts, types of treatment and comparison groups. The presence of CLP did seem to negatively affect the QoL for adults with CLP, mainly in terms of psychological implications and self-esteem.

Framing the Text: Understanding Emotional Barriers to Academic Reading.

When students arrive at university there is an expectation that they come already equipped with the skills they need to read academic texts. In contrast, many students have low confidence in their ability to read challenging texts, often experiencing this as a barrier to engaging with academic practices. Recent research has identified the importance of affect in the university context, exploring the impact of emotions around academic practices such as critical thinking and interpreting feedback, but has not looked specifically at reading as one such key practice. This paper draws on this research and reads it alongside data gathered from questionnaires and focus groups conducted with one group of first-year undergraduates. We found that students have a complex relationship with reading for academic study, and that many experience significant negative affects and self-perceptions in relation to their academic reading tasks. We explore some of these encounters, engaging the student voice and using affect theory to unpack some first experiences of reading in higher education.

Framing the text: understanding emotional barriers to academic reading

When students arrive at university there is an expectation that they come already equipped with the skills they need to read academic texts. In contrast, many students have low confidence in their ability to read challenging texts, often experiencing this as a barrier to engaging with academic practices. Recent research has identified the importance of affect in the university context, exploring the impact of emotions around academic practices such as critical thinking and interpreting feedback, but has not looked specifically at reading as one such key practice. This paper draws on this research and reads it alongside data gathered from questionnaires and focus groups conducted with one group of first-year undergraduates. We found that students have a complex relationship with reading for academic study, and that many experience significant negative affects and self-perceptions in relation to their academic reading tasks. We explore some of these encounters, engaging the student voice and using affect theory to unpack some first experiences of reading in higher education.

Emerging adult self-perception and link with adjustment to academic context among Female College Students

ObjectivesThis research aimed to investigate female emerging adult students’ self-perception in relation to their adjustment to academic context in France. MethodFirst, a preliminary study was a validation of the French version of the Self-Perception Profile for College Students (SPPCS, Neeman & Harter, 2012). Second, the study explored freshman year emerging adult females’ self-perception profiles based on the SPPCS, and their association with adjustment to academic context (depression and academic results). ResultsCluster analysis revealed seven self-perception profiles characterized by both global self-worth and self-esteem domains. These profiles were differently associated with positive and negative adjustment. ConclusionOverall, the findings highlight the importance of considering both global self-worth and domain-specific self-esteem to emphasize emerging adult students’ self-perception and its links with adjustment.

Gender differences in health-related quality of life in people with severe mental illness.

The purpose was to analyze socioeconomic and clinical factors of psychosocial functioning and self-perception in relation to health-related quality of life (HRQOL) in people with severe mental health illness (SMI) by gender. A cross-sectional study was conducted on a sample of 133 women and 90 men. Recorded variables: HRQOL, SF-36 Physical Component Scores (PCS) and Mental Component Scores (MCS); sociodemographic and clinical data on psychosocial and self-perception functioning. Correlational studies using raw and adjusted linear regression models to evaluate the factors associated with HRQOL by obtaining coefficients, p-values and respective confidence intervals. The mean PCS for women and men was 44.6 and 49.0 (p = 0.004) and 36.4 and 37.5 (p = 0.575), respectively for MCS. The factors associated with PCS in women were age, -0.2(-0.4:0); in work, 4.2(0.3:8.2); with an income higher than 700 euros/month, 4.4(1:7.7). In men, these factors were education level, 6.1(0.4:11.7); belief that they would not need help in the future, 4.6(0.1:9.2) and a higher need for psychosocial services, -6.6(-11.1:-2). Factors associated with MCS in women were, in work, 6.1(1.5:10.7); and having a high number of friends, 6.6(2.1:11.1). In men, these factors were, living alone, -7.1(-12.7:-1.4); lack of economic benefits, 8.5(3.2:13.8); and a higher need for psychosocial and social services, -3.6(-7.1:-0.2) and -7.7(-13.4:-2). The dimensions affected and the factors that are associated with HRQOL for people with SMI differ by gender. Therefore, these differences should to be taken into account when designing interventions for improving HRQOL.

Negative Self-Perception and Self-Attitude of Sexuality Is a Risk Factor for Patient Dissatisfaction Following Penile Surgery with Small Intestinal Submucosa Grafting for the Treatment of Severe Peyronie's Disease.

Objective: To assess patient satisfaction with surgical outcome, body related self-perceptions, self-attitudes of sexuality, and health related quality of life after penile surgery with small intestinal submucosa (SIS) grafting for the treatment of severe Peyronie’s disease (PD). Material and methods: This retrospective study included 82 patients, who were treated with SIS grafting for severe PD between 2009 and 2013 at the University Medical Center Hamburg-Eppendorf. Patients were asked to complete standardized questionnaires including the International Index of Erectile Function Erectile Function domain (IIEF-EF), Short-Form (SF)-8 Health Survey, and Frankfurt Body Concept Scale-Sexuality (FKKS-SEX). Results: Follow-up was available in 58 (69.9%) patients. SIS grafting resulted in subjective straightening of the penis in 53 (91.3%) patients. After a mean follow-up of 28.9 ± 16.5 months, 24 (41.4%) patients were satisfied or very satisfied with surgical outcome. Postoperatively, the mean FKKS-SEX was 23.5 ± 5.9. In total, 36 (62.1%), 18 (31%), and four (6.9%) patients had FKKS-SEX scores corresponding to positive, neutral, and negative self-perception and self-attitude of sexuality, respectively. The mean postoperative SF-8 was 15.2 ± 6.4. Compared to the mean for German controls, patients achieved lower mean scores in the domains social functioning (50.4 ± 7.1), mental health (49.5 ± 9.2), and emotional roles (48.5 ± 6.8). Subjective shortening of the penis (Odds ratio (OR): 2.0), negative body related self-perceptions, and self-attitudes of sexuality (OR: 3.6) as well as IIEF-EF score (OR: 0.9) were risk factors for patient dissatisfaction (p-values ≤ 0.02). Conclusion: A relevant number of patients is not satisfied with surgical outcome after SIS grafting for the treatment of severe PD. Subjective shortening of the penis, negative body related self-perceptions, and self-attitudes of sexuality as well as IIEF-EF score were risk factors for patient dissatisfaction.

Why do I think my team is capable? A study of some antecedents of team members’ personal collective efficacy beliefs

Few studies have been conducted about team members’ individual beliefs of their team’s collective efficacy (personal collective efficacy). We argue that this individual belief is a motivational factor for teamwork along with self-efficacy for teamwork. This study investigated relationships between personal collective efficacy, self-efficacy for teamwork, collective orientations and perceptions of self in relation to other team members. In addition, relationships between personal collective efficacy and team members’ perceptions of team activities namely evaluating and integrating were explored. Multilevel analysis was employed in order to account for team level variation when testing individual level relationships. Eighty-six university student teams were followed throughout a two-stage study. We found personal collective efficacy was related to self-efficacy for teamwork, horizontal allocentrism, and the extent to which a team member perceived the level of integrating ideas and team tasks to be interdependent.

The importance of scientific competencies in German medical curricula - the student perspective

BackgroundScientific competencies are of great importance for physicians; not only for conducting reliable research, but also for patient care. However, there is growing concern that a lack of scientific competencies among physicians may lead to a deterioration in the quality on biomedical research. This study aims at assessing medical students’ perspectives on the implementation of scientific competency training in German medical curricula.MethodsAn online survey was conducted in order to collect German medical students’ opinions on the importance of acquiring scientific competencies during their medical studies and to provide us with an assessment of their current levels of basic scientific competencies by having them conduct a self-evaluation. Moreover, we wanted to understand their perceptions of current curricular content and to receive suggestions for improving scientific competency training. Participants were reached via the mailing lists of the German Medical Students’ Association, as well as of local medical student committees, and the German Medical Students’ Associations social media channel on Facebook.ResultsIn total, 2380 medical students from across all 37 German medical faculties participated in the survey. The majority of students agreed that the ability to critically evaluate the relevant literature is an important competency for physicians, and that every student should conduct a research project during their medical studies. However, the students evaluated their scientific competencies as unsatisfactory, especially with regard to statistics and scientific writing. They were strongly in favor of receiving extended research training.ConclusionOur study provides insight into German medical students’ self-perception in relation to both patient care and biomedical research, and makes recommendations for potential improvements in scientific training. The study demonstrates that scientific competencies are of great importance to medical students in Germany. Students are not lacking motivation for scientific practice and have numerous ideas for enhancing scientific teaching opportunities. Scientific training should follow a holistic approach based on three pillars: (i) a scientific core curriculum, (ii) intracurricular research projects, and (iii) special research programs for students strongly interested in medical research.

Impact of dental treatment on self-esteem and oral health selfperception of children and adolescents victims of sexual abuse

Objective: To evaluate the oral health self-perception and the influence of dental treatment on the multidisciplinary approach of adolescent victims of sexual abuse. Material and Methods: It was adopted a qualitative methodology that emphasized the deepening and comprehension of the answers obtained. Six adolescents, from both genders, victims of sexual abuse in the last two years, aged between 10 and 15, took part of the study. A questionnaire was applied before and after the dental treatment in order to evaluate changes in the self-perception and self-esteem of the individuals. The answers were categorized into two thematic axes with the use of the qualitative content analysis: self-perception and self-esteem. Psychological attendance prior and after the dental interventions enabled to comprehend the changes observed. Results: The participants presented a coherent self-perception in relation to the present clinical situation and an increase of their self-esteem after the dental interventions. Conclusion: Dental treatment contributed to improvements regarding self-esteem and oral health self-perception in victims of sexual abuse. KeywordsSelf-reported oral health; Sexual abuse; Dental aesthetic; Adolescent; Child.

Applying the multi-threat framework of stereotype threat in the context of digital gaming.

Females often report experiencing stigmatisation pertaining to their competency in digital gaming communities. Employing the principles of the multi-threat framework of stereotype threat, the current research examined the impact of gender-related stereotypes on females’ gaming performance and related self-perceptions. In Experiment 1, 90 females were assigned to one of three conditions in which they were primed that their performance would be either diagnostic of their personal (self-as-target) or gender group’s ability (group-as-target) or would be non-diagnostic of gaming ability (control). In Experiment 2, 90 females were primed that their performance would be judged by a group of other females (in-group source) or males (out-group source), or would be non-diagnostic of ability (control). Participants then completed a casual gaming task, as well as measures of competence beliefs, self-efficacy and self-esteem. Findings from Experiment 1 indicate that neither a self-as-target nor a group-as-target stereotype affected significantly gaming performance, or game-related self-efficacy, self-esteem and competency beliefs. Findings from Experiment 2 reveal further that females’ gaming performance and associated self-perceptions were not impacted significantly by an in-group or out-group source of stereotype threat. The discussion turns to potential explanations for these findings, proposing that females may not perceive negative gender-gaming stereotypes to be an accurate representation of their personal or social group’s gaming ability. We also discuss the implications of the experimental design and difficulty, as well as the potential for domain identification to moderate performance outcomes under stereotype threat.

Positives and negatives: reclaiming the female body and self-deprecation in stand-up comedy

ABSTRACTDrawing on existing research into feminist humour, this paper argues that many of the functions of self-deprecation within comic performance that have been identified and explored in relation to the American context of the late 90s and early 2000s are still evident on the current UK circuit. Self-deprecation in stand-up comedy by women continues to be understood as both positive (as part of the rise of popular feminisms) and negative (as reinforcing patriarchal norms). These contradictory understandings of self-deprecation in stand-up comedy are always inextricably linked to the identities of the audiences for such humour. I argue that instances of negative self-perception in relation to the female body are now more discernible due to the rise of popular and celebrity feminisms. I consider how emergent female stand-up performers may rationalise and understand the role self-deprecation plays within their own routines and discuss the work of stand-up comedian Luisa Omielan as an example of the rejection of self-deprecatory address. I make the argument that self-deprecation cannot function simply as positive or negative in the current UK context, but must always be considered (for both audiences and performers) as challenging and reinforcing restrictive patriarchal attitudes towards women simultaneously.