Self-concept Of Students Research Articles

The Relationship Between Self-Concept and Academic Achievement of 5th Semester Students at Stikes Hamzar East Lombok

Background & Objective: Student academic achievement is one of the things that characterizes the quality of students. Academic achievement is a change in behavioral skills or abilities that can increase over time that is not caused by the growth process, but through learning situations. Relationship between self-concept and academic achievement of 5th semester students of STIKes Hamzar East Lombok. Method: The type of research used is quantitative research with a cross sectional approach. The sampling technique in this study used total sampling with a total sample size of 56 samples. Result: This study shows that most (58.9%) students' self-concept in the Moderate category as many as 33 people, students' academic achievement shows that most (83.9%) are categorized as very satisfying as many as 47 people. This study shows the results of statistical tests using Spearman rank on the Self-Concept variable with academic achievement with a p-value of 0.01 <0.05, which means that there is a significant relationship between student self-concept and academic achievement. Conclusion: This study can be concluded that there is a relationship between student self-concept and academic achievement at STIKes Hamzar East Lombok.

AI Utilization and Ikigai Concepts Application for Middle-Last Adolescents in Determining The Future

Artificial Intelligence (AI) currently helps humans in solving problems. Among Indonesian students, AI is still limited in its use for completing school assignments, and has not been used to develop identity and self-concept for the future. This research aims to integrate the use of AI and the Japanese cultural concept of Ikigai for middle adolescent students in making decisions in the future. Through ChatGPT, students are invited to seek knowledge about various fields of study to determine the field of study they will pursue in higher education according to their interests and aspirations. This research was carried out using questionnaires and socialization methods. Questionnaires were given to explore each student's self-concept and socialization was provided about the Japanese cultural concept of Ikigai and the use of AI to help open students' insight into fields of study that suit their interests and aspirations. Through ChatGPT, it is easier for students to find a field of study that suits their interests and aspirations and through the concept of ikigai, students can understand their identity and self-concept so they are able to determine their future. Present Time's Artificial Intelligence (AI), if used properly, will really help human problems, especially for students in the transitional age from adolescence to adulthood who must determine their future from the start with full awareness and responsibility.Keywords: Artificial Intelligence; Ikigai Concept; Middle Adolescence; Self-Concept; Self-Perception

The Influence of Fear of Missing Out On Self-Concept Among High School Students

Social media has now become an integral part of society. However, its usage also carries detrimental effects, including the fear of missing out (FoMO). FoMO is the apprehension of being uninformed about an event and can affect individuals of various ages, including high school students. During adolescence, individuals generally develop multiple aspects of their identity, including self-concept. This study was conducted to determine the extent of FoMO's influence on the self-concept of high school students. A non-experimental quantitative method was used. The instruments used were the Fear of Missing Out Scale and the Personal Self-Concept Questionnaire. The study subjects consisted of 1,114 high school students in Jakarta who had been using social media for at least the past three months. The findings revealed that 18,2% of participants had a low level of FoMO, 66,5% moderate, and 15,3% high. Regarding self-concept, 11,5% of participants scored low, 87% moderate, and 1,5% high. The hypothesis that FoMO affects self-concept was supported, with an effect size of 31.3% and the regression equation Y = 60,461 – 0,348X. This equation implies that a 1% increase in FoMO leads to a 0.348 decrease in self-concept. Conversely, in the absence of an increase in FoMO, the self-concept score is 60.461. The study also found differences in FoMO based on gender, duration of social media use, and residence, with no differences observed based on age and the number of social media platforms used. Differences in self-concept were noted based on gender and duration of social media use.

과학고등학교 사회통합전형 학생의 학업 성취목표지향성, 과학 자아개념, 수업참여 간 관계 분석

This study aimed to examine the relationships between academic achievement goal orientation, science self-concept, and academic engagement of students who entered a science high school through the social integration admission process. Specifically, this study investigated whether there were differences in students' science self-concept and academic engagement before and after their entry into the science high school. Furthermore, the study explored how their achievement goal orientation influenced their science self-concept and academic engagement. For this purpose, 60 students(45 male and 15 female) who entered the science high school through the social integration process participated in the study, and academic achievement goal orientation, science self-concept, and academic engagement were measured using self-report questionnaires. The results showed that there was no significant difference in science self-concept before and after entering the science high school, however, academic engagement significantly decreased. Among the types of academic achievement goal orientation (performance-avoidance, performance-approach, mastery-approach), only performance-avoidance goal orientation had a significantly negative impact on science self-concept, while it did not affect academic engagement. Based on these findings, the study suggests specific educational strategies to prevent school maladjustment and support school adjustment for students entering science high schools through the social integration admission process.

Hubungan Konsep Diri dengan Penyesuaian Diri Siswa SMP di Sekolah

This research is motivated by the existence of students who have problems with adjustment, where students have not been able to adjust, violate school regulations, have difficulty adapting to new environments, often play truant, do not comply with dress codes, are not active in participating in lessons and school activities, are alone at school, There are students who still don't know the name of the teacher who teaches in the class and don't know a place in the school environment. The objectives of this research are: : (1) describe the self-concept of students at SMPN 1 Lembah Gumanti; (2) describe the students' adjustment at SMPN 1 Lembah Gumanti; (3) examine the relationship between self-concept and self-adjustment of students at SMPN 1 Lembah Gumanti. This research uses quantitative methods with descriptive correlational research. The sample in this study was 130 class VII students at SMPN 1 Lembah Gumanti. The sampling technique was simple random sampling technique. The instruments used in this research are self-concept instruments and self-adjustment instruments with a Likert scale model. The data analysis techniques used are descriptive analysis, analysis requirements testing, and Pearson product moment correlation test with the help of SPSS version 20. The results of the research show that: (1) students' self-concept is generally in the medium category with a percentage of 52.31%, which means many students in the sample had a moderate self-concept; (2) students' self-adjustment is generally in the medium category with a percentage of 39.23%, which means that many students in the sample have moderate self-adjustment; (3) there is a significant positive relationship between self-concept and self-adjustment of students at SMPN 1 Lembah Gumanti with a correlation coefficient of 0.701 at a significance level of 0.000. This means that the higher the self-concept, the higher the student's self-adjustment and vice versa. Based on the research results that have been obtained, it is hoped that guidance and counseling teachers can play an active role in efforts to improve the self-concept and self-adjustment of junior high school students by providing assistance in the form of services related to self-concept and self-adjustment. The services that can be provided are information services, individual counseling services, group guidance services and group counseling services.

The Development and Validation of Self-Concept Scale For Pakistani University Students

Cultural aspects are dominant in almost all areas of research and require special attention while conducting a study. The same goes for under-focused self-concept which varies from individualistic to collectivistic cultures. In the present research, an indigenous scale was developed to explore the self-concept of university students in Pakistani culture. In the first phase, 60 university students were interviewed separately and generated the item pool of 46 statements. Then repeated and ambiguous items were excluded, and a list of 40 items was used for piloting on 30 university students as a self-report measure of a 5-point rating scale (Self-Concept Scale). Finally, a convenient sample of 300 university students (154 boys and 146 girls) was given the final list of 40 items, Self-Concept Scale for Adolescents, and a demographic sheet. The Statistical Package for Social Sciences (SPSS) was used to investigate the collected data. The Exploratory Factor Analysis (EFA) produced a two-factor solution: positive and negative self-concept. Lastly, 38 items were finalized for the self-concept scale, the first factor was based on 22 items and the second factor consisted of 16 items. The SCS was found to have high internal consistency, concurrent validity, and split-half reliability. This scale can be used in further research, assessment, and counseling services for the students.

Socio-Cultural Values in Academic Self-Concept: The Roles of Religiosity and Psychological Sense of Community in Academic Self-Concept of University Students

This study explored the role of religiosity and sense of community in the academic self-concept of university students in a cross-sectional study. Data were obtained from 756 students, and analyzed with the Partial Least Squares structural equation modeling. The results showed a positive influence of religiosity on the sense of community and positive academic self-concept, but not on negative academic self-concept. Sense of community also influenced positive academic self-concept, but not negative self-concept. Finally, a sense of community mediated the influence of religiosity on academic self-concept. The findings were discussed within the framework of the self-determination and sense of community theories.

Self-Description Questionnaire II-Short (SDQ-II-S): Measurement properties in Spanish adolescents

Self-concept is a fundamental construct that is related to many positive and negative aspects of life. It plays an essential role in adolescence, due to the important biological, social and psychological changes that occur at this stage, and is a determining factor in the academic environment. In order to have appropriate instruments for its assessment, the aim of the study was to analyse the measurement properties and adapt the short version of the Self-Description Questionnaire II (SDQ-II-S) in Spanish adolescent. A sample of 726 secondary school students aged between 12 and 18 years (M= 15.44, SD= 1.41) participated. Descriptive analysis, correlation analysis, confirmatory factor analysis, reliability and invariance analysis were conducted. The different analyses confirmed the multidimensional structure of the questionnaire, with adequate factor loadings, satisfactory goodness-of-fit indices, convergent validity, and corroborated gender invariance. Composite reliability of the dimensions ranged from .70 to .92. In conclusion, the SDQ-II-S is an instrument with appropriate characteristics, valid and reliable for the assessment of self-concept in Spanish students in adolescence.

Socially-determined factors of positive transformation of the professional and labor self-concept of persons with musculosketal disorders

The article studies social factors that determine the features of transformation of professional-labor self-concept in students with musculoskeletal disabilities studying under inclusive conditions in organizations of secondary vocational and higher education. The study was carried out on a sample of 106 students with musculoskeletal disorders of final years of educational organizations, in whom positive, negative, and neutral forms of transformation were recorded during the study. It has been revealed that in the group of students characterized by positive changes in professional and personal development during education and professional training, the transition of maladaptive forms of professional and labor self-concept into adaptive ones that allow them to achieve success in professional development, the majority of them are those who have an extensive network of social contacts, including friends with disabilities, classmates, and other people without any disabilities, teachers, and professors who give them the opportunity to develop their professional self-concept. In this group, most students have high rates of satisfaction of basic psychological needs for autonomy, social contacts, and competence, whereas in the group of students characterized by negative transformation of professional and labor self-concept, many identify themselves only with the social group of disabled people, feel alienated from the outside world with excessively high rates of satisfaction of basic psychological needs, which demonstrates their helplessness and deprivation of conditions of their professional and personal development.

Academic Self-Concept, Efficacy, and Procrastination Behavior among College Students in China

The study aims to explore the relationship among academic procrastination behavior among college students, academic self-concept and academic self-efficacy. It examines the effect mechanism of academic self-concept on academic procrastination behavior. This study enriched relevant research on college students ‘academic procrastination behavior, and provide a corresponding theoretical basis for improving college students’ learning habits and learning efficiency. This study utilizes 437 survey questionnaires through the combination of the Academic Self-Efficacy and Academic Procrastination and the General Academic Self-Concept Scale of Young People and College Students. Descriptive statistical analysis, and regression analysis were completed using SPSS software The results of the study show the overall level of academic self-concept of contemporary college students is relatively general while the level of academic self-concept shows significant age differences. The overall level of academic self-efficacy of contemporary college students is relatively general, and the level of academic self-efficacy shows significant age differences. Nowadays, students in Chinese colleges and universities have academic procrastination behavior, and the level of academic procrastination behavior shows significant differences between sexes. Students ‘academic self-efficacy plays a partial intermediary role between academic procrastination behavior and academic self-concept, college students’ academic self-concept can affect their level of academic self-efficacy, thus affecting their academic procrastination behavior. A training program was suggested to improve the academic procrastination of Chinese college students.

Comparison effects on self- and external ratings: Testing the generalizability of the 2I/E model to parents and teachers of academic track school students

BackgroundAccording to the 2I/E model, social, dimensional, and temporal comparisons represent key determinants of students' academic self-concepts. However, it is unclear to what extent these assumptions also apply to external ratings of students’ self-concepts and abilities provided by central socializers. AimsThis study aimed to examine the extent of generalizability of the 2I/E model to different parent and teacher ratings simultaneously for the first time. SampleParticipants were 545 ninth-grade students from academic track schools in Germany, their parents, math teachers, and German teachers. MethodsWe investigated the joint effects of social, dimensional, and temporal comparisons on student self-concepts, parent and teacher ratings of student self-concepts, and parent and teacher ratings of student abilities in math and German using structural equation modeling. ResultsOur results strongly support the assumptions of the 2I/E model for student self-concepts, as we found strong social, moderate dimensional, and small temporal comparison effects in both domains. For parent ratings of student self-concepts and abilities, we found strong social and—except for parent German ability ratings—moderate to small dimensional comparison effects. For teacher ratings of student self-concepts and abilities, results showed only strong social comparison effects in both domains. Temporal comparison effects were not found for either parents or teachers. ConclusionsGiven the lack of temporal comparison effects on parent and teacher ratings, this study's findings question the generalizability of the 2I/E model to external ratings. However, they point to interesting discrepancies regarding social and dimensional comparison effects on parent and teacher ratings.

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

Motivational Climate, self-concept and emotional intelligence are important factors for education and learning in children and teenagers, with special relevance in Physical Education (PE). PurposeAddressing a gap in the literature, this study sought to develop and compare an explanatory model for analysing the relationships within the perceived teacher-generated motivational climate, self-concept and emotional intelligence in schoolchildren, using structural equation analysis. MethodsThe sample consisted of 347 Spanish primary school students of both genders (46.4 % boys; 53.6 % girls; Meanage = 10.55, SD = 0.97). The Form 5 Self-Concept Questionnaire (AF5), the Trait Meta-Mood Scale (TMMS-24), and the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2) were used for data collection. Structural equation modelling was carried out that was adequately adjusted (χ2 = 190.152; DF = 71; p < .001; CFI = .947; NFI = .938; IFI = .949; RMSEA = .070). ResultsThe structural equation model demonstrated a positive association between a task-focused motivational climate and both emotional intelligence and self-concept levels, with a negative relationship between an ego-involving motivational climate and self-concept. No significant association was observed between self-concept and emotional intelligence. ConclusionA stronger predisposition toward a task-oriented motivational climate fosters greater development of emotional intelligence and self-concept in primary school students.

Effects of Physical Self-Concept and Physical Self-Efficacy of Middle School Students Participating in School Sports Club Activities on Ego-Resiliency and Stress Coping

Effects of Physical Self-Concept and Physical Self-Efficacy of Middle School Students Participating in School Sports Club Activities on Ego-Resiliency and Stress Coping

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 (&lt;) 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.