Academic literature on the topic 'Self-concept variability'
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Journal articles on the topic "Self-concept variability"
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Fukushima, Osamu, and Tatsuro Hosoe. "Narcissism, variability in self-concept, and well-being." Journal of Research in Personality 45, no. 6 (December 2011): 568–75. http://dx.doi.org/10.1016/j.jrp.2011.07.002.
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Nurius, Paula S., and Hazel Markus. "Situational Variability in the Self-Concept: Appraisals, Expectancies, and Asymmetries." Journal of Social and Clinical Psychology 9, no. 3 (September 1990): 316–33. http://dx.doi.org/10.1521/jscp.1990.9.3.316.
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Roushangar, Kiyoumars, Farhad Alizadeh, Jan Adamowski, and Seyed Mehdi Saghebian. "Exploring the multiscale changeability of precipitation using the entropy concept and self-organizing maps." Journal of Water and Climate Change 11, no. 3 (February 7, 2019): 655–76. http://dx.doi.org/10.2166/wcc.2019.097.
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Abstract This study utilized a spatio-temporal framework to assess the dispersion and uncertainty of precipitation in Iran. Thirty-one rain gauges with data from 1960 to 2010 were selected in order to apply the entropy concept and study spatio-temporal variability of precipitation. The variability of monthly, seasonal and annual precipitation series was studied using the marginal disorder index (MDI). To investigate the intra-annual and decadal distribution of monthly and annual precipitation values, the apportionment disorder index (ADI) and decadal ADI (DADI) were applied to the time series. The continuous wavelet transform was used to decompose the ADI time series into time-frequency domains. The decomposition of the ADI series into different zones helped to identify the dominant modes of variability and the variation of those modes over time. The results revealed the high disorderliness in the amount of precipitation for different temporal scales based on disorder indices. Based on the DI outcome for all rain gauges, a self-organizing map (SOM) was trained to find the optimum number of clusters (seven) of rain gauges. It was observed from the clustering that there was hydrologic similarity in the clusters apart from the geographic neighborhood.
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Fan, Leyi, Qin Duan, and Siyang Luo. "Self-dependent neural variability predicts recovery from depressive symptoms." Social Cognitive and Affective Neuroscience 16, no. 9 (May 15, 2021): 962–71. http://dx.doi.org/10.1093/scan/nsab050.
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Abstract Researchers have increasingly paid attention to the neural dynamics of depression. This study examined whether self-dependent neural variability predicts recovery from depressive symptoms. Sixty adults with depressive symptoms who were not officially diagnosed with major depressive disorder participated in this study. Participants completed functional magnetic resonance imaging (fMRI) scanning, including a resting-state and a self-reflection task. The fMRI data were used to estimate neural variability, which refers to the temporal variability in regional functional connectivity patterns. Participants then completed the Self-Construal Scale and the Beck Depression Inventory (BDI). The change in BDI scores over 3 months indicated the degree of recovery from depressive symptoms. Self-construal moderated the effects of general neural variability on predicting recovery from depressive symptoms. Interdependent individuals became less depressive with higher general neural variability, but the relationship was not significant in independent individuals. The differences in neural variability between self-related and other-related conditions also predicted recovery from depressive symptoms. The regions contributing to the prediction were mainly distributed in the default-mode network. Based on these results, the harmony between individuals’ neural dynamics and self-concept is important for recovery from depressive symptoms, which might be a foundation for individualized treatment and counseling.
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Tocci, Michael C., Patrick D. Converse, and Nicholas A. Moon. "Core Self-Evaluations Over Time." Journal of Individual Differences 41, no. 1 (January 2020): 1–7. http://dx.doi.org/10.1027/1614-0001/a000314.
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Abstract. Core self-evaluations (CSEs) represent a prominent construct with links to a number of important organizational behaviors and outcomes. Previous research on this variable appears to have assumed that CSE is a stable trait. However, very little research has examined this assumption, particularly over longer time periods. This study investigated this issue, focusing on within-person variability in CSE. Drawing from several theoretical perspectives related to self-concept, we examined the extent to which levels of this construct varied over several years as well as potential predictors of this variability. Hierarchical linear modeling analyses indicated there was substantial within-person variance in CSE over time and this variability was related to income and education. These findings shed additional light on the fundamental nature of CSE, contributing to a new perspective on this construct with potential implications for employees, organizations, and researchers.
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Hay, Ian, Adrian F. Ashman, and Christina E. van Kraayenoord. "Self-concept test generalisability: Self-description questionnaire- I and the perception of ability scale for students." Australian Educational and Developmental Psychologist 15, no. 1 (May 1998): 70–80. http://dx.doi.org/10.1017/s0816512200027863.
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AbstractThe validity of standardised ossessment instruments and their normative data is a significant issue in school psychology. Consequently, this study of 515 coeducational Queensland Year 5 students investigated the generalisability and robustness of the norms of two contemporary self-concept instruments, the Self-Description Questionnaire-I (SDQ-I; Marsh, 1988) and the Perception of Ability Scale for Students (PASS; Boersma & Chapman, 1992). Both tests have received praise for their theoretical construct but have been criticised for the regionalisation of their norming populations.The results of this study demonstrated that the Queensland students had higher mean PASS self-concept scores than the North American students used in the norming of all the PASS scales. For the SDQ- I, a similar distribution pattern was shown for Queensland students and SDQ-I norming sample, with the exception of small variability with Reading and Mothematics self-concepts scales. Issues associated with interpreting and reporting of assessment results and with the assessment responsibilities of educational psychologists and counsellors are discussed.
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Zhou, Aibao, Xiangli Guan, Md Zahir Ahmed, Oli Ahmed, Mary C. Jobe, and Fatema Akhter Hiramoni. "An Analysis of the Influencing Factors of Study Engagement and Its Enlightenment to Education: Role of Perceptions of School Climate and Self-Perception." Sustainability 13, no. 10 (May 13, 2021): 5475. http://dx.doi.org/10.3390/su13105475.
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Predominantly, a school provides pedagogical support to its students, though perceptions about the school’s internal environment can incessantly influence a student’s aggregated learning experience. The present study aims to investigate the impact of the campus environment on students’ study engagement and the roles of self-concept clarity and intentional self-regulation on this association. A hypothetical model about the relationship between campus perception, self-concept clarity, intentional self-regulation, and study engagement was tested. A total of 1597 students from Gansu Province, China, selected through a convenience sampling technique, were surveyed utilizing self-rated scales. Data were collected utilizing the Study Engagement Scale, Perceptions of School Climate Scale, Intentional Self-Regulation Scale and Self-Concept Clarity Scale. Results showed lower to moderate positive correlations between study variables. Students’ campus environment perceptions positively predicted adolescents’ study engagement. This association was also mediated by self-concept clarity and intentional self-regulation. All of these factors explained 41.26% variability of the study engagement. These findings show how the learning environment can impact students. Specifically, these results help demonstrate that self-concept clarity and intentional self-regulation have academic importance to optimize students’ study engagement that in turn promotes quality learning.
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Ko, Han-Jung, Shannon Mejía, and Karen Hooker. "Social possible selves, self-regulation, and social goal progress in older adulthood." International Journal of Behavioral Development 38, no. 3 (December 3, 2013): 219–27. http://dx.doi.org/10.1177/0165025413512063.
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Lifespan development involves setting and pursuing self-guided goals. This study examines how in the social domain, possible selves, a future-oriented self-concept, and self-regulation, including self-regulatory beliefs and intraindividual variability in self-regulatory behavior, relate to differences in overall daily social goal progress. An online older-adult sample worked towards a self-defined meaningful social goal over 100 days. Multilevel analysis showed that participants with social possible selves made higher overall daily goal progress, especially those with both hoped-for and feared possible selves, than those with possible selves in nonsocial domains. Self-regulatory beliefs were positively whereas variability was negatively associated with overall daily goal progress. The findings suggest that possible selves, in combination with two distinct self-regulatory constructs, significantly guide social goal progress.
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Tajima, Tsukasa. "The relationship between self-concept variability and psychological well-being: A survey of female undergraduate students." Japanese journal of psychology 81, no. 5 (2010): 523–28. http://dx.doi.org/10.4992/jjpsy.81.523.
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Sbarra, David A., and Jessica L. Borelli. "Heart rate variability moderates the association between attachment avoidance and self-concept reorganization following marital separation." International Journal of Psychophysiology 88, no. 3 (June 2013): 253–60. http://dx.doi.org/10.1016/j.ijpsycho.2012.04.004.
Full textDissertations / Theses on the topic "Self-concept variability"
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Hoffman, Ernest L. "Antecedents and Consequences of Variability in Leadership Identity and Regulation: A Study of Event-Level Leadership Self-Concept." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1453324789.
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Tsai, Yi-Miau. "Motivation in context." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2008. http://dx.doi.org/10.18452/15773.
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Ausgehend von der Selbstbestimmungstheorie wird in der Dissertation angenommen, dass bestimmte Merkmale des Unterrichts das Autonomieerleben von Schülern und Schülerinnen positiv oder negativ beeinflussen. Hypothese: Autonomiefördernder Unterricht erhöht das Interesse und die erlebte Kompetenz. Ausgehend von einem dynamischen Verständnis von Unterrichtskontexten, wird der Einfluss von Lernsituation und individuellen motivationalen Ressourcen auf das Motivationserleben der Lernenden in einem intraindividuellen Ansatz untersucht. Unterrichtserleben und Motivation von Schülern und Schülerinnen wurden in einem Prä-Post-Design über den Zeitraum eines Jahres untersucht. Kernstück ist eine 3-wöchige Erhebungsphase, in der Unterrichtserleben und Motivation täglich für drei Fächer erfasst wurden. Manuskript I der Dissertation basiert auf der Interessenstheorie und zeigt den differenziellen Einfluss von stabilem individuellen Interesse und variablen Unterrichtsmerkmalen auf das Erleben von Interesse im Unterricht. Manuskript II zeigt, dass das fachspezifische Selbstkonzept und die wahrgenommenen Unterrichtsmerkmale das Kompetenzerleben der Schüler beeinflussen. Die Autonomieunterstützung im Unterricht hat über das die Autonomie fördernde Klima und Kontrollverhalten der Lehrkraft hinaus einen Effekt auf das Kompetenzerleben der Schüler und Schülerinnen. Manuskript III untersucht individuelle Unterschiede und zeigt, dass manche Schüler stärkere Schwankungen ihres fachspezifischen Selbstkonzepts erleben als andere. Selbstkonzeptinstabilität geht mit Prüfungsangst einher und ist ein Prädiktor für schlechtere Noten. Die vorliegende Dissertation konnte somit in einem intraindividuellen Ansatz zeigen, dass Lernsituation und individuelle Schülerressourcen zur Motivation in konkreten Lernumwelten beitragen.This dissertation focuses on how student motivation emerges and changes in the day-to-day classroom context. Drawing on self-determination theory, it proposes that specific features of the classroom instruction—and of what teachers say and do—may either support or frustrate students’ need for autonomy. Autonomy-supportive instruction is hypothesized to enhance interest and competence perception in the classroom. At the same time, students’ classroom experience is affected by their individual resources such as interest, integrated values, or positive self-concepts. Given the dynamic nature of the classroom context, the overarching aim of this dissertation is to take a short-term, intraindividual approach to understand how both the learning situation and individual motivational resources shape students’ motivational experience. The dissertation comprises three manuscripts investigating student motivation in a pre–post design over a 1 year period, including a 3-week lesson-specific measurement phase in which students’ classroom experience were assessed daily. Drawing on interest theory, manuscript I shows that stable individual interest and perceived characteristics of classroom instruction make distinct contributions to students’ day-to-day interest experience. Similarly, manuscript II shows that both domain-specific self-concept and perceived characteristics of classroom instruction shape students’ felt competence in lessons. In particular, empirical support was found for the hypothesis that cognitive autonomy support has effects on student motivation over and above the effects of autonomy-supportive climate and controlling behaviors. From an individual differences perspective, manuscript III shows that some students experience higher day-to-day fluctuation in their domain-specific self-concepts than others. Self-concept instability was found to be associated with test anxiety and to predict lower school grades 1 year later. Taking a short-term intraindividual approach, this dissertation thus shows that both the learning situation and individual student resources contribute to motivation in context. An understanding of how motivation evolves over different contexts and time frames of instructional events, in everyday classroom life, and across the school career can usefully inform theories of motivation in context.
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McNeill, Kathleen Grace. "An investigation of self-structure, social identity and norms in medical student wellbeing." Phd thesis, 2014. http://hdl.handle.net/1885/12262.
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Medical students suffer from a higher prevalence of mental health problems
than is seen in the general population. While the literature examining medical student
distress has been extensive, it has been focused on establishing the prevalence of
mental health problems and the associated adverse outcomes. It is argued in this
thesis that there is a need for the field to move beyond the study of the prevalence of
medical student distress towards the examination of factors that contribute to medical
student wellbeing.
We suggest several social psychological factors that may contribute to
making some medical students more resilient and others more vulnerable during the
course of their training. First, we suggest that the structure of medical students’ selfconcepts
is likely to differ to other students and may impact upon their wellbeing.
Second, it is proposed that medical students are likely to benefit from a strong sense
of identification with their group. Third, it is proposed medical student wellbeing
may suffer as an indirect outcome of unhealthy norms associated with the medical
student group, such as excessive alcohol consumption. A model is suggested to
describe the effects of these factors, individually, and in combination, on medical
student wellbeing. Five studies are reported that assess the various components of
this model and their contribution to medical student wellbeing.
Study 1 provides insight into the types of stressors that impact upon medical
student wellbeing, demonstrating that the stressors that are specific to medical school
make a contribution to depression over and above the contribution of personal
stressors. Study 2 demonstrates that medical students experience greater wellbeing
when they identify more strongly with fellow medical students. We also find some
evidence for the role of norms in promoting unhealthy behaviours. The results of Study 3 showed that medical student wellbeing is more closely associated with selfstructure
than is the wellbeing of other students. Specifically, it was found that for
medical students only, a lower level of self-concept variability was associated with
greater wellbeing. Study 4 examines the transition to medical school and shows that
self-structure can change over the first six months of training as a result of the
stressors students’ experience. It is also found that students with a more complex
self-structure experienced a stronger association between stressors and depression
over the six-month period. In Study 5 the full model of medical student wellbeing is
assessed. The results are largely consistent with the previous four studies and
demonstrate that higher levels of group identity and lower levels of self-complexity
are independently associated with greater medical student wellbeing. The results also
support the potentially detrimental role of some unhealthy norms.
The original model is revisited and we explore how the data from the five
studies supported or did not support each component of the model. The implications,
both practical and theoretical are discussed. It is concluded that social psychological
factors make a promising contribution to explaining wellbeing and vulnerability in
the unique context of medical education.
Book chapters on the topic "Self-concept variability"
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Povey, Jenny, Stefanie Plage, Yanshu Huang, Alexandra Gramotnev, Stephanie Cook, Sophie Austerberry, and Mark Western. "Adolescence a Period of Vulnerability and Risk for Adverse Outcomes across the Life Course: The Role of Parent Engagement in Learning." In Family Dynamics over the Life Course, 97–131. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_6.
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AbstractAdolescence is a time when developmental and contextual transitions converge, increasing the risk for adverse outcomes across the life course. It is during this period that self-concept declines, mental health problems increase and when young people make educational and occupational plans for their future. Considerable research has shown that parent engagement in their child’s learning has positive effects on academic and wellbeing outcomes and may be a protective factor in adolescence. However, it is during adolescence that parent engagement typically declines. Most studies focus on early childhood or use cross-sectional designs that do not account for the high variability in both the child’s development and the parent-child relationship over time. In this chapter, we examine the association between parent engagement and students’ outcomes—self-concept, mental health, and educational aspirations—drawing on national data from the Longitudinal Study of Australian Children, while accounting for the school context—school belonging, peer connection problems, and bullying—and parenting styles using panel fixed effects models. We then explore perceptions of parental engagement and educational aspirations among a sample of adolescent students from highly disadvantaged backgrounds using interviews from the Learning through COVID-19 study. Findings show that parent engagement is important for students’ outcomes such as self-concept, mental health and aspirations in early and middle adolescence, even when accounting for family and school context factors. Further, parent engagement in late adolescence, with students from highly disadvantaged backgrounds, continues to be important for positive student outcomes.
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Van der Meulen, Matty. "Developments in self-concept theory and research: affect, context, and variability." In Identity and Emotion, 10–32. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511598425.003.
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Mkrttchian, Vardan, Alexander Bershadsky, Alexander Bozhday, and Ludmila Fionova. "Model in SM of DEE Based on Service-Oriented Interactions at Dynamic Software Product Lines." In Identification, Evaluation, and Perceptions of Distance Education Experts, 231–48. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8119-4.ch014.
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Creation of distance learning systems that have the properties of mobility, adaptability, and service-orientation are currently the actual scientific and practical problem and future direction of development of general e-learning. The chapter suggests a possible approach to the construction of a single pervasive intellectual environment for e-education services based on the concept of Triple H-Avatar. Structural basis of the proposed distance education system is an interconnected pair of intelligent software agents (avatars): avatar of student and avatar of teacher are implemented using a service-oriented architecture. Avatars are able to adapt to the current level of the student's knowledge, currently available software, and provide technical, telecommunications, and environmental requirements, and various educational standards. As a basis of self-adaptation of avatars, a model of variability, including the three basic characteristics of hierarchy: educational content, interface, and software and technical support. In this case, the mathematical description of the model variability is implemented using the theory of hypergraphs.
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Guastello, Stephen J. "Chaos as a Construct in Psychology." In Chaos and Nonlinear Psychology, 106–27. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190465025.003.0006.
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This chapter recounts the principal uses of the construct of chaos in psychology; these are entwined with other nonlinear dynamical constructs, especially catastrophes and self-organization. Chaos theory and research is primarily concerned with seeing the consequences of nonlinearity accurately and finding patterns in dynamics. The growth in substantive applications of chaos in psychology is partially related to the development of methodologies that work within the constraints of psychological data. Investigations in cognitive neuroscience, psychophysics, clinical and abnormal psychology, group dynamics, and organizational behavior all utilize the chaos construct and supporting empirical research. The chapter summarizes the current state of the chaos construct in empirical research and theory in psychology. Trends in research indicate that human systems do not remain chaotic indefinitely; they eventually self-organize, and the concept of the complex adaptive system (CAS) has become more useful for describing the balance between order and disorder within a system. Chaos or turbulence is generally higher in healthy systems compared to unhealthy ones, and there seems to be an optimum level of variability for producing adaptive responses across many types of living systems. Current research in group dynamics is examining the connection between the behaviors of a CAS and how movements and autonomic and EEG responses synchronize among group members.