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Thematische Bibliographien / Self-concept / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Self-concept“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

Sankar, Dr V. Siva, und Dr P. Viswanatha Reddy. „Self –Concept Among Adolesents“. International Journal of Scientific Research 3, Nr. 1 (01.06.2012): 430–32. http://dx.doi.org/10.15373/22778179/jan2014/149.

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2

Abel, Jeremy I., Cheryl L. Buff und John C. O’Neill. „Actual self‐concept versus ideal self‐concept“. Sport, Business and Management: An International Journal 3, Nr. 1 (15.03.2013): 78–96. http://dx.doi.org/10.1108/20426781311316915.

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3

Selvam, Dr S. K. Panneer. „Self Concept of Collge Students“. International Journal of Scientific Research 1, Nr. 3 (01.06.2012): 28–29. http://dx.doi.org/10.15373/22778179/aug2012/10.

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4

Atkinson, Stacey. „Self-concept“. Learning Disability Practice 18, Nr. 7 (02.09.2015): 15. http://dx.doi.org/10.7748/ldp.18.7.15.s16.

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5

Wall, Celia. „Self-Concept“. Journal of Library Administration 6, Nr. 4 (15.04.1986): 53–65. http://dx.doi.org/10.1300/j111v06n04_05.

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6

Strasen, Leann. „Self Concept“. JONA: The Journal of Nursing Administration 19, Nr. 1 (Januar 1989): 4???5. http://dx.doi.org/10.1097/00005110-198901010-00002.

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7

P.Neeraja, P. Neeraja, und K. Leelavathi K.Leelavathi. „Self- Concept Among Hearing Impaired Children“. International Journal of Scientific Research 3, Nr. 2 (01.06.2012): 1–2. http://dx.doi.org/10.15373/22778179/feb2014/192.

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8

Wood, Melinda. „Self-Concept and Self-Esteem“. NASPA Journal 29, Nr. 1 (01.10.1991): 24–30. http://dx.doi.org/10.1080/00220973.1991.11072239.

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9

Pezzuti, Leonora. „Self-Concept/Self-Esteem Development“. Occupational Therapy In Health Care 2, Nr. 3 (Januar 1985): 41–48. http://dx.doi.org/10.1080/j003v02n03_05.

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10

Pezzuti, Leonora. „Self-Concept/Self-Esteem Development“. Occupational Therapy In Health Care 2, Nr. 3 (06.08.1985): 41–48. http://dx.doi.org/10.1300/j003v02n03_05.

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11

Burnett, Paul C. „Self-concept or self-esteem“. Journal of Psychologists and Counsellors in Schools 3 (November 1993): 25–32. http://dx.doi.org/10.1017/s1037291100002120.

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Confusion exists with regard to the substantive difference between self-concept and self-esteem. In an endeavour to cast some light on this confusion two studies were conducted with 1193 preadolescents using modified versions of two commonly used instruments designed to measure self-concept and self-esteem. Exploratory factor analysis indicated that both these instruments measure specific facets of the same construct, namely self-concept. General or global self-concept proved to be a difficult construct to measure in preadolescent students.

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12

Ducasse, Déborah, William Van Gordon, Philippe Courtet und Emilie Olié. „Self-injury and self-concept“. Journal of Affective Disorders 258 (November 2019): 115–16. http://dx.doi.org/10.1016/j.jad.2019.07.074.

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13

Kapadiya, Narendrakumar B. „The Impact of Clinical Hypnosis on Self-Concept and Self-Esteem“. International Journal of Scientific Research 2, Nr. 7 (01.06.2012): 452–53. http://dx.doi.org/10.15373/22778179/july2013/153.

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14

Gowans, Frederick, und Chris Hulbert. „SELF-CONCEPT ASSESSMENT“. Journal of the British Institute of Mental Handicap (APEX) 11, Nr. 3 (26.08.2009): 121–23. http://dx.doi.org/10.1111/j.1468-3156.1983.tb00145.x.

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15

‘Aini, Wirdatul. „Adult Self-Concept“. Digital Press Social Sciences and Humanities 6 (2020): 00001. http://dx.doi.org/10.29037/digitalpress.46367.

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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.

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16

Carroll, Annemaree, Stephen Houghton, Robert Wood, Catherine Perkins und Julie Bower. „Multidimensional Self-Concept“. School Psychology International 28, Nr. 2 (Mai 2007): 237–56. http://dx.doi.org/10.1177/0143034307078106.

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17

Spencer, Margaret Beale. „Self-concept development“. New Directions for Child and Adolescent Development 1988, Nr. 42 (1988): 59–72. http://dx.doi.org/10.1002/cd.23219884206.

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18

McAvoy, Malcolm L. „Self-Concept Builder“. Speech Communication Teacher 1, Nr. 1 (30.11.1986): 7. http://dx.doi.org/10.1080/29945054.1986.12289019.

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19

Tomlan, Patricia S. „Self-Awareness, Self-Understanding and Self-Concept“. Academic Therapy 21, Nr. 2 (November 1985): 199–204. http://dx.doi.org/10.1177/105345128502100211.

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20

Dos Santos Ribeiro, Ivana, Itana Dos Santos Ribeiro und Thaís Vieira Góis dos Santos. „SELF-ESTEEM, SELF-CONCEPT AND SELF-IMAGE“. Health and Society 3, Nr. 02 (05.05.2023): 92–111. http://dx.doi.org/10.51249/hs.v3i02.1289.

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Self-esteem corresponds to a feeling of personal worth and self-respect, considering a positive or negative evaluation of oneself, while self-concept is attributed a descriptive and evaluative character, the first being related to self-image and the second to self-esteem. In order to build healthy self-esteem, the involvement of family members and school staff is strictly necessary, in order to provide a safe and motivating environment for children and adolescents. Thus, this article has the general objective of understanding the processes of building self-esteem, self-concept and self-image during child development, through the influences of the environment and affective relationships between the people with whom the child lives. The study is a review of narrative literature, through publications/articles in the following databases: Scientific Electronic Library (SCIELO), Latin American and Caribbean Literature on Health Sciences (LILACS) and Virtual Health Library (BVS). Studies have shown the importance of developing a positive self-concept to have a good quality of life. For that, the relationships that the individual establishes in the family, in the school, in his social environment are fundamental for the formation of the self-concept.

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21

Sholiha, Sholiha, und Lailatuzzahro Al-Akhda Aulia. „Hubungan Self Concept dan Self Confidence“. Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan 7, Nr. 1 (26.03.2020): 41–55. http://dx.doi.org/10.35891/jip.v7i1.1954.

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A confidence and an attitude toward a persons ability to accept both positive and negative that are shaped and learned through the process of studying with a view to his own happiness. While self concept is an idea, mind, feeling, belief and position known by the individual in relating to others. The purpose of this study is to know a self concept relationship with a self confident. The hypothesis of this study is there's a self concept relationship with a self confidence. In the study, researchers used a quantitative approach in an attempt to test hypotheses that had been drafted. The subject in this study is a teenager sitting in class 7 and 8 MTS miftahul ulum pandaan. The sampling technique used was staggerate stratified random sampling. The analysis of data in this study uses the scale of self concept and self confidence. Data analysis was calculated by using product moment Pearson and acquired rxy by 0.657 with an r-tab 1% of 0.254. Thus there is a highly significant correlation between self concept and a self confidence.

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22

Arens, A. Katrin, Alexander Seeshing Yeung und Marcus Hasselhorn. „Native Language Self-Concept and Reading Self-Concept: Same or Different?“ Journal of Experimental Education 82, Nr. 2 (12.08.2013): 229–52. http://dx.doi.org/10.1080/00220973.2013.813362.

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23

Simons, J., C. M. Capio, P. Adriaenssens, H. Delbroek und I. Vandenbussche. „Self-concept and physical self-concept in psychiatric children and adolescents“. Research in Developmental Disabilities 33, Nr. 3 (Mai 2012): 874–81. http://dx.doi.org/10.1016/j.ridd.2011.12.012.

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24

Shields, Nora. „Self-Concept is a Concept Worth Considering“. Physical & Occupational Therapy In Pediatrics 29, Nr. 1 (Januar 2009): 23–26. http://dx.doi.org/10.1080/01942630802574817.

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25

Dr. Manjappa .P, Dr Manjappa P., und Dr Shivarama Reddy M. „The Effect of Yogic Exercises on Self-Concept“. Indian Journal of Applied Research 1, Nr. 3 (01.10.2011): 218–21. http://dx.doi.org/10.15373/2249555x/dec2011/76.

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26

P.Neeraja, P. Neeraja. „Assessment of Self- Concept Among Physically Challenged Children“. International Journal of Scientific Research 3, Nr. 2 (01.06.2012): 222–24. http://dx.doi.org/10.15373/22778179/feb2014/73.

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27

Gilhotra, J. „The Concept of “Self”“. Australian & New Zealand Journal of Psychiatry 29, Nr. 4 (Dezember 1995): 598–603. http://dx.doi.org/10.3109/00048679509064973.

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This paper discusses several different points of view in an effort to define the elusive and often confusing concept of “self”, and to differentiate it from “ego”, a term which has, at times, been used synonymously with it. The concept of self is then discussed in relation to its usefulness in normal, healthy individuals as well as those with psychological problems.

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28

ARAKELYAN, SIRINA. „THE SELF-CONCEPT FORMATION“. Main Issues Of Pedagogy And Psychology 10, Nr. 1 (04.04.2016): 119–24. http://dx.doi.org/10.24234/miopap.v10i1.178.

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In the article the author generally analyses different authors’ opinions concerning the Selfconcept formation. In psychological literature many aspects and factors are mentioned and pointed out (prenatal period events, welcome or unwelcome child, mother’s and significant others’ attitude, biological features etc.). In the article a detailed analysis of the most important factors, which can influence the formation and the development of different components of Self-concept is presented.

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29

CRAWFORD, NICK. „SELF CONCEPT AND SUBNORMALITY“. Journal of the Institute of Mental Subnormality (APEX) 4, Nr. 1 (26.08.2009): 29–30. http://dx.doi.org/10.1111/j.1468-3156.1976.tb00219.x.

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30

Polkinghorne, Donald E. „Narrative and Self-Concept“. Journal of Narrative and Life History 1, Nr. 2-3 (01.01.1991): 135–53. http://dx.doi.org/10.1075/jnlh.1.2-3.04nar.

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Abstract When the self is thought of as a narrative or story, rather than a substance or thing, the temporal and dramatic dimension of human existence is emphasized. The operation of narrative "emplotment" (Ricoeur, 1983/1984) can configure the diverse events and actions of one's life into a meaningful whole. One's self-concept or self-identity is fashioned by adaptation of plots from one's cul-tural stock of stories and myths. Stories of personal identity differ from literary productions in that they are constructed within an unfolding autobiography and incorporate the accidental events and unintended consequences of actions. Under stressful conditions, a self-narrative may decompose, producing the anxiety and depression of meaninglessness. One function of psychotherapy is to assist in the reconstruction of a meaning-giving narrative of self-identity. (Psychology)

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31

Redek, Tjaša, Andrej Sušjan und Črt Kostevc. „Unemployment and Self-Concept“. Economic Research-Ekonomska Istraživanja 26, sup1 (Januar 2013): 185–200. http://dx.doi.org/10.1080/1331677x.2013.11517647.

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32

Evans, Robert C., Louis Levy, Thomas Sullenberger und Ashwin Yvas. „Self Concept and Delinquency“. Journal of Offender Rehabilitation 16, Nr. 3-4 (12.06.1991): 59–74. http://dx.doi.org/10.1300/j076v16n03_04.

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33

Cowin, Leanne. „Measuring Nurses’ Self-Concept“. Western Journal of Nursing Research 23, Nr. 3 (April 2001): 313–25. http://dx.doi.org/10.1177/01939450122045177.

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34

Gresham, Frank M. „Student Self-Concept Scale“. Journal of Emotional and Behavioral Disorders 3, Nr. 1 (Januar 1995): 19–26. http://dx.doi.org/10.1177/106342669500300103.

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35

Tomchin, Ellen Menaker, Carolyn M. Callahan, Claudia J. Sowa und Kathleen M. May. „Coping and Self-Concept“. Journal of Secondary Gifted Education 8, Nr. 1 (November 1996): 16–27. http://dx.doi.org/10.1177/1932202x9600800103.

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This study examines the relationship between self-concept and coping strategies of 457 academically gifted adolescents, aged 10 to 16 years. Frequently used strategies indicated that adolescents assumed responsibility for dealing with stressors and took action-focused approaches rather than ignoring problems. As predicted by the model of social and emotional adjustment (Sowa & May, 1996), six scales of the Adolescent Coping Scale (Frydenberg & Lewis, 1990)—focus on the positive, work hard and achieve, focus on solving the problem, seek social support, keep to self, and seek to belong—predicted a significant proportion of the variance in general (27%) and nonacademic (25%) self-concept scales of the Self-Description Questionnaire II (Marsh, 1992).

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36

Kertész, Mária, Daniel Offer, Eric Ostrov und Kenneth I. Howard. „Hungarian adolescents' self-concept“. Journal of Youth and Adolescence 15, Nr. 3 (Juni 1986): 275–86. http://dx.doi.org/10.1007/bf02139127.

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37

SONSTROEM, ROBERT J. „6 Physical Self-Concept“. Exercise and Sport Sciences Reviews 26 (1998): 133???164. http://dx.doi.org/10.1249/00003677-199800260-00008.

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38

ter Maten, Ada. „The concept of ‘self’“. Nursing Management 23, Nr. 7 (November 2016): 17. http://dx.doi.org/10.7748/nm.23.7.17.s27.

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39

Crawford, Kijana. „African Americans Self Concept“. International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 6, Nr. 3 (2006): 37–44. http://dx.doi.org/10.18848/1447-9532/cgp/v06i03/39180.

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40

Curtin, Nicola, Abigail J. Stewart und Joan M. Ostrove. „Fostering Academic Self-Concept“. American Educational Research Journal 50, Nr. 1 (Februar 2013): 108–37. http://dx.doi.org/10.3102/0002831212446662.

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41

DesRosiers, Fabiana S., und Nancy A. Busch-Rossnagel. „Self-concept in Toddlers“. Infants & Young Children 10, Nr. 1 (Juli 1997): 15–26. http://dx.doi.org/10.1097/00001163-199707000-00004.

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42

Beck, Aaron T., Robert A. Steer, Norman Epstein und Gary Brown. „Beck Self-Concept Test.“ Psychological Assessment 2, Nr. 2 (1990): 191–97. http://dx.doi.org/10.1037/1040-3590.2.2.191.

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43

Marsh, Herbert W. „Significance of self-concept“. Vernon Wall Lecture 1, Nr. 25 (2006): 5–7. http://dx.doi.org/10.53841/bpsvern.2006.1.25.5.

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44

유정미 und 김정규. „A Validation Study of Self Concept Inventory: focused on self concept congruence“. Korea Journal of Counseling 10, Nr. 1 (März 2009): 125–42. http://dx.doi.org/10.15703/kjc.10.1.200903.125.

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45

Lohbeck, Annette, und Franz Petermann. „Peer Victimization, Self-Concept, and Grades: The Mediating Role of Self-Concept“. Deviant Behavior 38, Nr. 6 (02.09.2016): 709–23. http://dx.doi.org/10.1080/01639625.2016.1197654.

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46

Mashayekhi, Shima, Mohd Tajudin Bin Hj Ninggal und Newsha Mashayekhi. „Bridging the Gap Between Self-Concept (Have) and Ideal Self-Concept (want)“. Procedia - Social and Behavioral Sciences 30 (2011): 889–93. http://dx.doi.org/10.1016/j.sbspro.2011.10.172.

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47

Bryant, Lenore. „Mutidimensional self-concept in adolescence: Academic self-concept in specific school subjects“. Queensland Journal of Guidance and Counselling 3 (November 1989): 1–14. http://dx.doi.org/10.1017/s1030316200000133.

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The School Subjects Questionnaire was administered to 300 students (15-22 years old) in Years 11 and 12 at a Brisbane metropolitan State high school. Ratings of self-concept in eleven specific school subjects and in “all school subjects” were obtained. Factor analysis of these responses identified nine separate facets of academic self-concept. The hypothesised relationships among English subject-related self-concepts, Math subject-related self-concepts, Creative Arts subjects and Practical Arts subjects were not clearly obtained in this study.

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48

Ajmal, Amna, Aqsa Batool, Shumaila Abid und Hina Iqbal. „Self-Concept and Self-Esteem among Adults“. Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 4, Nr. 2 (15.02.2019): 237–46. http://dx.doi.org/10.32879/picp.2018.4.2.237.

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Despite an ample study and analysis of Self concept and Self esteem, not a solitary deconstructive work has been done on the Effect of Self concept on Self esteem. So, this study aimed at the disclosure of all the ways through which self concept affects the self esteem among university students. The research method applied on the paper was quantitative. The study adopted a Multiple Self Concept Scale byBruce A. Bracken and Rosenberg’s Self- esteems scale (Rosenberg, 1965). The collected data analysis was accomplished statistically using the t-test and coefficient of correlation techniques. A sample of 250 students comprised of 75 males and 175 females was taken from BZU Multan. The inferences of the study conceded that Self Concept has a significant effect on Self esteem among university adults. Besides, the research inquiry brought the fact to light that there is, no doubt, a significant disparity of influences of self concept on self esteem between male and female.

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49

Wisse, Barbara, und Diana Rus. „Leader Self-Concept and Self-Interested Behavior“. Journal of Personnel Psychology 11, Nr. 1 (Januar 2012): 40–48. http://dx.doi.org/10.1027/1866-5888/a000054.

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An abundance of ethical violations on the part of organizational leaders prompted the debate about the need for ethical leadership. Moreover, it spawned research interest in understanding the conditions that may prompt some leaders to pursue their own interests at the expense of their group, whereas others do not. This study explored whether the interplay between leader self-construal and leader power may explain this phenomenon. Across one laboratory experiment and one organizational survey, we showed that leader power interacted with leader self-construal in predicting leader self-serving behavior. Overall, our studies suggest that leader self-construal substantially shapes leader internal states and goals, and that the effects hereof on self-interested behavior are strengthened under conditions of high power.

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50

Morf, Carolyn C., und Walter Mischel. „Self-Concept, Self-Regulation, and Psychological Vulnerability“. Self and Identity 1, Nr. 2 (April 2002): 103–4. http://dx.doi.org/10.1080/152988602317319267.

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