Self-concept Of College Students Research Articles

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

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

Effects of Overseas Volunteering Programs on Meaning of Life, Subjective Happiness and Professional Self Concept of College Students

Objectives: This study investigated effects of 2 weeks of overseas volunteering programs, taken by college students in public health on meaning of life, subjective happiness, and professional self-concept. Methods/Statistical Analysis: Subjects were those students who participated or did not participate in a college-administered 2 weeks of overseas volunteering program. A part of descriptive survey was used and values in repeats and variance analysis were measured to collect data. Values of professional images, meaning of life, subjective happiness were collected and verified according to each developer’s standards. Collected data was analyzed using SPSS Program 18.0. Descriptive statistics was applied for general characteristics of subjects, and variable changes between groups were analyzed with repetitive measurements and variance analysis. Findings: Our study was a descriptive survey showing changes in meaning of life, subjective happiness and professional self-concept after students in public heath took part in overseas volunteering programs. Such programs generated long-term effects of self-esteem as a global leader and citizen, mental happiness, inner calmness and subjective happiness onto participants. Those programs also brought positive changes in entire life of female students. With promotion of such programs students should be given opportunities to keep passion, confidence, and positive life attitude. Under the meaning of life entry, significant differences in population (F=1.507, p=>.001, η2=.223), survey period (F=31.94, p=>.001, η2=.441), and combined population and survey period (F=5.417, p=.006, η2=.118) were found. Under the subjective happiness entry, Significant differences in population (F=5.442, p=.022, η2=.062), survey period (F=98.21, p=>.001, η2=.708), and combined population and survey period (F=4.259, p=.017, η2=.095) were also found. These results, therefore, demonstrated that college students in public health gave positive assertions to meaning of life, their satisfaction level with their own life was higher in general, and their inner changes stayed longer. Improvements/Applications: Our results strongly indicated that, overseas volunteering programs gave participating students opportunities for changes of their own inner selves.

“Where there is a will, there is an A”: examining the roles of self-efficacy and self-concept in college students’ current educational attainment and career planning

As previous research indicates self-efficacy and self-concept have similar effects on achievement outcomes, the current study investigated the differential effects of both constructs on academic performance and career path certainty in college freshmen. Results indicated high school GPA was best predicted by general self-efficacy, whereas current GPA was most strongly related to self-efficacy for learning. However, academic competence did not moderate either self-efficacy or academic performance. Career path certainty was best explained by general self-efficacy and job competence, and scholastic competence best predicted current academic performance. Yet, no mediation effect was found for general self-efficacy amongst the variables of self-concept, academic performance, and career path certainty.

Efecto de ocho clases de expresión corporal en el estado de ánimo y autoconcepto general de jóvenes universitarios

The purpose of this study was to investigate the psychological effects of body expression in students from the University of Costa Rica. Thirty-five young people from two groups: 17 from Theater Workshop and 18 from Theater Appreciation. Average age: men 18.78 ± 1.42 and 18.52 ± 1.91 age women. The first subjects performed eight corporal expression sessions of two hours once a week for eight weeks. The second subjects received eight lectures on theater appreciation, two hours once a week for eight weeks. The measurements of mood were made using the profile of mood states (POMS) pre and post the first, fourth and eighth session. Measurements of self-concept were conducted prior to the commencement of the first session (Pre), at the end of the fourth session (Test), and at the end of the eighth session (Post-test). There were significant improvements in mood states of tension and vigor and in the variable of inhibition-empathy-distrust. It is concluded that the body expression can have a positive impact on moods and self-concept of college students during their first semester on University.

The Role of Parenthood and College Education in the Self-Concept of College Students: Explicit and Implicit Assessments of Gendered Aspirations.

This research examined the extent to which parenthood and college education are incorporated into the self-concept of college students. A US sample of undergraduates (90 men, 87 women) attending a large and ethnically diverse university completed explicit and implicit measures of identification with "parenthood" and "college education," associations between these concepts and gender categories, and gender identification. Explicitly, men and women identified strongly with college education. Implicitly, women identified equally with parenthood and college education, whereas men identified more strongly with college education. In addition, implicit measures revealed that traditional gender roles accounted for a stronger identification with parenthood for participants who displayed a female identity and a stronger identification with college education for participants who displayed a male identity.

The Reliability and Construct Validity of Scores on the Six-Factor Dosc (Dimensions of Self-Concept) Scale for College Students

The Dimensions of Self-Concept (DOSC)-Form H purports to measure academic self-concept of college students. The current DOSC-Form H consists of five subscales representing five hypothesized factors of academic self-concept. In this study, a sixth factor was added. The twofold purpose was to (a) examine the reliability and construct validity of scores on the six-factor DOSC-Form H as administered to a sample of 350 midshipmen at the U.S. Naval Academy and (b) compare scores on the DOSC-Form H by the subjects’ years at the academy academic major, and gender. The reliability tests indicated satisfactory reliability for scores on each of the six subscales of the DOSC-Form H. The confirmatory factor analyses resulted in an oblique six-factor model that supported multidimensionality of the DOSC-Form H. Comparison of scores by demographic variables indicated statistically significant difference in scores on the Academic Interest and Satisfaction subscale between genders and across academic majors.

Self concept and drinking problems of college students raised in alcohol-abused homes.

To examine drinking problems and self concept of college students raised in homes where alcohol is abused, 148 lower division college students were given the following paper and pencil tests: The Michigan Alcoholism Screening Test, The Children of Alcoholics Screening Test, and the "Personal Self" section of The Tennessee Self Concept Scale. Students classified as children of alcoholics had a significantly lower self concept (F = 4.23, p = .04). Tabulation of the incidence of heavy drinking (31%) and lapses of memory after drinking bouts (62%) show an amount of drinking on college campuses that is truly alarming.

Measurement of Academic Self-Concept in College Students

The construct validity of the Academic Self-Concept Scale (Reynolds, in press) as a measure of an academic facet of general self-concept in college students was examined. Subjects were 589 undergraduate students from three colleges. Convergent validity was demonstrated in the form of correlations between the academic self-concept measure and subjects' grade point average (GPA), and scores on measures of general self-concept and locus of control. A multiple regression analysis of the Academic Self-Concept Scale produced a multiple correlation of .59 with GPA and general self-concept. Discriminant validity was shown via low correlations between academic self-concept and measures of mental ability and social desirability. As expected, differences in academic self-concept between year levels in college were also found. Factor analysis of the Academic Self-Concept Scale and subsequent oblique rotation resulted in seven interpretable factors. The results of this investigation lend support for the construct vali...

Effects of Cognitive Information on College Students' Self-Concept

This study was designed to examine the effects of cognitive information regarding fitness and nutrition on the self-concept of college students. 126 college students were administered the Tennessee Self-concept Scale; 52 were enrolled in a fitness and nutrition lecture class and the other 74 had never had such a class. The 15 highest and 15 lowest scorers in each group of subjects on the combined personal and physical subscale scores of the Tennessee Self-concept Scale were utilized for the analyses. A 2 × 2 (self-concept × group) analysis of variance showed a significant difference between the gain scores of the high and low self-concept individuals for both the physical and personal self-concept analyses, respectively, with the low self-concept subjects showing the largest improvement. No significant group or interaction effects were found for the physical and personal self-concept analyses of variance. Two independent t tests were used to examine differences between high and low self-concept individuals enrolled in the fitness and nutrition class, and the results supported the earlier findings using the analyses. These findings suggest that instruction regarding fitness and nutrition can influence the self-concepts of college students, particularly those with low self-esteem.

A Course in Religious Community and its Effects on Self-Concept

The present study investigated the effects of a course in religious community on the self-concept of college students. The experimental group (n=10) participated in a four week minimester course entitled “Experiences in Christian Community.” In addition to class room instruction, this course contained a seven-day off-campus religious community experience involving encounter group sessions, group discussions, prayer sessions, recreation, and household tasks. Students in the control group (n=9) concurrently attended the course, “Biology and Science Fiction.” Tennessee Self Concept Scale results indicated that the experimental group showed significant increases from the beginning to the end of the course in the following self-concept scores: Moral-Ethical (p<.013). Identity (p<.015), and Total P (p< .012). These results suggest that a course involving experiences in religious community can facilitate a positive change in the self-concept of college students.

Initial Development and Validation of the Academic Self-Concept Scale

The Academic Self-Concept Scale (ASCS) was developed as a measure of an academic facet of general self-concept in college stu dents. The initial item pool consisted of 59 items worded to conform to a 4-point Likert-type response format. On the basis of responses from 427 college students, the final form of the ASCS was con structed consisting of 40 items with an estimated internal con sistency reliability of .91. Validity was established by correlating the ASCS with grade point averages (GPAs) of students and with their scores on the Rosenberg Self-Esteem Scale. A multiple regression analysis of the ASCS with GPA and Rosenberg scores as predictor variables resulted in a multiple correlation of .64. These and other data lend support to the reliability and validity of the ASCS as a measure of academic self-concept.

Effect of systematic physical fitness training combined with counseling on the self-concept of college students.

Effect of systematic physical fitness training combined with counseling on the self-concept of college students.

Effect of systematic physical fitness training combined with counseling on the self-concept of college students.

Effect of systematic physical fitness training combined with counseling on the self-concept of college students.