Self-concept Of Students Research Articles

САМОДЕТЕРМИНАЦИЯ КАК ФАКТОР ПОЗИТИВНОЙ ТРАНСФОРМАЦИИ ПРОФЕССИОНАЛЬНО-ТРУДОВОЙ Я-КОНЦЕПЦИИ ЛИЦ С НАРУШЕНИЯМИ ОПОРНО-ДВИГАТЕЛЬНОГО АППАРАТА

The article is devoted to the problem of professional and personal development of persons with musculoskeletal disorders. The purpose of the study was to identify the characteristics of the development of the image of the professional “I” in this category of students and its transformation in the process of studying at the university. According to the developed system-dynamic theory of the professional-labor self-concept of persons with musculoskeletal disorders, the process of its transformation occurs during the period of professional training. The types of such transformation are identified: negative, neutral and positive. The study involved 106 students with musculoskeletal disorders studying in educational institutions of secondary vocational and higher education in various areas of training. It is hypothesized that the dominant factor in the positive transformation of the professional and labor self-concept of students with musculoskeletal disorders is self-determination as their ability to independently manage their professional and personal development, make informed choices, make meaningful decisions taking into account real opportunities and potential abilities. The hypothesis was verified using a self-determination scale and a methodology for identifying students’ self-esteem as subjects of future professional activity. It has been revealed that many students with congenital disorders of the musculoskeletal system are characterized by an orientation towards external reinforcement and a desire for super-achievement, which leads to the formation of maladaptive types of professional and labor self-concept, which impede their successful integration into society. It is concluded that students with musculoskeletal disorders require psychological support aimed at developing their subjective position, developing the need for autonomy and overcoming the syndrome of “learned helplessness” through correction of their motivational sphere and assistance in understanding the internal motives of their future professional career. activities.

Explanatory Model of Motivational Climate, Self-Concept and Emotional Intelligence in Primary School Students: Structural Equation Analysis

Explanatory Model of Motivational Climate, Self-Concept and Emotional Intelligence in Primary School Students: Structural Equation Analysis

Psychodrama Technique Group Guidance to Develop Positive Self-Concept for Students

The problem in this study is the low self-concept of students which results in students becoming less confident, often comparing themselves with others, and not being able to identify themselves. This study aims to determine the effectiveness of group guidance services by using psychodrama techniques to develop students’ positive self-concept. This study uses a quantitative experimental method with a one group pretest posttest design. The population in this study is all students of class X (ten) MAN Dairi totaling 224 students with a sample of 8 (eight) students who have a low positive self-concept taken using a purposive sampling technique using a non-test instrument in the form of a questionnaire. The data analysis used was the Wilcoxon Signed Ranks Test with the results obtained an asymp significance value. Sig (2-tailed) is smaller (<) than 0.05, which is the significance value of asymp. Sig (2-tailed) of 0.012. The results obtained from the Wilcoxon signed rank test showed that group guidance services with psychodrama techniques were effective in developing students’ positive self-concept. The novelty of the research conducted by the researcher lies in psychodrama techniques in the context of group guidance for students. Although psychodrama has been used in a variety of therapeutic settings, its application in group guidance in schools is still rarely studied, and the circumstances after the findings can be seen that positive self-concept skills in students have increased compared to before.

Language exposure and Chinese character handwriting among Hong Kong non-Chinese speaking students: The mediating role of academic self-concept

This study aimed to investigate the relationship between language exposure and Chinese character handwriting (CCW) among 103 non-Chinese speaking (NCS) students in Hong Kong. Specifically, it examined the impact of academic self-concept, including students’ self-perceptions of their Chinese character competence and affect, on the complex learning process of CCW in a multilingual context like Hong Kong. NCS students were invited to complete a writing-to-dictation test, a questionnaire on CCW exposure outside of the classroom, and a self-description questionnaire of academic self-concept. Path analysis was employed to analyse the path models within the constructs. The results revealed that language exposure had both direct and indirect effects on CCW through academic self-concept. Notably, the effect of language exposure on CCW was strongly mediated by competence self-concept but not affect self-concept. This suggests that NCS students evaluate their competence in producing desired outcomes within exposure environments based on their own self-perceptions. Drawing on these empirical findings, the article discusses the educational implications for Chinese as a second language learning and teaching. It emphasizes the significance of tailored instructional methods that can enhance the competence and affective self-concepts of NCS students. By implementing such approaches, students will be better equipped to integrate into diverse multilingual societies.

The Effectiveness of Metacognitive Therapy on Depression, Emotion Regulation, and Self-concept in Students with Social Anxiety Disorder: A Quasi-Experimental Study

Background: Students with social anxiety disorder (SAD) face unique challenges that can significantly impact their academic performance, social interactions, and overall well-being. Objectives: This study aimed to explore the impact of metacognitive therapy (MCT) on depression, emotion regulation, and self-concept among students diagnosed with SAD. Methods: The study employed a quasi-experimental research design with a pre-test-post-test format and a control group. The statistical population consisted of students diagnosed with SAD at the University of Tehran in 2022. A total of 36 students with SAD were selected for the research sample through purposive sampling and were divided into experimental (n = 18) and control (n = 18) groups. The experimental group participated in ten 90-minute sessions of MCT, while the control group did not receive any intervention. Data collection involved administering the Liebowitz Social Anxiety Scale, Beck Depression Inventory, Emotion Regulation Questionnaire, and Beck Self-concept Test. The collected data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS-24. Results: The results indicated that Metacognitive Therapy (MCT) significantly decreased depression (F = 50.65, P = 0.001, η² = 0.63) and significantly increased cognitive reappraisal (F = 61.81, P = 0.001, η² = 0.67), expressive suppression (F = 34.72, P = 0.001, η² = 0.54), and self-concept (F = 48.53, P = 0.001, η² = 0.62) in students with SAD. Conclusions: The findings of this study enhance our understanding of the therapeutic benefits of MCT for students struggling with SAD. By addressing critical psychological areas such as depression, emotion regulation, and self-concept, MCT shows promise as a valuable intervention for improving the well-being and functioning of students dealing with SAD.

Evaluation of the Intervention Effects of College Psychological Counseling Services on the Self-Concept of Impoverished College Students

Evaluation of the Intervention Effects of College Psychological Counseling Services on the Self-Concept of Impoverished College Students

Self-regulated learning as an inherent factor of academic self-concept in university students

Self-regulated learning as an inherent factor of academic self-concept in university students

Analysis of the Influence of Academic Parenting, Children's Values, and Self-Concept on Motivation to Continue Higher Education in Students in Kawasan Industri Jababeka

This study aims to analyze the influence of academic parenting, children's grades, and self-concept on motivation to continue higher education among high school and vocational high school students in Jababeka Industrial Estate, Bekasi Regency. This study used a quantitative approach with an explanatory design on 120 high school and vocational school students and 120 student guardians. The research instrument used a questionnaire and was analyzed by correlation and SEM tests. The results of this study indicated that the variables of academic parenting, self-concept, and motivation to continue education are in the medium category, while the variable of children's values was in the low category. The results of the T-Test revealed that the motivation to continue their education of high school students was significantly different from vocational students; high school students had higher motivation. The correlation test between variables showed a significant positive relationship between academic parenting variables with self-concept and motivation to continue education. Influence analysis found a direct influence of academic parenting variables on self-concept and self-concept variables on motivation to continue education. The results of path analysis found that the academic parenting variable indirectly affects motivation to continue education, with the self-concept variable as a mediator. The implication of this research is to strengthen the self-concept of students in industrial areas through academic parenting and increase students' motivation to continue their education by forming a positive self-concept.

How Do They See Themselves? The Self-Concept of Students with Intellectual or Behavioural Disabilities in Special Education

ABSTRACT Research into the self-concept of students with an intellectual disability (ID) or social, emotional and behavioural difficulties (SEBD) educated in special education is relatively scarce. This, whilst many students with ID or students with SEBD still reside in special rather than inclusive school settings. This study aimed to gain insight into the self-concept of students with either ID or SEBD in special education and examined variables that might relate to the self-concept of these students. A total of 171 students educated in special schools filled out the Self-Perception Profile for Children (SPPC). T-tests utilising bootstrapping and variance analyses were used to analyse the data. The results indicate that girls with ID and boys with SEBD assess their self-concept more negatively than typically developing students. Gender, age and formally assessed classifications of ASD or ADHD yielded different self-concept scores in both groups of students on different dimensions of self-concept. The expected positive illusory bias was not found in this study. The results of the study are discussed in light of the educational setting of the students with ID or students with SEBD. This study demonstrates that interventions are needed to improve the self-concept of students with ID or students with SEBD in special education.

An Investigation the Relationship Between Self Concept and Self Efficacy Among Senior Secondary School Students

The main objective of this investigation is to examined the relationship between the Self -Concept and Self Efficacy. A number of hundred students consisting 50 boys and 50 girls were selected as sample. Random sampling technique was used for sample selection. Self- Concept Rating Scale developed by Dr. Rajkumar Saraswat & Self -Efficacy Scale developed by Dr. Arun Kumar and Dr. Shruti Narain were used for data collection. The results of the study showed that there exists no significant relationship between the Self Concept and Self efficacy of Senior secondary school students of Gohana city of Sonipat district.

초등학생 방과 후 학교 영어교육 참여자 특성이 교육 목표에 미치는 영향 연구

This study aims to empirically examine the impact of after-school English education on elementary school students' self-concept, emotional intelligence, and self-expression concerning the objectives of after-school education. The analysis revealed that the self-concept and emotional intelligence of elementary students participating in after-school English education programs had a meaningful impact on the actual after-school education goals. Students with high self-concept and emotional intelligence were more successful in achieving English education goals through enhanced self-expression abilities. These findings indicate that psychological factors should be considered when designing after-school English education programs to boost students’motivation and achievement in learning English. The study demonstrates that self-concept and emotional intelligence can help achieve educational goals through the mediating effect of self-expression, indicating the importance of developing more in-depth educational strategies in the educational field. This study analyzes the effects of after-school English education on elementary school students in China. As the research was conducted within a specific educational environment in China, there are limitations in generalizing the results to other regions or educational contexts.

Konsep Diri Pada Mahasiswa Perempuan Yang Mengalami Obesitas di Institut Agama Islam Negeri (IAIN) Kediri (Self-Concept of Female Students Experiencing Obesity at the State Islamic Institute (IAIN) of Kediri)

Obesity can decrease the quality of life for those affected. The issue of obesity in female students is not only related to their physical condition but also affects their psychological well-being. Meanwhile, self-concept encompasses an individual's mental representation of themselves, including both physical and psychological aspects. The aim of this study is to understand the self-concept of female students experiencing obesity and the factors influencing it. This research employs a qualitative method with a phenomenological approach. Data were obtained through interviews with five female student subjects experiencing obesity. Subjects were selected using purposive sampling technique. The criteria for subjects in this study were active female students at the State Islamic Institute (IAIN) of Kediri, unmarried, with a body mass index (BMI) classification indicating obesity (BMI > 25.0 according to WHO). The results of this study are as follows: (1) The self-concept of female students experiencing obesity at the State Islamic Institute (IAIN) of Kediri is that they can describe their current physical and psychological conditions. Slimness is considered the beauty standard in their environment, although the subjects have their own beauty standards and make efforts to achieve them. Obesity does not hinder them in carrying out daily activities but affects their health. Female students experiencing obesity receive negative treatment and comments from their surroundings. They feel sad, regretful, self-blaming, and self-loathing about having an obese body. They also experience anxiety related to their health and lack confidence when looking in the mirror. In interactions, they may appear relaxed or embarrassed, but they still fulfill their daily roles effectively. (2) Factors influencing the self-concept of female students experiencing obesity include body shape, nicknames, unsuccessful weight loss attempts, and social support.

The Relationship between Self-Concept and Self-Confidence in Islamic Religious Education Study Program Students

The Relationship between Self-Concept and Self-Confidence in Islamic Religious Education Study Program Students

Validity and Reliability of Self-Concept Instrument Using Rasch Model

The development of instruments designed to assess student self-concept is crucial. This understanding of self-concept is based on the premise that it is a dynamic and ever-evolving construct. The concept of self-concept is initially conceived as a unidimensional structure but subsequently evolves into a multidimensional construct. The present study assesses the validity and reliability of the newly developed self-concept instrument. In Indonesia, there is a paucity of research that employs the Rasch Model to examine self-concept instruments, particularly in the context of the junior high school population. The objective of this study was to analyze the self-concept instrument using the Rasch Model with a sample of 113 students at the junior high school level. The research methodology employed is quantitative, with a cross-sectional design. The sampling technique employed was simple random sampling. The findings of the study indicate that the instrument effectively assesses the intended dimensions of self-concept. The reliability of the self-concept instrument is deemed to be of a high category, while the reliability of the self-concept item is considered to be of an excellent standard.

Effect of Emotional Intelligence and Self-concept on Academic Performance: A Systematic Review of Cross-Cultural Research

The current study explores the role of emotional intelligence and self-concept in construction of academic performance between students over different countries. The purpose of this study is to investigate that which method or instruments are used to collect and analyze the data also age range of the samples. Further, in this research we also analyzed the nature of constructs. Systematic review on 15 studies is included. This review has analyzed how relationship between emotional intelligence, academic performance and self-concept is measured, which research designs are used and what is concluded from these studies. Findings have revealed that in most studies self-concept and emotional intelligence is used as independent variable whereas academic performance is used as dependent variable. Mostly MSCIT, TMMS-24 and Self-concept scale were used in studies. Quantitative research design was employed in most of studies. The studies revealed that emotional intelligence and self-concept has a great influence on academic performance of students. Females have better academic self-concept and emotional intelligence (EI) as compared to males. But males show more emotional clarity and repair as compared to women. Improving self-concept and EI, academic stress in students can be modified. By enhancing academic performance, self- concept can also be enhanced. Moreover, self-concept of students is also influenced by any type of disabilities such as motor disability or giftedness. As the students with such disabilities show unique performance in academics. This research is beneficial for understanding the effect of emotional intelligence and self-concept on academic performance.

“I must make the grade!”: the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students

ABSTRACT Background and objectives Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrational beliefs, as put forth in rational emotive behavior therapy, may interact to predict affectivity. The current research examines the antecedents and associates of examination affect and academic self-concept in undergraduate students. Design A preliminary study applied confirmatory factor analysis (CFA) to test the factor structure of an irrational beliefs inventory. Study 1 utilized a cross-sectional and correlational approach to testing core theoretical assumptions. Study 2 took a two-wave longitudinal and path analytical approach to examine temporal effects between target variables. Method All self-report data collection took place in the United Kingdom with university students. We recruited n = 1150, n = 362, n = 662 for preliminary, study 1, and study 2, respectively. Results Across studies, data indicated that a pattern of adaptive cognitive appraisal was associated with more advantageous affectivity, and better academic self-concept. Conclusions Reciprocal temporal relationships were revealed between many variables, supporting an interactive and bidirectional view of how cognition and affect are related pertaining to examination anxiety.

잠재성장모형(LGM)을 이용한 중학생의 자아개념이 창의성과 학습동기에 미치는 영향 종단분석

Objectives This study sought to find ways to improve policies through a longitudinal analysis of the impact of middle school students' self-concept on creativity and learning motivation using the latent growth model (LGM). Methods For this purpose, data on middle school students from the 2nd to 4th years (2019-2021, Panel 2) of the Jeonnam Education Longitudinal Study (JELS) were used for analysis, and self-concept was selected as an independent variable and creativity and learning motivation were selected as dependent variables in the potential growth model. This panel data (JELS) is a 10-year follow-up survey targeting 2,199 students (Panel 1) in 4th grade elementary school from 2018 and 2,549 students in 1st middle school (Panel 2) from 2019. Among the data (Panel 2) for a total of 75 schools, including 58 general middle school schools and 13 innovative schools, starting in 2019, 1,625 students, excluding missing values, were analyzed as final data. Results The main research results are as follows. First, the average self-concept, creativity, and learning motivation of middle school students was around 3 points for self-concept and creativity, and around 2 points for learning motivation, with learning motivation being the lowest. Second, there was a positive correlation between each variable. Third, middle school students' self-concept, creativity, and learning motivation showed a gradual decrease in change over time, and there were individual differences in the initial values of each variable. Fourth, self-concept and creativity showed group differences in initial values depending on gender, but the differences disappeared over time. It is predicted that there will be individual and group differences in learning motivation both at the initial value and over time. Fifth, the initial value and rate of change of self-concept only had a direct effect on the initial value and rate of change of creativity, and the initial value and rate of change of creativity only had a direct effect on the rate of change of learning motivation. Sixth, the initial value and rate of change of creativity had a positive mediating effect on the initial value and rate of change of self-concept and the initial value and rate of change of learning motivation. Learning motivation, which is essential for academic achievement, is highly correlated with and greatly influenced by self-concept and creativity, and the pattern of change shows a trajectory of gradual decline over time. Conclusions Therefore, it is believed that creativity and learning motivation will improve if self-concept is established and improved.

Professional self-concept of BSN students: A cross-sectional correlational study

BackgroundProfessional self-concept consists of one's judgments, attitudes about oneself professionally, and one's own perception as a professional. A positive professional self-concept can support students and new nurses throughout their nursing careers. ObjectiveTo describe levels of self-concept among pre-licensure undergraduate students. Participants/settingThe participants were nursing students in a Bachelor of Science in Nursing program in the United States. Design/methodsThis is a cross-sectional correlational study with self-report instruments, including demographics and the Professional Self-Concept of Nurses Instrument. Data (N = 103) were analyzed with SPSS/WIN 29.0. Descriptive statistics and professional self-concept scores were examined with independent t-tests, ANOVA, and Pearson's correlations. ResultsMost participants were female (n = 90), with a mean age of 20 years (SD = 1). The mean professional self-concept of nurses score was 78 (SD = 7), ranging from 27 to 108, and professional self-concept was positively correlated with receiving tutoring through the university's program, working as a tutor for nursing students or students in prerequisite classes, transferring into the nursing program, and participating in campus nursing organizations. Professional self-concept was negatively correlated with advancement in semesters of the nursing program, being a first-generation college student, having a family member who is a nurse, GPA, and having clinical-related work experience in healthcare. ConclusionsHigher levels of exposure to nursing may be related to lower professional self-concept. This is important to recognize and it may generalize to other nursing schools and health-related departments. Schools of nursing should enhance students' resilience by promoting self-concept. Our findings also shade light on self-care and the mental health of healthcare professionals.

PENGARUH STRATEGI PEMBELAJARAN KONTEKSTUAL DAN KONSEP DIRI TERHADAP PEMAHAMAN KONSEP MATEMATIKA

The purpose of this study is to prove the existence of the learning effect of Contextual Teaching and Learning (CTL) strategy and the Self-Concept Toward Understanding Math Concepts Grade VIII MTs of Bangko. This research is the quantitative research, that’s the quasi-experimental. Data collection instruments such as questionnaires and tests the concept of self-understanding mathematical concepts. The research result are: (1) There is the influence of contextual teaching and learning strategies for understanding mathematical concepts. (2) There is the influence of self-concept to the understanding of mathematical concepts. (3) There were no effects of contextual teaching and learning strategies for understanding mathematical concepts to students who have a high self- concept. (4) There were no effects of contextual teaching and learning strategies for understanding mathematical concepts to students who have a low self-concept. (5) There is no interaction between learning strategy and self-concept. In this study it was found that CTL and self-concept in learning influence students' understanding of mathematical concepts, but CTL has a powerful role in increasing the understanding of mathematical concepts, regardless of whether the student is a high or low self-concept. Keyword: Contextual Teaching and Learning (CTL) Strategy, Self-Concept, and Understanding of Mathematical Concepts.

Academic motivation and self-concept of undergraduate optometry students

Academic motivation and self-concept of undergraduate optometry students