Social Self-perception Research Articles

Physical Appearance Anxiety Impedes the Therapeutic Effects of Video Feedback in High Socially Anxious Individuals

Video feedback (VF) interventions effectively reduce social anxiety symptoms and negative self-perception, particularly when they are preceded by cognitive preparation (CP) and followed by cognitive review. In the current study, we re-examined data from a study on the efficacy of a novel VF intervention for individuals high in social anxiety to test the hypothesis that physical appearance anxiety would moderate the effects of VF. Data were analyzed from 68 socially anxious participants who performed an initial public speech, and were randomly assigned to an Elaborated VF condition (VF plus cognitive preparation and cognitive review), a Standard VF condition (VF plus cognitive preparation) or a No VF condition (exposure alone), and then performed a second speech. As hypothesized, when appearance concerns were low, both participants who received Elaborated and Standard VF were significantly less anxious during speech 2 than those in the No VF condition. However, when levels of appearance concern were high, neither Elaborated nor Standard VF reduced anxiety levels during speech 2 beyond the No VF condition. Results from our analog sample suggest the importance of tailoring treatment protocols to accommodate the idiosyncratic concerns of socially anxious patients.

Perceived Social Acceptance and Peer Status Differentially Predict Adjustment in Youth With and Without ADHD

Objective: This study extends previous research and examined if the longitudinal relation between self-perceived social acceptance and changes in adjustment was moderated by peer status and ADHD diagnosis. Method: A sample of children with ADHD and a normative comparison group (age 8-13 years) were assessed at baseline and one-year follow-up. Self-perceived social acceptance, peer status, and three areas of adjustment (depression symptoms, aggression/conduct problems, and social skills) were measured. Results: Moderation was found when predicting depression symptoms and aggression/conduct problems. Specifically, in children with ADHD only, higher perceived social acceptance protected against increases in depression symptoms for those with lower peer preference, but predicted greater aggression/conduct problems for those with higher peer preference. There was not evidence of significant moderation for predicting social skills; instead non-ADHD status, greater peer preference, and greater self-perceived social acceptance were each predictive of greater social skills. Conclusion: Results highlight the complex association between positive social self-perceptions and adjustment for children with ADHD and caution against a universal assumption that high self-perceptions are adaptive.

General practice: the DREEM attachment? Comparing the educational environment of hospital and general practice placements

The clinical learning environment is changing. General practice placements are now a fundamental part of undergraduate medical education. There is growing recognition that changes in hospital work practices are altering the breadth of exposure available to students. Surprisingly little work has been done comparing the quality of clinical placements between the hospital and community using validated tools. Such comparisons inform curriculum planning and resource allocation. The aim of this study was to compare the quality of the educational environment experienced by junior medical students during hospital and general practice placements using a widely used tool. Following the introduction of a new integrated curriculum, all Year 3 students (n=108) completed a standardised evaluation instrument, the Dundee Ready Education Environment Measure (DREEM) at the end of each of their clinical attachments (two different hospital sites and one in general practice), giving a total of 324 questionnaires. All forms were analysed and input into Graphpad INSTAT version 3. Total DREEM scores as well as subscale scores were calculated for each site. These were compared across sites using a Mann-Whitney U non-parametric test. By comparison with international standards, clinical attachments in our new integrated curriculum were rated highly. In particular, attachments in general practice scored highly with a mean score of 156.6 and perform significantly better (P < 0.01) when compared with the mean score for hospital rotations of 149.0. Significant differences between general practice and hospital rotations exist in the domains of students' perceptions of atmosphere and students' social self-perceptions. Finally, significant differences also emerged in students' perceptions of teachers in general practice when compared to those in the hospital setting. These findings provide evidence of the high-quality educational environment afforded students in primary care. They challenge the traditional emphasis on hospital-based teaching and preempt the question - Is the community a better place for junior students to learn?

Students’ perceptions of the educational environment in a Greek Dental School, as measured by DREEM

The aim of this study was to estimate the dental students' perceptions of their educational environment and to identify any differences related both to their gender and semester of studies. The translated and validated in Greek Dundee Ready Education Environment Measure (DREEM) questionnaire was distributed to all 2nd- to 5th-year students of the Athens Dental School. The questionnaire consisted of 50 statements organised in five subscales (perceptions of learning, teachers, atmosphere, academic self-perceptions and social self-perceptions). Internal validity was checked with Cronbach alpha. Confirmatory factor analysis (CFA) was performed under the same conditions as the original inventory. Mean statement, subscale and overall scores were calculated and given as percentages. The response rate was 64%. Overall Cronbach alpha was 0.93 (excellent). CFA produced five meaningful subscales, not matching the original ones. The overall DREEM mean score was 56%. Gender did not influence the findings. The students' perceptions of the educational environment with the exception of the academic self-perceptions were more positive in the pre-clinical years. Statistically significant differences were revealed only for the 'learning' subscale between the 3rd- and the 4th-year students. Seventy-eight percent of the statements were in the positive side. The lowest scores were related to students' stress, tiredness and lack of appropriate feedback from the teachers, and the highest were related to accommodation, school friends and perceptions that they feel socially comfortable in class. Students' perceptions of the educational environment were reasonably positive, with no gender difference. However, some weaknesses were identified, particularly in the clinical years. Further research is needed to clarify appropriate interventions.

Game-Based Cognitive-Behavioral Therapy (GB-CBT) Group Program for Children Who Have Experienced Sexual Abuse: A Preliminary Investigation

This preliminary investigation examined the efficacy of a game-based cognitive-behavioral therapy group program for elementary school-aged children who have experienced sexual abuse. Treatment aimed to improve: (a) internalizing symptoms, (b) externalizing behaviors, (c) sexually inappropriate behaviors, (d) social skills deficits, (e) self-esteem problems, and (f) knowledge of healthy sexuality and self-protection skills. Results indicate that game-based cognitive-behavioral therapy was effective for improving internalizing and externalizing symptoms, reducing sexually inappropriate behaviors, and improving children's knowledge of abuse and self-protection skills. Although results pointed in a positive direction for social skills and self-perception, these findings were not statistically significant. Clinical significance was also evaluated to assess the clinical utility of treatment effects. Treatment implications of the findings and future research directions are discussed.

Preliminary validation of the construct of trait social intelligence

Trait social intelligence (trait SI or trait social self-efficacy) refers to a constellation of social self-perceptions located at the lower levels of personality hierarchies. We present results from two studies testing the validity of this construct, operationalized via the Trait Social Intelligence Questionnaire (TSIQue). From a pool of 130 individuals, 15 high and 15 low trait SI scorers were selected to participate in two laboratory studies. In Study 1, high trait SI participants were significantly more accurate than their low trait SI peers in identifying facial expressions presented on a computer screen; in Study 2, they were significantly more likely to judge some form of apology as appropriate, following a social transgression described in a short vignette. The results provide preliminary support for the validity of the construct of trait SI and of the TSIQue as its operationalization vehicle.

Medical students' perceptions of the educational environment at an Iranian Medical Sciences University

BackgroundStudents' perceptions of their educational environment have a significant impact on their behavior and academic progress. The aim of this study was to assess the perceptions of medical students concerning their educational environment at Hormozgan University of Medical Sciences in Iran.MethodsIn this cross-sectional study, questionnaires were distributed to 210 medical students and 182 were analyzed (response rate = 86.6%); twenty-eight questionnaires were excluded because they were incomplete or unreturned for analysis. Data were collected using a DREEM questionnaire which comprised 50 items based on the Likert scale (scores could range from 0 to 200). There were five domains to the questionnaire including students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere and students' social self-perceptions. Data were analyzed using SPSS16 software.ResultsThe mean age of the subjects was 21.7 years (SD = 2.7); 38.5% were male and 61.5% were female. Students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, students' social self-perceptions and total DREEM score were 21.2/48, 24.2/44, 15.8/32, 23.8/48, 14.5/28 and 99.6/200, respectively. There was no significant difference between male and female students in educational environment subscales, but there were significant differences between students enrolled on a basic sciences and pathophysiology course and those enrolled on a clinical course in terms of perceptions of learning, academic self-perceptions, perceptions of atmosphere and overall perceptions of educational environment (p < 0.05). The latter group rated each of the aforementioned aspects more highly than the students studying basic science and pathophysiology.ConclusionOverall, respondents assessed the educational environment as average. Therefore, improvements are required across all five domains of the educational environment.

Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire

This study addresses the convergent validity of a new teacher questionnaire to assess the social participation of students with special needs in regular primary schools. The Social Participation Questionnaire (SPQ) consists of four subscales representing four key themes of social participation: friendships/relationships, contacts/interactions, student’s social self-perception, and acceptance by classmates. The study took place in Grades 1 to 3 of regular Dutch primary schools that had at least one student with an official special-needs statement. A confirmatory factor analysis using the LISREL program provided evidence for the SPQ’s convergent validity. The outcomes support the model of social participation distinguishing four key themes. The fit indexes suggest that our model is theoretically viable for Grades 1 and 2 but only partly viable for Grade 3.

Evaluación del ambiente educacional pre-clínico en seis Escuelas de Medicina en Chile

The Dundee Ready Education Environment Measure (DREEM) is the most valid and reliable instrument to measure the educational environment (EE) in undergraduate medical education. To evaluate the EE perceived by undergraduate medical students in Chile, using a Spanish version of the DREEM questionnaire. The DREEM was applied during 2008 in third, fourth and fifth undergraduate years of six medical schools. The individual results were calculated and means of both global and individual domain scores of the DREEM were compared, by year, gender and between different Schools. One thousand ninety two students (77% of the total universe of students), answered the questionnaire. The mean score of the six Schools was 113.9. The domains of Perception ofLearning and Social Self-Perception obtained the lower scores, with a global outcome indicating a more positive than negative EE. Two schools obtained mean scores of 128.32 and 126.87, that were significantly higher than the global scores obtained by other schools. No relevant differences by years or gender were observed. There is a significant variability between the six schools evaluated and two of these obtained significantly better scores than the rest. The identified positive and negative areas will orient the actions to improve the EE for undergraduate medical students.

Social Self-perception Accuracy: Variations as a Function of Child Age and Gender

Significant theoretical and research efforts have addressed children's self-perceptions. However, questions remain about the factors that affect variability in self-perceptions both between children and across development. The present study examined social self-perceptions and self-perception accuracy as defined by concordance between self and peer report of positive and negative social behaviors. Accuracy was examined as a function of grade level (grades 2–8) and gender within a broad sample (n = 1883). Younger children reported more positive self-perceptions, but concordance with peers was stronger at higher grade levels. Although boys and girls differed in their self-perceptions, concordance did not vary as a function of gender or whether the peer reference group was composed of same- or opposite-gender peers.

The effect of a physical activity, diet and behaviour modification intervention on the self-perception of 9 to 12 year old overweight and obese children

The aim of the study was to determine whether a physical activity, diet and behaviour modification intervention would significantly improve the self-perception of 9 to 12 year old overweight and obese children. A convenience sample of 38 subjects between the ages of 9 and 12 years (mean age = 11.0) participated in the study. Twenty children (N = 20), 13 girls and 7 boys, participated in the intervention programme for 13 week (3 times/week), while 18 children (N = 18), 11 girls and 7 boys, served as a control group. Kinanthropometric measurements were used to assess body composition and self-perception was determined by using the Harter Scale for Self-Perception. The results showed low self-perception values compared to normal children, although the self-perception of overweight and obese children did not differ from each other. There was a significant increase in all subcomponents of self-perception in the experimental group, with the largest improvement in athletic, physical and global self-perception (p < 0.05). In contrast, the control group exhibited lower values in all the subcomponents with a significant decrease in social self-perception (p < 0.05). Waist and upper arm circumferences, as well as fat percentages of the experimental group decreased significantly, while the measurements of the same components in the control group increased. The multidisciplinary intervention programme not only possesses weight loss advantages for overweight and obese children, but has the advantage of improving self-perception. Participation in the programme also showed positive effects on the self-perception of both sexes, although the effect in the various subcomponents appears to be different.

Electrophysiological Correlates of Cognitive Control and the Regulation of Shyness in Children

Shyness is associated with social-emotional maladjustment in some, but not all, children. The ability to flexibly regulate attention under conditions of potential conflict may protect shy children from developing internalizing problems. In the current study, the associations between shyness, the N2 event related potential (ERP) response, and social-emotional adjustment were examined in a sample of 36 typically developing 9- to 13-year-old children. It was hypothesized that the N2 amplitude, an ERP measure associated with aspects of cognitive and attention control, would moderate the associations between shyness and social-emotional functioning (negative attribution style, social self-perceptions, social anxiety). Shyness was unrelated to behavioral or ERP measures collected during a modified Flanker task; however, shyness and N2 amplitude were alone and in combination associated with all three measures of social adjustment. In general, shyness was associated with poor outcomes primarily among children with relatively large amplitude, or enhanced, N2 responses. The results are discussed in terms of the role of conflict sensitivity in the regulation of attention and emotions associated with shyness and the importance of studying the combined influences of reactive and self-regulatory aspects of temperament in relation to adjustment in childhood.

Students’ perception of the learning environment in a distributed medical programme

Background: The learning environment of a medical school has a significant impact on students’ achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented.Purpose: To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004.Method: The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students’ perceptions of learning, students’ perceptions of teachers, students’ academic self-perceptions, students’ perceptions of the atmosphere, and students’ social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated.Results: The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students.Conclusions: Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites.

Análise da distribuição dos fatores de risco para internações repetidas em idosos residentes em área rural

O envelhecimento da população e seus desdobramentos na área da saúde são um desafio para os profissionais que atuam em Atenção Primária A Saúde. A mudança da assistência e a sua organização baseada em informações sobre as condições de saúde desta população e seus determinantes são fundamentais. Este artigo analisa a distribuição da população idosa rural quanto a seis fatores de risco para internações repetidas, são eles: doenças crônicas, número de consultas, faixa etária, presença ou não de apoio social e autopercepção da saúde. Utilizaram-se dados secundários provenientes de informações existentes nos prontuários de 176 idosos cadastrados em um PSF localizado em área rural do município de Santa Rosa (RS). Na análise dos dados, evidenciou-se que a idade média era de 65-75 anos de idade, composta, em sua maioria, de mulheres, e a autopercepção de saúde foi considerada média por 63,6% dos analisados. 0 objetivo deste estudo foi o de conhecer a população idosa rural da ESF para um melhor planejamento das ações propostas a essa população. Novas concepções de assistência A saúde dos idosos devem ser agregadas as ESF, com a utilização de novas tecnologias voltadas para a qualificação da assistência ao idoso.

Predictors of depressive symptoms in persons with diabetic peripheral neuropathy: a longitudinal study

The aim of the study was to determine whether diabetic peripheral neuropathy (DPN) is a risk factor for depressive symptoms and examine the potential mechanisms for this relationship. This longitudinal study (9 and 18 month follow-up) of 338 DPN patients (mean age 61 years; 71% male; 73% type 2 diabetes) examined the temporal relationships between DPN severity (mean +/- SD; neuropathy disability score [NDS], 7.4 +/- 2.2; mean vibration perception threshold, 41.5 +/- 9.5 V), DPN somatic experiences (symptoms and foot ulceration), DPN psychosocial consequences (restrictions in activities of daily living [ADL] and social self-perception) and the Hospital Anxiety and Depression subscale measuring depressive symptoms (HADS-D; mean 4.9 +/- 3.7). Controlling for baseline HADS-D and demographic/disease variables, NDS at baseline significantly predicted increased HADS-D over 18 months. This association was mediated by baseline unsteadiness, which was significantly associated with increased HADS-D. Baseline ADL restrictions significantly predicted increased HADS-D and partly mediated the association between baseline unsteadiness and change in HADS-D. Increased pain, unsteadiness and ADL restrictions from baseline to 9 months each significantly predicted increased HADS-D over 18 months. Change in social self-perception from baseline to 9 months significantly predicted increased HADS-D and partly mediated the relationships of change in unsteadiness and ADL restrictions with change in HADS-D. These results confirm that neuropathy is a risk factor for depressive symptoms because it generates pain and unsteadiness. Unsteadiness is the symptom with the strongest association with depression, and is linked to depressive symptoms by perceptions of diminished self-worth as a result of inability to perform social roles.

Muscle Gains and Emotional Strains: Conflicting Experiences of Change Among Overweight Women Participating in an Exercise Intervention Program

In this study we explored the experiences of women who were classified as overweight while they participated in a physical activity intervention. In line with interpretative phenomenological analysis, eight women were interviewed prior to and following a 12-week dragon boat physical activity intervention. Data were transcribed verbatim and subjected to individual-level content analysis to explore change that informed group-level idiographic analysis. From the idiographic analysis three distinct profiles were created: (a) women who consistently struggled with negative self-perceptions; (b) women who consistently experienced positive self-perceptions; and (c) women who began with negative self-perceptions and developed more positive self-images. These profiles appeared to be associated with age, since the youngest women placed significant emphasis on the body and physical appearance, whereas the oldest participants reported the most significant shift from importance of body to a greater emphasis on health and well-being. The findings, which are reported in the context of self-determination theory, suggest that women in each of these profiles had unique physical and social self-perceptions and distinct social interactions within the dragon boat intervention.

Evaluating Social Participation of Pupils with Special Needs in Regular Primary Schools

The study addresses the psychometric qualities of a new teacher questionnaire, the Social Participation Questionnaire (SPQ), to assess the social participation of pupils with special needs in regular primary education. The SPQ initially consisted of 34 statements related to four key themes of social participation: “friendships/relationships,” “contacts/interactions,” “pupil’s social self-perception,” and “acceptance by classmates,” yielding four respective subscales. A nonparametric item response analysis (Mokken scale analysis) was used to examine the quality of the SPQ. Based on the Mokken scale analysis results, ten statements were removed. The resulting four subscales appeared intermediate to strong. Because the double monotonicity model, based on the Mokken scale analysis, turned out to be well-fitted for each subscale, the subscale scores are on an ordinal scale, and the separate statements are invariantly ordered. The subscale scores are comparable across pupils with and without special needs, differential item functioning appearing to be absent. Subsequent analyses supported the division of statements into the four subscales. The SPQ as a whole and its subscales were found to be reliable. Finally, as regards social participation, differences between pupils with and without special needs were clearly found.

중학생의 신체적, 사회적 자기개념과 자기 존중감 간의 관계모형 분석

중학생의 신체적, 사회적 자기개념과 자기 존중감 간의 관계모형 분석

An epidemic of pain in an Australian radiology practice

This paper presents findings from a study of an organisationally mandated assimilation process of an enterprise-wide information system in a radiology practice in Australia. A number of interviews with radiologists, radiographers and administrative staff are used to explore the impact of institutional structures on the assimilation process. The case study develops an argument that culture within and outside the Australian Radiology Practice (ARP), social structures within the ARP and organisational-level management mandates have impacted on the assimilation process. The study develops a theoretical framework that integrates elements of social actor theory (Lamb & Kling, 2003) to provide a more fine-grained analysis concentrating on the relationships among the radiology practitioners, the technology (an enterprise-wide Health Information System), and a larger social milieu surrounding its use. This study offers several theoretical and practical implications for technology assimilation in the health and radiology industry regarding the important roles social interactions, individual self-perceptions, organisational mandates and policies can play in assimilating new ICTs.

Adolescent Physical Activity and Perceived Competence: Does Change in Activity Level Impact Self-Perception?

Purpose To determine whether change in physical activity level impacts adolescents’ self-perceptions. Methods Using questionnaire responses from the Growing Up Today Study (GUTS) in 1997 and 1999, we evaluated data from 5260 girls and 3410 boys. Physical activity changes were compared to changes in perceived competence in three domains (social, athletic, and scholastic) as well as in global self-worth. Analyses controlled for sibling clustering as well as for potential confounders, including body mass index, cigarette smoking, baseline activity levels, and baseline self-perception scores. Results For girls and boys, increase in physical activity was positively associated with change in social and athletic ( p < .0001), but not scholastic or global, self-perception. Compared to those with little or no change in activity, those who increased physical activity were more likely to have increased self-perception measures. Girls who increased physical activity by 5 or more hours/week were at least 33% more likely to have increased social self-perception, and at least 44% more likely to have increased athletic self-perception. In boys, those who increased activity by 10 or more hours/week were 45% more likely to have increased social self-perception. The reverse was also true; for both girls and boys, those with decreased physical activity were more likely to have decreased self-perception scores. Conclusions This research indicates that increased physical activity has a positive impact on athletic and social self-perception in girls and boys.