Self-concept Of Adolescents Research Articles

Islamic Counseling to Overcome Negative Self-Concept Among Adolescents Living in the Orphanage

<p align="justify">This study aimed to explore the negative self-concept in orphanage adolescents and provide Islamic counseling in overcoming the negative self-concept of orphanage adolescents. This study uses a qualitative-action method. The data collection techniques were conducted through interview observations and documentation. The research findings showed that with Islamic counseling service, the respondents can change the negative self-concept to positive self-concept so that they show self-awareness, they do not get angry and begin to accept criticism, control themselves when getting compliments, begin to understand when other people do not like them, accept shortcomings and be grateful for what they have, and try to continue to think positively and optimistically.</p>

Benefits of Psychological Androgyny in Adolescence: The Role of Gender Role Self-Concept in School-Related Well-Being.

It has been repeatedly shown that the extent to which individuals adopt stereotypically masculine and feminine traits in their self-concept impacts their health and well-being. This is especially important in adolescence, when developmental changes and social pressures to conform to stereotypical gender roles can affect psychological functioning. However, previous studies investigating relationship between gender role self-concept and well-being in adolescents focused mostly on general well-being rather than well-being in specific contexts. Given that school is one of the most important contexts for adolescents’ development and well-being, the aim of this study was to investigate differences between adolescents with different gender role self-concepts (masculine, feminine, androgynous and undifferentiated) in school-related well-being. In line with the new conceptualization of well-being uniting hedonic (pleasure attainment and pain avoidance) and eudemonic (self-actualization and having meaningful purpose in one’s life) approaches, the present study used a measure of school-related well-being encompassing five domains suggested in the EPOCH (Engagement, Perseverance, Optimism, Connectedness and Happiness) model as well as a superordinate well-being factor. A total of 999 Austrian adolescents (52.2% girls, Mage = 13.79, SDage = 1.53) answered inventories assessing adolescents’ gender role self-concept (GRI-JUG) and school-related well-being (EPOCH-G-S). The results supported the androgyny model of well-being, showing clear advantages of having both positive masculine and feminine qualities in one’s self-concept for optimal levels of school-related well-being. In addition, our results indicated the strong importance of femininity in adolescence and the school context. Theoretical and practical implications are discussed.

The Influence of Health Education and Group Therapy on Adolescent Online Gamers' Self-Concepts

Introduction: The rapid development of online games is currently marked by the increasing number of adolescent game players. This was particularly true during the COVID-19 pandemic that forced all activities to be done at home. Adolescents who play online games excessively, however, can risk their self-concept. Adolescents’ ability to control the increasing habit of playing online games can help them reduce the risk of self-concept problems by enhancing their adaptive behavior at their crucial psychosocial development stage. Health education and group therapy can be employed to attain this goal. Aims: The authors of this study aim to determine the effectiveness of health education and group therapy regarding the self-concept of adolescents who play online games excessively. Methods: As the research design, this study applied a quasi-experimental pre-posttest with a control group. The research respondents were selected using the stratified, proportional, and simple random sampling techniques. Seventy-six adolescents comprised the respondents of this study, divided into two groups. The respondents’ inclusion criteria were adolescents aged 15–16 years old who had played online games for at least the last 12 months. Results: The self-concept of adolescents in the intervention group has increased after implementing health education and group therapy (p < .05). In contrast to this, the self-concept of adolescents in the control group has not changed after implementing health education and group therapy (p > .05). Conclusions: Health education and group therapy effectively improve the self-concept of adolescent gamers.

Psychological peculiarities of self-attitude in adolescents engaged in health swimming

In modern socio-economic conditions of life, the problem of mental and physical health of a person is an urgent one. The purpose of the research was to investigate the psychological features of self-concept in adolescents engaged in recreational swimming These studies indicate the positive impact of health-improving swimming lessons on the formation of a constructive self-attitude in adolescents. Adolescent swimmers positively assess their physical qualities, have a constructive self-esteem and a realistic level of aspirations. Adolescents are characterized by a desire for achievements in health-improving swimming. They understand the benefits of training sessions and the significance of the results in this type of physical activity for a close social environment.

Supplemental Material for The Impact of Communal Learning Contexts on Adolescent Self-Concept and Achievement: Similarities and Differences Across Race and Gender

Supplemental Material for The Impact of Communal Learning Contexts on Adolescent Self-Concept and Achievement: Similarities and Differences Across Race and Gender

SELF-CONCEPT AS CORRELATE OF INTERPERSONAL RELATIONSHIP AMONG INSCHOOL ADOLESCENTS IN KWARA STATE, NIGERIA

The formation of self-concept and interpersonal relationship are pivotal to the developmental tasks of adolescence. In view of this, this study investigated the self-concept and interpersonal relationship of in-school adolescents in Ilorin metropolis, Kwara State. The correlation research design was employed for the study. The proportionate sampling technique was used to select 200 respondents who participated in the study. Data were collected using a self-designed instrument entitled “Self-Concept and Interpersonal Relationship Questionnaires” (SCIRQ); with a Cronbach Alpha reliability index of 0.78. The data collected were analyzed using percentage and Pearson’s (r) correlation statistic and all hypotheses were tested at 0.05 alpha level. The findings of the study revealed that there is a significant positive relationship between emotional (Cal. r = 0.29; p < 0.05), physical (Cal. r = 0.34; p < 0.05) and social self-concepts (Cal. r = 0.43; p < 0.05) and interpersonal relationship among secondary school students in Kwara State; while a negative correlation was found between academic self-concept (Cal. r = -0.31; p < 0.05) and interpersonal relationship among the respondents. Based on the findings of the study, it was recommended that school counsellors, parents and other stakeholders in the education sector should enhance adolescents’ interpersonal relationship by strengthening their physical, social and emotional self-concepts through relevant social skills training and counseling interventions.

Konsep Diri Remaja Kristen Yatim Piatu: Studi Fenomenologi

The death of a parent can be a devastating and painful experience for a teenager. Teenagers lose love and parental figures. The correct self-concept is needed by teenagers in living their lives. To develop the correct self-concept, of course, involve other parties, such as orphanages. This study aims to describe the self-concept of adolescents who have orphaned status at the Dorkas Porong Orphanage, Sidoarjo. This study the author uses a qualitative approach with a phenomenological perspective. Data were collected through observation and in-depth interviews of the five research subjects who were orphans. The results showed that in general, they already had a good self-concept because of the Christian spiritual development at the orphanage. This spiritual guidance guides teenagers to learn to accept and appreciate themselves positively. They show: 1) a life style that is full of enthusiasm in carrying out daily life, 2) has a clear purpose in life, 3) can carry out daily responsibilities at the orphanage with enthusiasm and 4) is able to adapt to the environment. In addition, the formation of their self-concept supported by a family-friendly environment becomes a motivation for self-acceptance of adolescents and helps adolescents to live a normal adolescence, even without the presence of their parents.

Associations of device-measured sedentary time, mentally-passive and mentally-active sedentary behaviors with self-concept in adolescents

BackgroundThe purpose of this study was to analyze the associations of device-measured total sedentary time, self-reported mentally-active, and passive sedentary time with self-concept among adolescents. MethodsA cross-sectional study was conducted with 669 adolescents, aged 10–14 years, from the sixth grade of elementary school, in Londrina/PR, Brazil. The device-based sedentary time was measured using accelerometers (GT3X and GT3X+; ActiGraph), and 370 participants presented valid data. The self-reported sedentary time in different activities was summed and divided into mentally-active (playing electronic games, studying, and reading) and mentally-passive (watching TV, watching DVD, using computer for leisure) sedentary time. Self-concept was assessed using the Piers-Harris II Inventory. Body mass index, socioeconomic status, loneliness, sleep quality, sex, and age were included as confounders. ResultsMentally-passive sedentary time (β = −0.211, 95%CI:-0.402;-0.020) and device-based sedentary time (β = −0.103, 95%CI:-0.191;-0.015) were associated with lower self-concept. Mentally-active sedentary time was not associated with self-concept. ConclusionTotal device-based sedentary time and time in mentally-passive sedentary behaviors were associated with lower self-concept among adolescents, while mentally-active sedentary time was not associated with self-concept. Potential interventions on self-concept should focus on reducing mentally-passive sedentary time.

Motivational profiles across domains and academic choices within Eccles et al.'s situated expectancy-value theoretical framework.

This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions. We focused on students who participated in the data collection in Grades 10 and 12 (N = 911; 56.1% female; Mage = 16.49, SD = .63; 91.2% European American, 4.6% African American, and 2.1% other ethnic groups such as Hispanic, Asian, Native American). Data on subsequent college majors were assessed 2, 6, and 10 years after finishing high school and data on occupational outcomes was assessed up to 22 years after high school. Using Latent Profile Analyses, our findings revealed five profiles in grade 10 and four profiles in grade 12, which were meaningfully related to student gender. Latent Transition Analyses showed that motivational beliefs became more hierarchical over time. Gendered changes in profile membership occurred, with boys experiencing a process of specialization into mathematics domains. We were also able to show that gender-specific intraindividual hierarchies of motivational beliefs were related to gender-specific specialization processes in adolescence and to subsequent gendered choices throughout the life course. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Gambaran dinamika psikologis dan konsep diri remaja yang sering mengalami kerauhan

Bali is full of rituals and ceremonies in every activity that exists. Kerauhan is a phenomenon that is very close to the Balinese Hindu community. Unfortunately, people often only associate this phenomenon with negative things such as being possessed by a demon or wandering spirits. In a different view, this phenomenon is believed to be a symbol of God's presence. This causes kerauhan to become increasingly complex for the public to understand. Kerauhan experienced by a person has a psychological impact on their life. The perceived impact affects the individual's self-concept, namely how certain beliefs, views, attitudes, and evaluations an individual has of them self. This research aims to describe the psychological dynamics and self-concept of adolescents who often experienced kerauhan. This research uses a qualitative method with a multicase study approach. The sampling technique used was purposive sampling technique. The respondents for this research are 3 women and 2 men who were in the adolescent phase and often experienced kerauhan in Hindu religious ceremonies in Bali. Collecting data using a semi-structured interview method. Meanwhile, the data analysis used in this research is thematic analysis. The results showed that most respondents accepted the experience of kerauhan because they thought that kerauhan was a gift from God, the respondents had a good understanding of what they wanted to be and the social role they played, and all respondents had a tendency to have positive self-concept.

GAMBARAN KEJADIAN BODY SHAMING DAN KONSEP DIRI PADA REMAJA DI SMKN 1 KUOK

Adolescence is a period where there is a change or transition from children to adults that begins at the age of 12 years and will end in the early 20s. Physical condition can be one of the differentiator in teenagers. Physical conditions can make a teenager feel afraid in social relationships. The term body shaming is intended to mock those who have a physical appearance that is considered quite different from society in general.Body shaming is one type of bullying where the individual is seen as a negative side of his physical appearance by others. Body shaming can affect adolescent self-concept. Self-concept is the way an individual sees himself as a whole. In adolescence, self-concept is an important category to reveal about his identity. The purpose of the study was to find out the description of body shaming and self-concept in students at SMK Negeri 1 Kuok in 2021. The type of research was quantitative research with descriptive analysis design. The study was conducted on July 8, 2021 with a sample of 158 students at SMK Negeri 1 Kuok using a stratified random sampling technique. Data collection using an online questionnaire. Analysis of the data used is univariate analysis. The results of univariate analysis showed that 85 respondents (53.8%) experienced high body shaming and 89 respondents (56.6%) had low self-concept. Respondents are expected to be able to further improve their self-concept by starting to love themselves to stay happy, and for respondents who experience body shaming further increase their potential.

Pengaruh keterlibatan ayah dalam pengasuhan (father involvement) terhadap konsep diri remaja

Teenagers are individuals aged 13 to 22 years. One that becomes important in the development of adolescents is self-concept. Negative self-concept is possible to make teenagers experience despair, anxiety, to depression. The concept of self is formed from individuals as children, therefore parents become the first place in the formation of self-concept. Not only the mother, but the involvement of fathers in parenting also has a considerable influence on the development of children. This quantitative research was conducted to determine the effect of the involvement of fathers in parenting on adolescent self-concept. The research measuring instrument uses a Likert scale concerning aspects of father involvement in parenting and self-concept of adolescents. The results of the study of 115 subjects showed a significance of 0.00 0.05 meaning that there was an influence of the father's involvement variable in parenting to the self-concept variable. The value of R square shows 0.487 or 48.7% including the quite significant category.

Relationships among Physical Self-Concept, Physical Activity and Mediterranean Diet in Adolescents from the Province of Granada.

The aim of the present research was to analyse the relationships among physical self-concept, physical activity engagement and Mediterranean diet adherence in a sample of 1650 secondary school students from the province of Granada. The study design was descriptive–exploratory, cross-sectional and ex post facto. Measurements were taken from a single group. The PSQ, PAQ-A and KIDMED questionnaires were used to measure diet quality. Results showed the presence of a positive relationship among all dimensions of physical self-concept and physical activity engagement, with better outcomes being achieved in this self-perception with increasing engagement in sport. With regard to diet quality and its repercussions on physical self-concept, it was highlighted that the dimensions of the general self-concept, physical attractiveness and strength tended to be more positive as quality improved. In contrast, worse outcomes were produced in those with a low-quality diet. In this way, it was deemed necessary to continue investigating psychosocial factors with the aim of clarifying the relationships with psychological factors and health indicators. This would enable the development of prevention and intervention programs focused on promoting wellbeing in adolescents.

Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers

Despite the well-documented negative implications of math anxiety on math learning, a scarcity of theory-guided, long-term longitudinal research limits knowledge about how math anxiety develops over time. Guided by the Control-Value Theory of Achievement Emotions (Pekrun, 2006), the present study addresses this gap by examining (1) how math anxiety develops in tandem with the development of control and value appraisals across secondary schooling, and (2) how these three constructs co-develop in relation to characteristics of home and school contexts. We used growth mixture modeling to investigate how math anxiety, math self-concept (a frequently examined indicator of control appraisal), and math utility value (one dimension of math value) develop in parallel in a sample of 3116 adolescents, who were assessed annually across middle and high school. We identified three trajectory classes: a stable class, characterized by stably modest math anxiety, high math self-concept, and high math utility value, a linear change class, characterized by increasing math anxiety and decreasing math self-concept and utility value, and a fluctuating class, characterized by curvilinear changes in math anxiety, math self-concept, and math utility value. Parental academic support and teacher bias differentiated the stable class from the fluctuating class at the transition to middle school, and from the linear change class at the transition to high school. Our findings point to the heterogeneous contributions of control and value appraisals towards the development of math anxiety and highlight the importance of investigating multiple dimensions of the socio-ecological context at different stages of math anxiety development.

Victimization in bullying and cyberbullying and organized physical activity: The mediating effect of physical self-concept in adolescents

ABSTRACT Being a victim of bullying or cyberbullying can be linked to participating less in physical activity. Considering that physical self-concept can play an important role in the relationship between both constructs, this study aims to analyse the mediating effect of physical self-concept between victimization/cybervictimization and physical activity, considering the moderating effect of gender. A total of 870 schoolchildren aged 12 to 19 from southern Spain participated in this explanatory cross-sectional study. We studied the variables of victimization, cyber-victimization, physical self-concept and organized physical activity through self-reports, and analysed the moderated mediation using the Process macro. Negative relationship was found between physical activity and both victimization and cybervictimization, and this association was mediated by physical self-concept. In turn, moderating analyses showed that physical self-concept had a stronger relationship on physical activity in boys. In conclusion, a positive physical self-concept can mediate in victims of bullying or cyberbullying opting not to participate in physical activities, especially in boys.

Adolescent athletes' physical self-concept mediates the relationship between parental expectations and athletes' sports achievement

We examined the relationships between parental expectations and the physical self-concept and sports achievement of their adolescent children, and investigated the mediating role of the adolescent athletes' physical self-concept in the relationship between parental expectations and adolescents' sports achievement. A survey was conducted with 385 junior high school students taking physical education classes in Taiwan. The results show that parental expectations had a positive effect on adolescents' physical self-concept, and that adolescents' physical selfconcept had a positive effect on their sports achievement. In addition, the results revealed a full mediating effect, indicating that higher expectations by parents that their children would get high scores and perform better improved adolescents' physical self-concept, which, in turn, positively influenced their sports achievement. Our findings confirm the importance of parental expectations for the sports achievement of adolescents, and highlight the importance of individual physical self-concept for the achievement of adolescent athletes.

Physical Activity and Quality of Life in High School Students: Proposals for Improving the Self-Concept in Physical Education.

Adolescence is a critical period for the acquisition of health-related behaviors that will transcend later psychological well-being in adulthood. The present study presents a theoretical model whose objective is to analyze how physical activity predicts an adequate quality of life through self-concept and subjective happiness among adolescents. A total of 452 students aged 12 to 15 (M = 13.8; SD = 0.77) from four Compulsory Secondary Education institutes of the Autonomous Community of Extremadura participated, including boys (n = 258) and girls (n = 194). The students reported information on the following variables: physical activity, body mass index, self-concept, subjective happiness, and quality of life. The results show acceptable fit indices for the proposed theoretical model, which showed the importance of physical activity through self-concept and subjective happiness in quality of life: MRLχ2 = 67.533, p < 0.05, CFI = 0.93, TLI = 0.90, SRMR = 0.05, and RMSA = 0.07. Likewise, the model presented a better fit index for males than females. This study draws conclusions on the importance of physical activity as a predictor of quality of life mediated by the perception of self-concept and mood in adolescents.

The Self-Concept Of Young Married With Cage Friends

The phenomenon of early marriage is a problem that often occurs and is considered normal by adolescents in Central Bengkulu district which is included in the category of the top three cases of early marriage in Bengkulu province in 2019. The purpose of this study was to determine the self-concept of teenagers marrying young with peers in Kertapati village. Homecoming. This study uses descriptive qualitative research methods with data collection techniques through observation, interviews and documentation. The theory used is William Brooks (2017: 108), namely the factors that influence a person's self-concept. The results of the study show that the self-concept of adolescents who marry young with their peers is formed through their first view of themselves which assumes that they are ready to marry even though they are still young, this is evidenced by changes in attitudes that adjust their roles and status as married. Second, reactions and responses from other people can shape the self-concept of young married couples developing through the interaction of married couples with the community. The self-concept is formed from the learning process by understanding the reactions and responses of neighbors, village heads and BMA leaders so that married couples participate in socializing and participating in society. Third, the self-concept of young married couples formed from their roles as husband and wife in the household has an influence in the formation of a positive self-concept, this is also influenced by the role of parents, peers and the environment. So at first the self-concept of teenagers marrying young with peers is a negative self-concept, but it develops after marriage into a positive self-concept because they are able to solve their own problems and have participated in their environment.

Self-concepts of Adolescents who Experience Language Difficulties

Teens who experience language difficulties have difficulty communicating with their parents, peers and the community around them. In addition, language difficulties can affect adolescent self-concept, self-concept is an important thing in life, especially for adolescents, because adolescents' understanding of self-concept will determine and direct behavior in various situations. This study aims to determine the form of self-concept of adolescents who experience language difficulties and the impact of language difficulties on learning difficulties of adolescents in school. The objective of this study were three adolescents who were still in school and experiencing language difficulties with the classification according to DSM IV, namely, mixed receptive-expressive language disorders and the informants taken by the researcher were the biological mothers of each of the three respondents. The type of approach used is a qualitative phenomenological approach with a theoretical sampling technique. The results of this study indicate that respondents II and III form a positive self-concept in which both respondents accept their shortcomings and try to improve themselves. Meanwhile, respondent I formed a negative self-concept where respondent I did not accept his shortcomings and did not try to improve himself, respondent I was pessimistic about the competition and thought he was unable to fight. Respondents I, II and III experienced learning difficulties at school, however, respondents II and III had a solution to their learning difficulties by practicing before presenting the lesson, while respondent I preferred to be silent or angry because they could not express what they thought. So the study show that the three respondents form a self-concept and the impact on learning difficulties is different according to the influence of different aspects, factors and processes of self-concept formation.

Self-concepts of Adolescents who Experience Language Difficulties

Teens who experience language difficulties have difficulty communicating with their parents, peers and the community around them. In addition, language difficulties can affect adolescent self-concept, self-concept is an important thing in life, especially for adolescents, because adolescents' understanding of self-concept will determine and direct behavior in various situations. This study aims to determine the form of self-concept of adolescents who experience language difficulties and the impact of language difficulties on learning difficulties of adolescents in school. The objective of this study were three adolescents who were still in school and experiencing language difficulties with the classification according to DSM IV, namely, mixed receptive-expressive language disorders and the informants taken by the researcher were the biological mothers of each of the three respondents. The type of approach used is a qualitative phenomenological approach with a theoretical sampling technique. The results of this study indicate that respondents II and III form a positive self-concept in which both respondents accept their shortcomings and try to improve themselves. Meanwhile, respondent I formed a negative self-concept where respondent I did not accept his shortcomings and did not try to improve himself, respondent I was pessimistic about the competition and thought he was unable to fight. Respondents I, II and III experienced learning difficulties at school, however, respondents II and III had a solution to their learning difficulties by practicing before presenting the lesson, while respondent I preferred to be silent or angry because they could not express what they thought. So the study show that the three respondents form a self-concept and the impact on learning difficulties is different according to the influence of different aspects, factors and processes of self-concept formation.