Self-Concept Scale Research Articles

How parenting styles affect primary school students’ subjective well-being? The mediating role of self-concept and emotional intelligence

PurposeTo explore the relationship between parenting styles and self-concept, emotional intelligence, and subjective well-being among primary school students.MethodsIn total, 1,683 students from 10 primary schools in Hangzhou, China, were surveyed using a simple random sampling method. Participants completed the Parenting Style Scale, the Self-Concept Scale, the Emotional Intelligence Scale, and the Subjective Well-Being Scale.Results(1) Father’s and mother’s emotional warmth was significantly positively correlated with students’ subjective well-being (r = 0.513, p < 0.01 and r = 0.478, p < 0.01, respectively). Father’s and mother’s rejection was significantly negatively correlated with students’ subjective well-being (r = −0.257, p < 0.01 and r = −0.285, p < 0.01, respectively). Father’s overprotection was significantly negatively correlated with students’ subjective well-being (r = −0.178, p < 0.01; r = −0.227, p < 0.01). (2) Self-concept and emotional intelligence acted as chain mediators between father’s and mother’s emotional warmth and students’ subjective well-being (0.337, 0.477 and 0.366, 0.520, respectively). Self-concept and emotional intelligence acted as chain mediators between father’s and mother’s rejection and students’ subjective well-being (−0.590, −0.377 and −0.693, −0.460, respectively). Self-concept chain-mediated between father’s and mother’s overprotection and students’ subjective well-being (−0.380, −0.224 and −0.413, −0.264 respectively).ConclusionParenting styles can affect primary school student’s subjective well-being both directly and through mediating effects. Self-concept and emotional intelligence partially mediate the impact of emotional warmth and rejection parenting styles, and fully mediate the impact of father’s overprotective parenting on subjective well-being.

Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State

The study looked into the relationship between senior secondary two (SS2) students' academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross River State using Taro Yamane's sample size formula and A simple random selection method was employed, namely by balloting. Two instruments were used for data collection titled; Academic Self-Concept Scale (ASCS) and Mathematics Achievement Test (MAT) used for data collection. Cronbach Alpha (∝) method was used to determine the internal consistency of the Academic Self-Concept Scale (ASCS). The reliability coefficient of the Academic Self-Concept Scale (ASCS) was 0.81. Kuder-Richardson 20 formula method was used to determine the reliability coefficients for the Mathematics Achievement Test (MAT). The reliability coefficients obtained was 0.91 for BAT. The research questions and all null hypotheses were answered and tested using simple linear regression at 0.05 level of significant. Results of the study revealed that: % variation in academic achievement of male students in mathematics was due to their self-concept, and that the academic achievement of male students in mathematics is not significantly correlated with their self-concept. On the other hand, 17% variation in the academic achievement of female students in mathematics was due to their self-concept, and the academic achievement of female students in mathematics is significantly correlated with their self-concept. Finally, students’ self-concept accounted for 23% variation in their academic achievement in Mathematics, and that students’ self-concept significantly relate with their academic Achievement in Mathematics in Bekwarra Local Government Area. The researcher recommended among other things, that parents should help their children have a positive self-concept in mathematics from an early age.

Academic Dishonesty in Online Learning During the COVID-19 Pandemic: The Role of Gender, Moral Self-Concept, and Academic Self-Efficacy

This study aimed to examine the role of gender, moral self-concept, and academic self-efficacy on academic dishonesty among students during periods of online learning. Participants were 305 students aged 18-24 (male = 65, female = 240) who underwent online learning during the COVID-19 pandemic. This study used a survey method conducted online. The measuring instruments used were the Academic Dishonesty Scale to measure academic dishonesty, the Academic Self-Efficacy Scale to measure academic self-efficacy, and the Moral Self-Concept Scale to measure moral self-concept. Males indicated a higher tendency to commit academic dishonesty than females. The initial results of regression analysis showed that moral self-concept predicted academic dishonesty in a negative direction, while academic self-efficacy did not show a significant contribution toward academic dishonesty. Follow-up regression analysis was conducted by entering the two aspects of academic self-efficacy separately into the model, and it was found that while course efficacy did not show a significant contribution toward academic dishonesty, social efficacy contributed significantly in a positive direction.

A community-based study of the impact of trauma exposure on school-aged children's self-concept and improvements following TF-CBT

BackgroundExperiencing trauma in childhood has been associated with more severe psychopathology and a greater risk of engaging in harmful behavior later in life. Traumatic exposure can also erode a child's self-concept. Negative self-concept has been associated with shame, self-doubt, and helplessness in the face of adverse experiences. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based model for children; however, research on its effectiveness in improving children's self-concept is limited. ObjectiveTo investigate the impact of trauma on school-aged children's self-concept and improvements following TF-CBT. Participants and settingA demographically diverse sample of trauma-exposed school-aged children referred to community-based agencies in Canada and a normative sample of school-aged children randomly selected from the general population in the United States. MethodA longitudinal design was used to assess trauma-exposed children's self-reported self-concept using the short-form Tennessee Self-Concept Scale – Second Edition (TSCS:2; Fitts & Warren, 1996) prior to and following TF-CBT. ResultsTrauma-exposed children had a significantly more negative mean self-concept compared to that of the normative sample. Improvements following TF-CBT – and not the passage of time alone – were found with gains maintained six months post-therapy. ConclusionsSchool-aged children awaiting treatment at community-based agencies are likely to hold clinically concerning negative views of themselves. TF-CBT was effective in significantly improving their self-concept with continued and lasting improvements observed after the therapy had been completed.

Exploring Religiosity as Mediator of The Association Between Democratic Parenting, Peer Support, and Self-Concept Among Adolescent Moral Literacy

This study aims to examine the influence of democratic parenting, peer support, and self-concept on moral literacy through the mediator of religiosity in adolescents. By using a quantitative approach, data collection methods through scale techniques, namely: moral literacy scale, religiosity scale, democratic parenting scale, peer support scale, and self-concept scale. The sampling technique was based on purposive sampling, the research respondents totaled 688. Data analysis using Structural Equation Modeling (SEM) with the help of the AMOS software computer program. The results showed: that (1) Democratic parenting, peer support, and self-concept have a positive and significant effect on religiosity. (2) Democratic Parenting, Peer Support, and Self-Concept have a positive and significant effect on Moral Literacy. Likewise, Religiosity has a positive and significant effect on Moral Literacy. Thus the researcher's hypothesis is accepted that religiosity is the right mediator to be able to improve adolescent moral literacy which is influenced by the 3 variables tested. This study recommends parents' attention to increasing adolescent religiosity in addition to choosing to use democratic parenting for adolescents to develop adolescent moral literacy.

The effective of a training program to improve self-concept among students with speech disorders in the primary school

This study aims to measure whether a training program for children with impairments in early stages is useful at enhancing their sense of self-concept. To accomplish research’s objective, two hypotheses were formulated; one alternative and the other one invalid. The empirical method was used in which the design was to select one group with pre and post-test. The procedure requires the presence of one group for which a pre-test is conducted and then exposed to the training program, after which a post-test and a follow up test are conducted one month after the end of the application. The research participants consisted of the students of the third, fourth, and fifth grades in the primary stage at the Emirati Dar Al-Ataa Center affiliated to the General Directorate of Education in the center of Erbil Governorate for the academic year (2021-2022). The study sample consisted of (5) students, with (4) males and one female, from the age groups (9-12) years. The researchers prepared the self-concept scale and the number of its items in its final form reached (34). The scale was applied to the main sample after calculating the validity and correlation coefficient for each dimension of the scale and its total score, extracting the discriminatory power, ensuring its stability by using Cronbach's alpha coefficient of (0.850), and calculating the half- segmentation of it which was (0.827). The data was analyzed based on a fundamental sample, the statistical package program (SPSS) to reach the results of the research. According to the study’s findings, the post-test significantly improved self-concept compared to the pre-test, while there was no statistically significant difference between the two tests in terms of enhancing self-concept (post and follow up). The researchers made several recommendations and other ideas in light of the research findings.

Exploring latent groups of response styles on a self-concept scale based on the mixed partial credit model

Exploring latent groups of response styles on a self-concept scale based on the mixed partial credit model

Reading self-concept, trait emotional intelligence and anxiety of primary school children with dyslexia

IntroductionThe association between the cognitive and the affective domain in reading is well documented in research, especially when difficulties are manifested. The aim of this study was (a) to investigate levels of reading self-concept, trait emotional intelligence, and anxiety of students with dyslexia and compare them to students with no previous assessment and (b) explore the hypothesis that reading self-concept and trait emotional intelligence are negative predictors of state and trait anxiety taking into account students’ individual characteristics such as gender, school year, and school performance.MethodsA total of 794, fifth- and sixth-grade Greek primary school children aged 10 to 12 years old participated in the study. Of them, 50 children had a statement of dyslexia. The State and Trait Anxiety Inventory for Children, the Reading Self-Concept Scale, and the Trait Emotional Intelligence Questionnaire—Short Form were administered to the participants.ResultsThe results showed that children with dyslexia were more vulnerable in terms of their perceptions of reading self-concept and emotional intelligence as compared to typical peers. Moreover, students’ characteristics, i.e., grades in math and language and dyslexia, had a direct positive path to trait emotional intelligence and reading self-concept while trait emotional intelligence and reading self-concept predicted negative anxiety.DiscussionThe implications of the results in terms of the possible protective role of reading self-concept and emotional intelligence on anxiety for children with dyslexia are discussed, and suggestions for future research are presented.

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.

Exploring the effect of online learners’ academic self-concepts on student engagement

The present study intends to evaluate the degree to which online university students’ academic self-perceptions predict variations in student engagement. The relational screening method was employed in this research. Data were collected from a total of 653 university students, 113 male and 539 female. The Student Engagement Scale (SES) and the Matovu Academic Self-concept Scale (ASCS) were utilised. Stepwise regression data analyses were conducted. Based on the results that the study yielded, it was observed that ASC had a high level of impact on student engagement, the levels of which varied across different factors of engagement. Academic effort and academic confidence variables accounted for 44% of the variance in behavioural engagement and showed a high positive relationship, while accounting for 33% of cognitive engagement with a moderate level of positive relationship. However, only academic effort was found to have a relationship with affective engagement, which was at a moderate level, accounting for 17% of the variance. Academic effort is relation with all student engagement factors. However, while academic confidence is only relation with behavioural and cognitive engagement, it is not relation with affective engagement. As a result, positively influencing student engagement in online learning environments will lead to positive changes in students' academic self-concept.

Comparing the Effectiveness of Schema-Based Parenting Training with Compassion-Based Parenting Training on Mothers' Parenting Self-efficacy, Self-concept, and Parental Acceptance of Children with Internalizing Problems

Background: Children and adolescents constitute a major segment of the world's population, and their health is particularly important in any society. In recent years, attention has been paid to the issues and challenges faced by children under the title of morbid psychology of children, as one of the major topics in psychiatry and psychology. Objectives: The present study was conducted with the aim of comparing the effectiveness of schema-based parenting training with compassion-based parenting training on mothers' parenting self-efficacy, self-concept, and parental acceptance of children with internalizing problems. Methods: The current research was conducted as a semi-experimental pre-test-post-test and follow-up study. The statistical population included all primary school-aged children in Tehran and their mothers in 2020. Forty-five children with internalizing problems and their mothers, who referred to counseling centers in Tehran and met the entry criteria, were selected through available sampling. They were then randomly assigned to two experimental groups (15 people in each group) and one control group (15 people). The study utilized Achenbach's Child Behavior Inventory (1991), the Children's Self-Concept Scale (1969), Rohner's Parental Rejection-Acceptance Questionnaire (Mother's Form) (1996), and Dumka's Parental Self-Efficacy Questionnaire (2007) to collect data. Data were analyzed using repeated measures tests and SPSS-24 software. Results: The results showed that both parenting education approaches had an effect on improving parental self-efficacy, self-concept, and parental acceptance. However, there was no significant difference between the two treatment methods. Conclusions: Therefore, according to the findings of this research, it can be concluded that both the schema-based parenting method and the compassion-based parenting training method can be used to reduce the internalized problems of children.

Exploring the multifaceted influence of affective factors on English reading comprehension among senior high school students

Existing research has emphasized the significance of cognitive factors in facilitating reading comprehension. Nevertheless, there is limited understanding of how affective factors contribute to this aspect of English learning, particularly within the Indonesian context. This study examines the contribution of affective factors (learning motivation, academic self-efficacy, and self-concept) to English reading comprehension among senior high school students. Adopting a correlational research design, it analyzed data from 136 eleventh graders using multiple regression analysis. The data was collected using the Reading Comprehension Test, Learning Motivation Scale, Academic Self-Efficacy Scale, and Self-Concept Scale. The analysis revealed a significant positive contribution of learning motivation to reading comprehension, accounting for approximately 8.9% of the variance (t-value of 3.626, p-value of 0.000), while academic self-efficacy explained about 4.4% (t-value of 2.484, p-value of 0.014). However, self-concept was found to have no significant effect on reading comprehension (t-value of -0.022, p-value of 0.982). Collectively, learning motivation and academic self-efficacy explicated around 11.9% of the variability in reading comprehension scores, as evidenced by an F-statistic of 9.021 and p-value of 0.000. The study concludes that affective factors are crucial in reading instruction. It suggests educators integrate strategies fostering motivation and self-efficacy to enhance reading comprehension.

Health-based physical education in an elementary school: effects on physical self-concept, motivation, fitness and physical activity

ABSTRACT Background Promoting and developing health in Physical Education should not be limited to seeking to meet recommendations for physical activity and to increase motor competence or physical fitness, but should provide students with the motivation, confidence and knowledge required for them to be active for life. The Health-based Physical Education model (HbPE) is one of the most interesting models for health development. It takes a holistic perspective of health that is compatible with the salutogenic approach, where promoting and appreciating an active life is a core element (Haerens et al. 2011). Purpose The aim of this study was to examine the effects of a Health-based Physical Education programme on health-related factors (physical fitness and moderate-to-vigorous physical activity), emotional well-being (self-esteem and physical self-concept), and motivational factors (intention to be physically active and the degree of self-determination during practice). Methods A quasi-experimental design with pre- and post-test measures was applied to a sample composed of 131 schoolchildren aged 10 to 12 years (M = 10.87 ± 0.69) belonging to six randomly assigned class groups: three to the experimental group (n = 67) and three to the control group (n = 64). The experimental group participated in an intervention programme based on the HbPE model linked to a set of strategies to promote commitment, motivation and participation, while the control group completed a traditional programme for physical fitness improvement. As measures, we used Polar® HR monitors, the ALPHA-Fitness battery, the Motivation in Physical Education Questionnaire in Primary Education, the Intention to Be Physically Active Scale and the Pictorial Scale of Physical Self-Concept for Younger Children. Findings The experimental group showed higher levels of moderate-to-vigorous physical activity and a significant increase in physical fitness, including a reduction in BMI. Moreover, this group presented improvements in socio-emotional self-esteem, intrinsic motivation and the intention to be physically active. Nevertheless, against our hypothesis, quantitative analyses indicated no differences in physical self-concept. Conclusion These results support the use of HbPE as a model for designing and implementing health-promoting programmes that are compatible with a salutogenic approach. Apart from increasing physical activity and improving physical fitness, such programmes would provide knowledge and attitudes to foster practice beyond school.

Mengapa Saya Tidak Asertif? Tinjauan Asertifitas Dari Konsep Diri Dan Ketidakhadiran Ayah Pada Remaja Yang Mengalami Bullying

Adolescence is a phase where individuals have more ability demands than previous phases in behaving and acting towards themselves. Good assertiveness will form a positive self-concept. If the father's role is not found in instilling assertiveness, then teenagers tend not to be able to communicate well and this makes it difficult for them to resist bullying behavior. This research aims to determine the relationship between self-concept and fatherless and assertiveness in adolescents who experience bullying. The population in this study was teenagers aged 13 – 18 years. This research is quantitative research with data collection methods using the theoretical assertiveness scale Alberti & Emmons (2017) which was adapted from (Asysyura & Rizal, 2020). The theoretical self-concept scale Berzonsky (1981) is an adaptation of the scale Hadziqoh et al., (2023) and the fatherless theory scale Smith et al., (2017) which is adapted from the scale (Zulkarnaini & Rahma Nio, 2023). Data analysis used multiple regression analysis with the help of JASP 0.18.1 software. The results of the research show that the coefficient of determination (r2) = 0.443 with (p<0.001), so it can be concluded that self-concept and fatherless have an influence on assertiveness of 44.3%. It can be concluded that the hypothesis is accepted. Keywords: Assertiveness; Self-concep; Fatherless

Examining the Effectiveness of a Positive Psychology-Based Psychoeducation Program on Adolescents' Character Strengths

In recent years, recognizing character strengths and virtues, strengthening them, and ensuring their use in all areas of life has become one of the important areas of study. Considering the positive and developmental effects of various studies on children, adolescents, and adults, it appears that conducting studies to develop character strengths is important for individual and community mental health. This study was aimed to increase the character strengths, self-esteem, optimism, gratitude levels and reduce the pessimism levels of adolescents. A 2x3 split-plot experimental design with pre-test, post-test, follow-up test and control group were used in the study. A total of 32 students participated in the research. A 15-session intervention program based on positive psychology was applied to the participants in the experimental group. Character Strengths Inventory (VIA-IS-P), Pears-Harris Self-Concept Scale for Children, Optimism-Pessimism Scale and Gratitude Scale were used to collect data in the study. Research revealed that the positive psychology-based psychoeducation program applied was effective in increasing adolescents' self-esteem, optimism, gratitude, and total character strength levels and reducing their pessimism levels; the applied psycho-education program has a medium effect value in increasing adolescents' character strengths, self-esteem and optimism levels and decreasing their pessimism levels, and a high effect value in increasing their gratitude levels.

Musical Instrumental Self-Concept, Social Support, and Grounded Optimism in Secondary School Students: Psycho-Pedagogical Implications for Music Education

Research in music education has shown that musical and academic self-concept, the social component, task achievement, and academic performance are highly interrelated constructs in musical learning in general and instrumental learning in particular in secondary school students. However, no studies in Spain have analyzed the relationship between musical self-concept and the variables of social support and optimism in compulsory secondary education. Therefore, our study aimed to explore the relationships between instrumental musical self-concept, social support, and grounded optimism. We hypothesize that there is a significant relationship between the variables of musical self-concept, social support, and grounded optimism The variables were measured using the Instrumental Musical Self-Concept Scale (IMSCS), an adaptation of the Perceived Social Support Scale in Spanish Conservatory Music Students to the Secondary School Level, and the Grounded Optimism Scale (BEEGC-RA/BEECESA-RA24). The study sample consisted of 980 students enrolled in compulsory secondary education in public and semi-private schools in the autonomous communities of Aragon and Navarra. An analysis of correlations and regressions allowed us to explore and quantify the relationship among the variables under study, confirming the existence of a significant relationship among the variables “instrumental musical self-concept”, “social support” and “grounded optimism”. The present study thus provides more in-depth knowledge of the variables involved in the teaching–learning process of music as a school subject and instrumental music in particular, as well as a greater knowledge of the individual’s performance and motivation in the subject, with various future implications to be taken into account.

The emergence of a coherent self-concept: A longitudinal study on the development of the moral self.

The moral self-concept (MSC) is an early indicator of how children view themselves as moral agents. It has been proposed that an important feature of an established self-concept (SC) is sufficient coherency in how one views oneself. Furthermore, the MSC is expected to develop into a multidimensional, hierarchical construct which is stable over time. Investigating these theoretical hypotheses, this study aims to take three aspects into account to get a deeper insight into when and how the MSC first emerges: emergence of coherency, stability, and a differentiated structure. Preschoolers were presented with a puppet-interview at two measurement points (T1: M = 4.21 years, T2: M = 5.43 years, N = 108-133; 51%-57% female, largely Caucasian). The interview comprises three moral (helping, sharing, comforting), a physical, and a verbal self-concept scale. To investigate whether children had an established SC and therefore answered coherently, we analyzed children's response patterns resulting in a coherency-score: The greater answers vary within scales, the lower children score. Coherency of the MSC rose significantly across preschool period: At age 5, children answered largely coherently. Coherency of children's MSC related to its stability, meaning that the MSC was mostly stable for children with high coherency at T1. Factor analysis confirmed a multidimensional structure of the MSC at age 5, but not at age 4. The results demonstrate that a coherent and differentiated MSC is acquired within the preschool period. This offers a new approach to investigate the emergence of the SC in early development by integrating the important aspect of coherency into the area of SC research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

무용전공 학생용 창의적 자기개념 척도의 타당화 및 측정 불변성 검증

Objectives The purpose of this study is to examine the validity and reliability of Korean version of the Short Scale of Creative Self-Concept (Karwowski, 2011; Karwowski et al., 2018) and test the measurement equivalence across high school and college students majoring in dance.
 Methods Two studies were conducted. Study 1 was conducted with 158 participants (high school students=75, college students=83) to explore the potential factor structure of the shortened creative self-concept scale adapted into Korean version. Data were analyzed using descriptive statistics, principal component analysis, and internal consistency analysis. Study 2 was conducted with a total of 715 participants (high school students=343, college students=372) to examine the validity and reliability of the Korean version of the Short Scale of Creative Self-Concept. Data were collected using two other questionnaires for concurrent validity and one questionnaire for predictive validity, and analyzed using confirmatory factor analysis, correlation, regression analysis, internal consistency analysis, and multi-group confirmatory factor analysis.
 Results In Study 1, the results of the principal component analysis showed that 9 items were extracted from 2 factors (creative self-efficacy=5 items; creative personal identity=4 items), accounting for 72.40% of the total variance. The results of the confirmatory factor analysis in Study 2 showed that the 10-item measurement model fit the data (²=293.84, df=26, p=.001, CFI=.931, TLI=.905, RMSEA=.070; 90%CI: .068, .093). The creative self-concept subscale showed static correlations ranging from .39 to .80 between dance identity and creative self-efficacy, and positively predicted intrinsic motivation, extrinsic motivation, and amotivation. Measurement coefficients, structural covariance, and measurement residuals were variant between high school and college students, and conceptual reliability and internal consistency coefficients were all above 0.80.
 Conclusions Results suggest that the Short Form Creative Self-Concept Scale can be applied to measure creative self-efficacy and creative personal identity of dance major’s students.

EXAMINING GENDER-ROLE ATTITUDE: THE ROLE OF FAMILY RELATIONS, SELF-ESTEEM, LOCUS OF CONTROL AND SELF-EFFICACY

The present study examined differences in egalitarianism and traditionalism in gender-role attitudes within students’ population at University of Nis. These attitudes were examined according to the intensity of four major social and psychological categories: family relations, global self-esteem, social self-efficacy and externality of locus of control. Also, possible discrimination between these two groups was investigated. Measuring instruments: The Attitudes toward gender equality scale (Ravlic & Raboteg-Šarić, 2002), Faces IV questionnaire (Olson & Gorrall, 2006), a self-concept scale (Bezinović, 1988) with subscales: General Self-esteem (Rosenberg scale) and Locus of control, Perceived Social Self-Efficacy (PSSE) Scale (Caprara & Steca, 2005). The research sample consisted of 390 students of the University of Niš from various faculties and field orientation toward natural and social sciences. For statistical analysis of the data, the analysis of variance and canonical discriminant analysis were used. According to the analyses, it was determined that persons with egalitarian gender-role tendency may be discriminated against those of traditional tendency based on the identified levels of cohesion and flexibility in family functioning, as well as intensity of global self-esteem and internal locus of a control. In organizing certain interventions, it is important to have in mind that overcoming traditional perceptions on gender roles and strengthening and improvement egalitarian gender-role attitudes of new generations should not be only scientific goal and research material. It also should be the first task and achievement of modern society and representation of what is the personification of justice, democracy, and equality and above all kindness and humanity.

Konsep Diri terhadap Proaktif Koping pada Mahasiswa yang sedang Menyusun Skripsi

Students with low proactive coping tend to be unable to overcome conflicts and obstacles that are encountered daily, including those related to academics such as skipping. On the contrary, students with high proactive coping tend to be able to overcome conflicts and obstacles that are encountered daily. Self-concept is one way to improve proactive coping. Therefore, this research was conducted with the aim of knowing the relationship between self-concept and proactive coping in students who are preparing their thesis. The sampling technique used cluster random sampling, so that a total sample of 100 people was obtained from 2,062 student populations who were preparing their thesis at the Faculty of Teaching and Education, Halu Oleo University. The data collection method uses a self-concept scale and a proactive coping scale. The data analysis technique uses the Pearson's Product Moment correlation method. The research results obtained showed that there was a positive relationship between self-concept and proactive coping in students who were preparing their thesis.