Levels Of Self-concept Research Articles

Assimilating Problematic Experiences through Cognitive Behaviour Therapy in Adolescence with Social Anxiety Disorder: A Case Study

Introduction: Social anxiety is common among adolescents, and Cognitive Behavior Therapy (CBT) is an evidence-based intervention. We present a case of a 17-year-old girl, called Z, who was diagnosed with Social Anxiety Disorder (SAD) and undergone CBT. Z presented with school refusal and social avoidance due to excessive negative thoughts about herself and others thinking badly of her. Methods: A brief psychoeducational-based CBT was conducted over 10 weekly sessions with the emphasis on psychoeducation, behavioural and cognitive skills training, and practices at home, as well as reflective discussion to modify negative beliefs, increase the use of positive coping strategies, and understanding of problematic experiences. Pre-intervention scores were compared to mid and post-intervention using Beck Youth Inventory (BYI) and Assimilation of Problematic Experiences Scales (APES). Outcomes: Pre-intervention BYI scores revealed an extremely elevated level of anxiety and depression symptoms, anger, and disruptive behaviours, with a much lower-than-average level of self-concept. APES revealed a score of 1/7 at the pre-intervention phase. Towards the end of the session, Z reported significantly reduced scores in anxiety, depression, and anger symptoms. The scores on the APES demonstrated an increased awareness, understanding and clarification towards her problematic experience, as well as application of her understanding in problem-solving efforts. Conclusion: It is apparent that CBT has a positive effect in adolescents with social anxiety.

درجة الاحتراق النفسي لدى مترجمي لغة الإشارة في الأردن وعلاقته بمفهوم الذات ومستويات الخبرة

خلفية الدراسة ومشكلتها: يُعد مجال ترجمة لغة الإشارة للصم من أكثر المجالات غموضًا لقلّة الدراسات وانحصار المعلومات الوصفية الكاملة الأهداف: هدفَ البحث الحالي التعرف على مستوى الاحتراق النفسي لدى مترجمي لغة الإشارة في الأردن وعلاقته بمفهوم الذات والخبرة الطرق المستخدمة: اعتمد الباحثان المنهج الوصفي الارتباطي، وتمّ استخدام مقياس ماسلاش لقياس مستوى الاحتراق النفسي، ومقياس تينيسي لقياس مستوى مفهوم الذات، وبعد تطبيق الأدوات وجمع المعلومات، وباستخدام الأساليب الإحصائية المناسبة النتائج: تم التوصل إلى النتائج الآتية: 1 - إنّ مستوى الاحتراق النفسي الكلي كان بمستوى متوسط. 2 - إنّ مستوى مفهوم الذات الكلي كان بمستوى مرتفع. 3 - توجد فروق دالّة إحصائيًا لمستوى الاحتراق النفسي تبعًا لمتغير عدد سنوات الخبرة، إذ إنّ الاحتراق النفسي يزيد مع التقدم بالخبرة. 4 - توجد علاقة عكسية سالبة دالّة إحصائيًا بين الاحتراق النفسي الكلي ومفهوم الذات الكلي، إذ يتدنى مفهوم الذات مع ازدياد مستوى الاحتراق النفسي الاستنتاجات (التوصيات والمساهمة): أوصى البحث بإجراء دراسات نوعية لمتغير الاحتراق النفسي والعمل على تطوير مترجم لغة الإشارة مهنيًا واجتماعيًا، وإجراء دورات تدريبية وتأهيلية لمترجمي لغة الإشارة في الأردن بشكل دوري، وتقديم المكافأة المادية والمعنوية لهم

Procedural Flaw and its Impact on Nullity of Jordanian Procedure

Background & Statement of the problem: The field of sign language interpretation for the deaf is considered one of the most ambiguous fields due to the lack of studies and the limited complete descriptive information. Objectives: The aim of the research is to identify the level of burnout among sign language interpreters in Jordan and its relationship to self-concept and experience. Methods: The descriptive correlative approach was adopted, and after applying the tools and collecting information, the Maslash scale was used to measure the level of burnout, and the Tennessee scale to measure the level of self-concept, theThe appropriate statistical methods were used. Results: the following results were reached: 1- The level of total burnout was at an average level. 2- The level of the total self-concept was at a high level. 3- There are statistically significant differences for the level of burnout according to the variable number of years of experience, as burnout increases with the advancement of experience. 4- There is a negative inverse relationship with statistical significance between the total burnout and the total self-concept, as the self-concept declines with the increase in the level of burnout. Conclusions (Recommendations and contributions): The research recommended conducting qualitative studies of the psychological burnout variable, working on developing the sign language interpreter professionally and socially, conducting training and qualifying courses for sign language interpreters in Jordan on a regular basis, and providing the material and moral reward for the sign language interpreters.

Examination Of The Relationship Between Exercise Addiction And Physical Self-Concept Levels Of Students Studying At The Faculty Of Sport Sciences

The aim of this study is to examine the relationship between exercise addiction and physical self-esteem levels of students studying at the Faculty of Sport Sciences. Survey method was used as the research design in the study. The scope group of the study consisted of students studying in the faculties of sport sciences of 7 universities, randomly selected as one from each geographical region of Turkey. "Personal Information Form" was used to obtain the socio-demographic information of the participants, "Exercise Addiction Scale (EIS)" was used to determine the level of exercise addiction and "Physical Self Scale" was used to determine the level of physical self. Normality test was performed on the data obtained and it was determined that the data were normally distributed. Independent Sample T test was used for pairwise comparisons, One Vay ANOVA for multiple comparisons and Tukey HSD test was used to determine the source of difference. Pearson correlation test was used to determine the relationship between the two scales. In the statistical analysis and interpretations of the data, p

Relationship between Emotional Intelligence and Self Concept of High School Students

The aptitude, capacity, talent, or self-perceived ability to identify, evaluate, and manage one's own emotions as well as the emotions of other people and groups is referred to as emotional intelligence (EQ). People who have a high level of emotional intelligence are not only familiar with their own feelings, but also with the feelings of people around them. In recent years, there has been a shift towards viewing feelings as organizing mechanisms that make it possible for people to think and behave in ways that are adaptive. Emotional intelligence are understood to be signals that provide information, direct attention, and contribute to the successful accomplishment of tasks. In this study, an attempt is made to determine the level of emotional intelligence as well as the level of self concept that exists among high school students. This study also compares the relationship between emotional intelligence and self concept of high school students with respect to various demographical variables like Gender and School Location. A sample of 200 high school students selected purposively was studied. Descriptive Research Methodology with survey technique has been used in the present study. The present study is quantitative in nature. In the present study, the level of Emotional Intelligence and Self Concept of High School Students of West Bengal has been found Average. This study also reveals that the relationship between Emotional Intelligence and Self Concept of High School Students is also perfectly positive in nature with respect to different demographical variables.

THE MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONCEPT AND STUDENT ENGAGEMENT

This study aimed to determine the mediating effect of school climate on the relationship between academic self-concept and student engagement in public secondary schools in Cateel I District that offer the Senior High School Program. The researcher used a quantitative, non-experimental design of research using correlational techniques to gather data from 224 senior high school student respondents, who were stratified randomly. The data was collected through a survey method using validated questionnaires. Further, the results were collated and statistically analyzed using mean, Pearson r, and regression utilizing Medgraph to determine the mediation. The study revealed that academic self-concept, student engagement, and school climate exhibited high mean scores. This study also showed a significant relationship between the level of academic self-concept and student engagement, a significant relationship between academic self-concept and school climate, and a significant relationship between student engagement and school climate. Lastly, the results of this study showed that there was a partial mediation of school climate on the relationship between academic self-concept and student engagement. It implies that the school climate conveys good academic self-concept and student engagement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0100/a.php" alt="Hit counter" /></p>

Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children

In this paper, we investigated the contribution of both cognitive and affective factors to mathematical skills. In particular, we looked at the protective role of self-concept for mathematical learning and performance. In a field study, we tested the relation of math self-concept and short-term visuo-spatial working memory to the mathematical abilities of second- grade primary school children in Italy (N = 105). Measures included the “Test for the evaluation of calculating and problem-solving abilities” (AC-MT 6–11), the backward Corsi blocks test (Battery for Visuo-Spatial Memory), and the mathematics self-concept sub-scale of the Self-Description Questionnaire-I (SDQ-I, Italian version). As expected, correlation and moderated regression analyses showed that mathematics self-concept and working memory both positively predict mathematical operations and numeracy, but not accuracy. Simple slope analysis confirmed our moderation hypothesis, with working memory predicting mathematical abilities at low levels of math self-concept, but not at medium and high levels. The theoretical and practical implications are discussed.

Physical Self-Concept Among Deaf and Hard-of-Hearing People Practicing Swimming

Purpose: to identify the level of physical self-concept among deaf and hard of hearing people who practice swimming, as well as identifying the differences according to the variable (management and training/sports rehabilitation). The study sample consisted of ten deaf and hard of hearing people studying physical education at Hashemite University their average age (21 year), average weight (60 k.g.) average length (157 c.m.) . Methods: The research used a descriptive approach using the questionnaire for its suitability to the nature and objectives of the study. The researchers also conducted transactions of honesty and stability on the study tool to ensure its suitability for the study, where the data were processed statistically using (Frequency, Percentage Means, SD, t-test). Results: The results indicated that the level of physical self-concept among deaf and hard of hearing people practicing swimming came with average (4.65) and SD (0.27) wich means high level of self-consept. The results showed no statistically significant differences according to specialization. Conclusion: The researchers recommend conducting more studies on other categories of people with disabilities.

Perceptions of inclusion among lower secondary level students in Finland

ABSTRACT This study aims at investigating Finnish lower secondary grade students’ (N = 469) emotional school well-being, social inclusion, and academic self-concept with regard to grade level, linguistic background, and needs for support. For collecting the data, a Finnish translation of the Perceptions of Inclusion Questionnaire for students was used. The results suggest that, considering the students’ own perceptions, Finnish schools are quite inclusive with regard to students’ linguistic backgrounds. Although the results showed a decrease in emotional well-being, social inclusion, and academic self-concept during the lower secondary level, this decrease was not related to any specific background factors. The results indicate that students receiving support showed lower levels of social inclusion and academic self-concept, suggesting that not all students feel equally included. These findings underline the importance of assessing students’ own perceptions of inclusion. Additionally, educational implications are discussed.

Descriptive Study on the Self-Concept Levels of Instagram Users among Education Faculty Students at Kristen Indonesia University

This study aims to find out, understand, and describe how the self-concept level of FKIP students uses Instagram. The method applied in this research is a type of quantitative research with a descriptive approach. The sampling technique in this study used a purposive sampling method. The total sample was 101 people and grouped by gender, age, Study Program at FKIP UKI, and duration of use of Instagram in three categories. This data collection method uses Google Meet because it can reach FKIP students at the Indonesian Christian University. In this study, in processing research and descriptive data analysis using SPSS version 25 while in self-concept categorization the analysis processing used JASP (Jeffrey’s Amazing Statistics Program) version 0.17.3. In this study, the subjects sampled were active students of the Indonesian Christian University FKIP who are also Instagram users. Based on the analysis carried out in this study, the results found that male students had a percentage of 15%, for students aged 18 years, there was a proportion of 25%, in the Guidance and Counseling Study Program, it was found that as many as 12.5% and on the duration of using Instagram for less than 30 minutes it is explained that there are 27.27% which are included in the high category.

The Relationship Between Compassion Fatigue and Professional Self-Concept in Psychiatric Nurses.

The current study examined the relationship between compassion fatigue and professional self-concept in psychiatric nurses. Participants included 156 nurses working in a mental health and disorders hospital in Turkey. Data were collected via a sociodemographics form, the Compassion Fatigue subscale of the Professional Quality of Life Scale, and Professional Self-Concept Scale. Participants exhibited low levels of compassion fatigue and high levels of professional self-concept. A significant negative relationship was found between participants' mean compassion fatigue scores and mean professional satisfaction, professional competence, and professional self-concept scores (p < 0.05). Professional satisfaction, professional competence, and professional self-concept decreased with increasing compassion fatigue. Nurses should be provided emotional support through in-service training and effective communication to prevent burnout. [Journal of Psychosocial Nursing and Mental Health Services, 62(3), 22-28.].

Effectiveness of a Judo Intervention Programme on the Psychosocial Area in Secondary School Education Students.

Currently, many combat sports are pedagogically conceived as uneducational and unreliable for the development of young people. The present research aims to investigate the influence of a Judo intervention programme on the motivational climate towards sport, aggressive behaviour, emotional intelligence, and self-concept in secondary school students and to establish the relationships between them. This objective was broken down into (a) developing an explanatory model of the variables mentioned above and (b) testing the model equations through a multi-group analysis in terms of pre-test and post-test. The present study conducted a pre-post-test quasi-experimental design with a single experimental group. The sample consisted of a total of 139 adolescents (12.67 ± 1.066), 50.4% of whom were male (n = 70) and 49.6% female (n = 69). The results show that the intervention decreased all types of aggression and increased levels of emotional intelligence. An increase in social, physical and academic self-concept and decreases in the family and emotional areas were also observed. Finally, for the motivational climate, a tendency towards the ego climate to the detriment of the task climate was observed. It is concluded that the Judo intervention programme is effective in decreasing aggressive behaviour and effective in increasing levels of emotional intelligence and self-concept.

The impact of poverty-reduction intervention on child mental health mediated by family relations: Findings from a cluster-randomized trial in Uganda

Reviews that synthesize global evidence on the impact of poverty reduction interventions on child and adolescent mental health (CAMH) report inconclusive results and highlight the need to unpack the mechanisms that connect poverty-reduction to CAMH. To address this gap, we examine the proposition that family relations is an important relational factor transmitting effect of poverty on CAMH, and test whether family relations mediate the effect of poverty-reduction intervention on depression, hopelessness, and self-concept among AIDS orphans in Uganda.We use longitudinal data collected over the course of 48 months in a cluster-randomized controlled trial conducted among N = 1410 AIDS orphans from n = 48 schools in Uganda. To examine the relationship between intervention, latent mediator (family relations and support) and CAMH outcomes (Beck Hopelessness Scale (BHS), Tennessee Self-Concept Scale (TSCS), and Depression), we ran structural equation models adjusting for clustering of individuals within schools.Relative to the control group, participants in both treatment arms reported lower levels of hopelessness and depression, and significantly higher levels of self-concept. They also report significantly higher levels of latent family relationship in all three models. In both treatment arms, the direct effect of the intervention on all three outcomes is still significant when the latent family relations mediator is included in the analyses. This suggests partial mediation. In other words, in both treatment arms, the significant positive effect of the intervention on children's depression, hopelessness, and self-concept is partially mediated by their family relationship quality.Our findings support the argument put forward by the Family Stress Model showing that the poverty-reduction program improves children's mental health functioning by improving family relationships. The implications of our study extend beyond the narrow focus of poverty reduction, suggesting that asset-building interventions have broader impacts on family dynamics and child mental health.

Assessing Self-Concept in Children (Aged 5-7) with Functional Dyslalia.

Language not only plays a powerful role in human life, as it is also a crucial factor in our minds. It shapes our personality, memory and even the way in which we see the world, as well as playing a fundamental role in the building of self-concept and self-esteem. Having a good self-concept, that is, knowing one's own qualities and strengths, will, in turn, promote good self-esteem. The aim of this research was to analyze self-concept in 50 children (aged 5-7) with functional dyslalia in the city of Granada (Spain). A quantitative approach was taken, with a non-experimental design; it was descriptive, cross-sectional and correlational. The Perception of Child Self-concept Scale (PCS), a Spanish scale, was used. In general, the children who were interviewed showed a medium level of self-concept. It is noteworthy that differences were found in the average scores on the scale according to the sex of the children, with girls showing a higher level of self-concept than boys. Participants scored higher on Factor 1, family attachment, followed by Factor 3, feelings, with the values of both these factors decreasing with age. On the other hand, lower average scores were found for Factor 2, environment, and Factor 4, autonomy. It was found that self-concept was higher in young children (five-year-old children) as well as in those who studied in rural areas. Finally, guidelines for improvement were provided. Self-concept is a fundamental aspect of personality, but it is not innate; it develops and evolves.

A Comparative Study of Self-Concept of Male and Female Secondary Students of Panipat District

Man is considered to be superior to other living beings. The context of self and identity relates to the environment around us. As man comes out of his childhood, that is, grows up, his self develops. He becomes aware of the environment around him. The context of human self-concept is always related to his parents, guardians, teachers, friends etc. He reacts, interacts etc., he experiences and these experiences give him meaning and these experiences become the basis of his self, due to which his self-reflecting images are formed. The present study aimed to compare the self-concept of the difference between male and female secondary students of Panipat district. For the present study, descriptive survey method was used. Fifty secondary students were selected randomly from various secondary schools of Panipat District. The number of male and female secondary students kept the same. For measurement of self-concept, Self-Concept Questionnaire (SCQ) by Dr. Raj Kumar Saraswat was administered to all fifty students. After the analysis, the result showed a high level of self-concept in both groups and no significant difference in self-concept of male and female secondary students of Panipat district. Thus, the study found the same level of self-concept in male and female secondary students.

Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?

This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia.

Self-concept among Indonesian adolescents in coastal areas: A cross-sectional study

Background: Adolescence is a transitional phase from childhood to adulthood, characterized by various biological, psychological, and social changes. Adolescents living in coastal regions are exposed to social-environmental risk factors that can affect their emotional wellbeing, primarily due to the demanding and unpredictable nature of coastal communities. These challenging and volatile circumstances can have a negative impact on adolescents’ emotions, making them more vulnerable to mental and emotional disorders. Objective: This study aimed to examine the self-concept and its differences according to sociodemographic factors among adolescents residing in coastal areas of Indonesia. Methods: A cross-sectional design was employed for this study, which involved 644 adolescents living in coastal regions of Indonesia, specifically in the West Sumatra and Bali provinces. The Tennessee Self Concept Scale (TSCS) 2nd Edition Short Form was used to assess self-concept from August to September 2022. Descriptive statistics, Independent-t-test, and One-way ANOVA were utilized for data analysis. Results: The findings revealed that adolescents in coastal areas had a high level of self-concept. A statistically significant difference was discovered in the overall self-concept according to gender (p = 0.002). Similarly, a significant difference was observed in the physical domain based on class level (p = 0.019). Regarding the personal domain, significant differences were identified according to age (p = 0.030), class level (p = 0.030), parent's marital status (p = 0.030), father's education (p = 0.05), and family income (p = 0.01). Furthermore, in the family domain, significant differences were found based on parents’ marital status (p &lt;0.001) and adolescents’ residence status (p = 0.002). Additionally, a significant difference in the academic domain was observed with respect to gender (p = 0.001). However, no significant differences were noted in the moral ethics and social domains across all sociodemographic variables (p &gt;0.05). Conclusion: This study emphasizes the need for attention from various stakeholders, including mental health nurses, to prioritize interventions to promote positive self-concept among adolescents, consider sociodemographic factors that influence self-concept, and address areas of dissatisfaction such as moral behavior and academic/work efficiency. Incorporating family support and nurturing positive parent-child relationships are also important for fostering a healthy self-concept in adolescents.

A Systematic Literature Review: The Self-Concept of Students With Learning Disabilities

Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research ( k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.

Explaining the academic achievement gap of immigrant youth in Austria

Informed by a risk and resilience developmental perspective, this study tests individual, family and school level processes as potential explanations of the immigrant academic achievement gap. In total, 1155 adolescents (48% girls; 20% immigrants, 11–14 years) attending grades 5, 6, 7 and 8 in secondary schools participated. Controlling for gender, age, citizenship, country of birth, SES, and school type, immigrant adolescents had lower levels of academic achievement compared to non-immigrants. High levels of scholastic anxiety, low levels of scholastic self-concept, high levels of parental performance expectations, and high school performance expectations helped to explain these associations. In the full model, only scholastic anxiety and self-concept remained significant mediators. Recommendations are to implement positive and growth-oriented student-centred teaching styles to reduce the immigrant academic achievement gap.

Examining early learners' perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grade students (PIQ-EARLY).

Promoting the emotional and social development of students with and without special needs is a central goal of implementing inclusive education in the school system. The entry into school, and thus into the formal education system, is accompanied by emotions and changes in self-image and social relationships. For assessing emotional inclusion, social inclusion, and academic self-concept, the Perceptions of Inclusion Questionnaire (PIQ) is a widely used instrument. To date, the paper-pencil questionnaire has been used from third through ninth grades but has not yet been used with younger ages. This paper presents an adapted version of the PIQ for first- and second-grade students, which was used on two measurement time occasions (T1, N = 407, MAge = 7.2; T2, N = 613, MAge = 7.6). Information on students' reading and listening comprehension was collected from the class teachers to verify whether the adapted questionnaire can be used for all students with different levels of language competencies. Measurement invariance was demonstrated to be at least scalar for all groups considered in the analyses. Students with higher rankings of reading and listening comprehension skills reported significant higher levels of emotional inclusion and academic self-concept while there were no significant differences in social inclusion. The findings suggest that the PIQ-EARLY is a suitable instrument for assessing self-perceived inclusion in first- and second-grade students. The results also highlight the importance of students' language competencies for adjustment to school in early school years.