Self-concept Domain Research Articles

Symbolic Interaction in Tiktok's Live Streaming: A Study of Influencer-Viewers Engagement


 
 
 
 In the contemporary digital landscape, social media has evolved into a pervasive phenomenon, serving as a medium for communication and interaction in the virtual realm, liberated from the confines of space and time—epitomized by the omnipresent live streaming feature. TikTok, distinguished by its live streaming functionality, emerges as the paramount social media platform, attracting users ranging from influencers to artists. Central to social media interaction is the adept representation of communicative intentions. This research probes the intricacies of TikTok's live streaming feature as a symbolic interaction medium between influencers and their audience. Employing a qualitative descriptive methodology, the researcher elucidates insights derived from in-depth interviews and observations. The study is anchored in Herbert Mead's symbolic interactionism, with a specific focus on the dimensions of mind, self, and society. Findings spotlight that influencers, within the realm of the mind concept, prioritize augmenting their follower count, with some anticipating financial contributions from the audience to address familial needs. Within the self-concept domain, a subset of influencers directs attention to leveraging symbolic features of live streaming to express their self-concept. Symbols such as likes, comments, shares, and viewers are regarded as potent conveyors of messages pertaining to identity and emotions, particularly within the micro-influencer domain. Concurrently, the audience tends to emulate the self-concept of the influencers they follow. In the societal context, unanimity prevails among informants regarding the imperative adherence to collectively endorsed rules and norms, notably the regulatory policies instituted by TikTok for live streaming.
 
 
 

Psychosocial needs of adolescents and young adults with eczema: A secondary analysis of qualitative data to inform a behaviour change intervention

This study aimed to explore adolescents and young adults' experiences of symptoms related to their eczema in order to determine their psychosocial needs. A secondary qualitative analysis of two data sources collected through semi-structured interviews for two different projects, SKINS project and Eczema Care Online project. In total, there were 28 transcripts with adolescents and young adults with eczema having a mean age of 19.5years available to analyse. Interview data were collected from face-to-face interviews that were recorded and transcribed. Inductive thematic analysis explored data about symptoms and organized according to psychosocial needs. Adolescents and young adults with eczema experience both visible symptoms (such as flaky, dry, and inflamed skin) and invisible symptoms (such as itch, pain, exhaustion, and mental distress) that elicit different psychosocial needs. These psychosocial needs are to (i) be understood; (ii) be perceived as normal; and (iii) receive emotional support. Interviewees described a struggle between wanting their peers and family to understand but take their eczema seriously whilst not wanting to stand out and instead to be perceived as 'normal', which they would define as being perceived as other adolescents. This has implications on behaviours, such as seeking support, avoiding going out, hiding their skin, as well as emotional implications, such as social isolation and feeling anxious and low. Having a better understanding of young people's experiences and psychosocial needs will provide a framework on how best to support adolescents and young adults when managing symptoms related to eczema. Statement of contribution What is already known on this subject? Eczema has a high impact on children and is considered a burden by children and adults with eczema. However, it is unclear what impact eczema has on adolescents and young adults. Adolescents and young adults with chronic conditions are known to be vulnerable to negative psychosocial outcomes but psychosocial needs and how to best support this age group with eczema are unknown What does this add? Three psychosocial needs were developed from evaluating the impact of visible and invisible symptoms of eczema: The need to feel understood (mostly reflective of invisible symptoms such as itch and pain and visible symptoms such as scratching). The need to be perceived as 'normal': visible symptoms such as flaky, inflamed skin make them stand out in comparison with their peers and a need emerged to blend in. The need for emotional support: adolescents and young adults searched for this from their health care providers, from shared experiences and from online resources. Adolescents and young adults with eczema appear to feel ambivalent about wishing the impact of the condition to be acknowledged whilst wishing the condition to be invisible to others. This ambivalence had further impact on feeling self-conscious, seeking support, and dealing with unsolicited advice.

The Effect of Counseling Based on Sexual Self-Concept via Social Networks on Smartphone in Infertile Women: A Randomized Controlled Trial.

ABSTRACTBackground: Infertility can affect the physical, mental and emotional aspects of a person’s life. This study aimed to investigate the effect of sexual counseling via social networks on Smartphone in sexual self-concept of infertile women. Methods: In a randomized controlled trial, 80 eligible infertile women referred to the fertility centers of Alborz University of Medical Sciences from April to July 2018. They were randomly assigned into intervention) sexual counseling with routine infertility counseling) and control groups )routine infertility counseling(. Eight counseling sessions via social networks were held for both groups. The Snell’s sexual self-concept questionnaire was completed by participants before and after the intervention. The data were analyzed using SPSS 19 with a significance level of P<0.05. Results: The mean age of women was 30.76±0.72 years and the most infertility duration was more than 36 months. The results of a repeated measure showed that there were significant differences in positive self-concept domain between the two groups during the time by comparing the means (120.4±17.9 versus 105.1±16.8). We also found an increasing trend of the scores in positive sexual self-concept domain (110.6±18.42, 120.1±18.7, 120.4±17.9) (P<0.001) and a decrease in negative sexual self-concept domain (24.3±7.87, 20.2±7.77, 19.65±6.97) (P<0.001) in intervention group. In the situational self-concept, there were no difference between the two groups during the time (P=0.06) Conclusion:The results obtained in the present study showed that counseling through social networks was effective in improving the sexual self-concept in infertile women, thus ameliorating the couples’ sexual relations. Trial Registration Number: IRCT20160503027728N9

The Big-Fish-Little-Pond Effect on Academic Self-Concept: A Meta-Analysis.

The Big-fish-little-Pond effect is well acknowledged as the negative effect of class/school average achievement on student academic self-concept, which profoundly impacts student academic performance and mental development. Although a few studies have been done with regard to this effect, inconsistence exists in the effect size with little success in finding moderators. Here, we present a meta-analysis to synthesize related literatures to reach a summary conclusion on the BFLPE. Furthermore, student age, comparison target, academic self-concept domain, student location, sample size, and publication year were examined as potential moderators. Thirty-three studies with fifty-six effect sizes (total N = 1,276,838) were finally included. The random effects model led to a mean of the BFLPE at β = −0.28 (p < 0.001). Moreover, moderator analyses revealed that the Big-Fish-Little-Pond effect is an age-based process and an intercultural phenomenon, which is stronger among high school students, in Asia and when verbal self-concept is considered. This meta-analysis is the first quantitative systematic overview of BFLPE, whose results are valuable to the understanding of BFLPE and reveal the necessity for educators from all countries to learn about operative means to help students avoid the potential negative effect. Future research expectations are offered subsequently.

Longitudinal big-fish-little-pond effects on academic self-concept development during the transition from elementary to secondary schooling.

Research has shown that academic self-concepts (ASCs) are subject to contextual influences, in particular to the big-fish-little-pond effect (BFLPE). The BFLPE refers to the phenomenon whereby able students report more negative ASC when exposed to learning environments with relatively higher-achieving students. Although the BFLPE has been identified across various educational settings, there is surprisingly little research on its persistence across contexts. The present study fills this gap and explores the lasting consequences of the BFLPE for ASC development after the transition from one educational context to another. It draws on a longitudinal study of N = 1,617 students from Grades 6 to 9, which followed students across the transition from elementary to secondary school. We found indications of cross-sectional BFLPEs in both elementary and secondary schools for all 3 of the ASC dimensions we investigated (general academic, German language arts, and mathematics). Yet, after students had transitioned into secondary schools, the effects of the elementary school context persisted to a certain extent, but this varied by self-concept domain: for general ASC (GASC), some elementary school effects remained during secondary schooling, alongside the new effect of the secondary school context. For German language arts and mathematics self-concepts, the BFLPE from elementary school faded after students transitioned from elementary school. BFLPEs varied by secondary school track for synchronous, cross-sectional effects but not for longitudinal elementary school effects. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

The Effects of Inclusive Education on the Self-Concept Of Students with Special Educational Needs

Inclusive education is a platform that provides opportunities for students with special educational needs (SEN) to learn in a regular classroom with normal students. However, there are many challenges faced by students with SEN who learn in an inclusive setting, such as negative perception from the mainstream teachers and peers, being bullied and excluded by peers; facing academic issues because of following the regular curriculum like normal students, and lack of support from the parents. The problems occurred has affected the self-concept of students with SEN. Therefore, a study was conducted to explore the impact of inclusive education towards the self-concept of students with SEN in terms of identify the level of self-concept among students with SEN; identify the strongest and the weakest domains of self-concept; explores the differences of self-concept levels based on gender; and to study the relationship between the level of self-concept with the period of learning in an inclusive education. The respondents consisted of 52 students with SEN, aged between 8 to 15 years old who learn in inclusive settings from 10 schools in the district of Hulu Langat, Selangor. The study was conducted using a set of questionnaires that contains 80 items of Piers-Harris Children’s Self Concept Scale that respondents had to answer. The findings showed that the level of self-concept among the students with SEN is at moderate. The study also found that the strongest self-concept domain among the students with SEN is Happiness and Satisfaction (HAP), and the weakest self-concept domain is Popularity (POP). In addition, the results showed that there is no significant difference in the levels of self-concept based on gender, and there is no significant relationship between the levels of self-concept with learning periods in inclusive education.

Does Guanfacine Extended Release Impact Functional Impairment in Children with Attention-Deficit/Hyperactivity Disorder? Results from a Randomized Controlled Trial.

BackgroundIn clinical trials of medications to treat attention-deficit/hyperactivity disorder (ADHD) in children, effects on functional impairment have been less well-studied than changes in ADHD symptoms.ObjectiveData regarding functional impairment were analyzed from a multicenter, double-blind, placebo-controlled study of guanfacine extended release (GXR) in children with ADHD, using the Weiss Functional Impairment Rating Scale–Parent Report (WFIRS-P). The correspondence of changes in WFIRS-P scores with symptomatic and global response to GXR treatment was also examined, with treatment response defined by scores on both the ADHD Rating Scale IV (ADHD-RS-IV) and the Clinical Global Impressions–Improvement Scale (CGI-I).MethodsIn this 8-week, double-blind, placebo-controlled, dose optimization study at 47 sites across the USA and Canada, children aged 6–12 years with a diagnosis of ADHD [Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision criteria, and an ADHD-RS-IV score ≥28 and CGI–Severity of Illness Scale score ≥4 at baseline], were randomized 1:1:1 into three groups: GXR am [GXR (1–4 mg/day) in the morning, placebo in the evening], GXR pm [placebo in the morning, GXR (1–4 mg/day) in the evening], or twice-daily placebo. Parents rated their children on the WFIRS-P at screening, baseline, the end of dose optimization, and at the final on-treatment assessment.ResultsThe efficacy population was composed of 333 subjects (GXR am: n = 107; GXR pm: n = 114; placebo: n = 112). At the final on-treatment assessment, there were significant improvements from baseline in the placebo-adjusted difference in least-squares (LS) mean (95 % confidence interval) WFIRS-P Total scores for both GXR treatment groups combined [GXR all-active: −0.16 (−0.25, −0.07), effect size (ES) = 0.448, P <0.001] and separately [GXR am: −0.15 (−0.26, −0.05), ES = 0.417, P = 0.004; GXR pm: −0.18 (−0.28, −0.07), ES = 0.478, P = 0.001]. Significant improvements in WFIRS-P domain scores for Family, Learning and School (including Academic Performance and Behavior in School), Social, and Risky Behavior were found for both GXR cohorts compared with placebo. However, the Life Skills and Self-Concept domain scores of the WFIRS-P did not improve with GXR treatment. Post hoc stratification by responder status revealed that significant (P <0.001) improvements in WFIRS-P Total and all domain scores were associated with symptomatic treatment response in the GXR all-active group.ConclusionsGXR treatment in children with ADHD was associated with reductions in WFIRS-P functional impairment scores compared with placebo, regardless of time of GXR administration. Changes in WFIRS-P scores were congruent with clinical response, as determined by both ADHD symptom reduction and CGI-I scores.ClinicalTrials.gov identifierNCT00997984.

If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school.

The Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis). To our knowledge this assumption has not been tested. Testing this effect also provides a context for illustrating different approaches to the study of growth with longitudinal data. We use cohort sequential data from 2,781 of Year 7 to Year 11 Australian high school students followed across a total of 10 time waves 6 months apart. Three different approaches to testing the ipsative self-concept hypothesis were used: Autoregressive cross-lagged models, latent growth curve models, and autoregressive latent trajectory models (ALT); using achievement as a time varying covariate. Cross-lagged and growth curve models provided little evidence of ipsative relationships between English and math self-concept. However, ALT models suggested that a rise above trend in one self-concept domain resulted in a decline from trend in self-concept in another domain. Implications for self-concept theory, interventions, and statistical methods for the study of growth are discussed.

The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components.

Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and competence-affect distinction) and extends previous research by applying both within-network and between-network approaches to construct validation. The academic self-concept scales of a German version of the Self Description Questionnaire I (SDQ I) were administered to students from 3rd to 6th grades (N = 1,958). Confirmatory factor analysis models positing separate factors for competence and affect components of math, German, and general school self-concepts fitted better than models assuming domain specificity only. This was demonstrated for the total sample as well as for different subsamples based on age and gender. Although the competence and affect components within each academic self-concept domain were substantially correlated, they were found to be separable constructs. In between-network studies, the competence component was found to be more highly correlated with achievement than the affect component within and across matching academic domains, providing a new argument for the separation of competence and affect components of academic self-concept. Implications of the distinctiveness of competence and affect components of academic self-concept for self-concept theory, research, and practice are discussed.

Longitudinal Study of Preadolescent Sport Self‐Concept and Performance: Reciprocal Effects and Causal Ordering

Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school.

Concurrent validity of the COHIP

This study examined the relationship between children's perception of their OHRQOL and their perceptions of their dentofacial image, social anxiety, and self-concept as an assessment of the concurrent validity for the Child Oral Health Impact Profile (COHIP). A nonrandom, consecutive sample of children, ages nine to 14 years, was recruited for this observational validation study. Participants had been accepted for treatment in the University of North Carolina Graduate Orthodontic clinic. Data were collected after gathering initial orthodontic records and prior to delivery of any fixed or removable orthodontic appliances. Participants completed the COHIP and standardized dimension-specific questionnaires with known psychometric properties designed to assess self-concept, social anxiety, and perception of facial image. Child assent with caregiver consent was obtained prior to data collection. Pearson's correlations between each of the domains of the COHIP and the Dento-facial Image, the Social Anxiety Scale, and the self-concept domains of the Multidimensional Self Concept Scale (MSCS) were calculated. Criteria for support of concurrent validity was established based on directionality of expected relationships and strength of the observed correlation coefficient. Each correlation was assessed as meeting or not meeting the criteria. A one-tailed one sample Z-test was used to test the null hypothesis that 58% of the calculated correlations would meet the criteria (expected a priori) with an alterative that less than 58% would meet the criteria. The average age of the 52 subjects enrolled was 11.8; 40% were male; and 85% were Caucasian. The hypothesis that 58% of the calculated correlations defined a priori as expected relationships would meet the criteria was supported by the data (P = 0.63). The perception of dentofacial appearance was positively correlated (range = 0.39 to 0.45; with all of the COHIP domains except for the School domain. Overall, the COHIP domains, particularly Self-Image and Social Emotional subscales, were positively correlated (0.32-0.52) with the MSCS self-concept domain scores, except Family Self-Concept. The COHIP domains, particularly Functional Well-being and Social Emotional subscales, were negatively correlated (-0.76 to -0.33) with the three Social Anxiety subscales that include both fear of negative evaluation and social avoidance. The findings in this study lend support to the validity of the COHIP since 77% of the expected relationships between the domains of the COHIP and the domains of general, standardized dimension-specific instruments were observed. The decision to use condition-specific, dimension-specific, or general quality of life (QOL) measures is dependent on the purpose of the study. For investigations in children on the effect of dental treatments or in epidemiologic studies of an oral health outcome, the use of condition-specific QOL measures like the COHIP have the advantages of increased patient responsiveness since the assessment is focused on a specific condition, oral health, and increased sensitivity to treatment effects.

Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis

Traditional reviews and previous meta-analyses of self-concept interventions have underestimated effect sizes by using an implicitly unidimensional perspective that emphasizes global self-concept. In contrast, this research employed a synergistic blend of meta-analysis and multidimensional construct validation to evaluate the impact of self-concept interventions for children in 145 primary studies (200 interventions). Overall, interventions were significantly effective (d = .51, 460 effect sizes). However, in support of the multidimensional perspective, interventions targeting a specific self-concept domain and subsequently measuring that domain were much more effective (d = 1.16), suggesting sole reliance on global self-concept is inappropriate for evaluating interventions designed to enhance a specific component of self-concept. Other moderators (e.g., feedback, experimental design, target population groups) also influenced effect sizes in ways useful to the design of new interventions. Methodologically, this research also demonstrates the use of both fixed and random effects models and incorporation of multiple outcomes from the same study.

The development of multiple domains of child and adolescent self-concept: a cohort sequential longitudinal design.

The development of child and adolescent self-concept was examined as a function of the self-concept domain, social/developmental/educational transitions, and gender. In two overlapping age cohorts of public school students (Ns = 936 and 984), five dimensions of self-concept were evaluated every 6 months in a manner that spanned grades 3 through 11 (representing the elementary, middle, and high school years). Domains of self-concept included academic competence, physical appearance, behavioral conduct, social acceptance, and sports competence. Structural equation modeling addressed questions about the stability of individual differences over time. Multilevel modeling addressed questions about mean-level changes in self-concept over time. Significant effects emerged with regard to gender, age, dimension of self-concept, and educational transition.

Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students.

The authors extended the internal/external frame of reference (I/E) model of self-concept formation by relating Chinese, English, and math achievement to Chinese, English, and math self-concepts in a 5-year longitudinal study based on a large (N = 9,482) representative sample of Hong Kong high school students. Tests of the I/E model are typically based on math and English constructs for a single wave of data in Western countries. This study involved testing its cross-cultural generalizability to a non-Western country, including native and nonnative languages, as well as mathematics, and evaluating longitudinal effects over a 5-year period starting shortly before the beginning of high school. In support of the extended I/E model, (a) math, English, and Chinese achievements were highly correlated, whereas math, English, and Chinese self-concepts were nearly uncorrelated; (b) math, English, and Chinese achievements each had positive effects on the matching self-concept domain but negative effects on nonmatching domains (e.g., English achievement had a positive effect on English self-concept but negative effects on math and Chinese self-concepts); and (c) these results were very stable over time.

The Lability of Psychological Ratings: The Chameleon Effect in Global Self-Esteem

The chameleon effect hypothesizes that the interpretation of esteem items and the nature of the measurement of the construct are altered by the content of other items in a survey. In each of three studies, responses to esteem items embedded among items focusing on a specific self-concept domain (academic, artistic, or physical) were more highly correlated to that specific domain than were esteem items from a broadly based multidimensional self-concept instrument. Confirmatory factor analysis models demonstrated that the same esteem items embedded in different instruments measured distinctfactors. Unlike typical contextual effects showing mean shifts along the same underlying continuum, these results suggest changes in the nature of the construct that is being measured so that mean shifts are of dubious relevance. The results have theoretical implications for how individuals form esteem judgments and practical limitations for the interpretation of esteem responses in correlational and experimental studies.

From dissonance to disidentification: Selectivity in the self-affirmation process.

Two studies examined the relationship between the content of a self-threat and the attractiveness of available self-affirmations (C. M. Steele, 1988). After self-threast was induced by means of a cognitive dissonance procedure, participants' choices for affirmations were examined in order to explore whether the attractiveness of a given affirmation depends on its relevance to the threatened domain of the self-concept. The authors hypothesized that when faced with a threat to a specific self-conception or standard, individuals may forego affirmations within the threatened self-concept domain in favor of affirmations of unrelated, compensatory domains. Both studies supported this hypothesis and further suggested that such selective self-affirmation can lead individuals to modify their self-concepts by identifying with self-aspects that justify dissonant behavior and by disidentifying with the standards that such behavior violates