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Dissertations / Theses on the topic 'Self-concept'

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1

Huang, Guohua. "Workplace self-concept : a new conceptualization of self-concept in organizations /." View abstract or full-text, 2007. http://library.ust.hk/cgi/db/thesis.pl?MGTO%202007%20HUANG.

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2

Schnabel, Konrad. "Implicit Personality Self-Concept." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2004. http://dx.doi.org/10.18452/15129.

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In meiner Dissertationsschrift unterschied ich zwischen expliziten und impliziten Repräsentationen der eigenen Persönlichkeit und konzeptualisierte diese als Teile des reflektiven bzw. impulsiven Systems (Strack & Deutsch, in press). Am Beispiel der Persönlichkeitseigenschaften Schüchternheit, Ängstlichkeit und Ärgerlichkeit erfasste ich implizite Repräsentationen des Persönlichkeits-Selbstkonzeptes mit Hilfe von Impliziten Assoziations Tests (IATs, Greenwald, McGhee & Schwartz, 1998) und den neuen Impliziten Assoziations Prozeduren (IAPs) als indirekte Messverfahren. Im Gegensatz zu direkten Fragebogen-Verfahren, die das explizite Persönlichkeits-Selbstkonzept erfassen, stellen indirekte Verfahren chronometrische Messverfahren dar, die das direkte Fragen nach Selbsteinschätzungen vermeiden. Die Ergebnisse zeigten vier wichtige Dissoziationen zwischen direkten und indirekten Verfahren bei der Messung des Persönlichkeits-Selbstkonzeptes. Erstens waren indirekte Verfahren robuster gegen Verfälschungsinstruktionen als direkte Verfahren. Zweitens war die konvergente Validität zwischen indirekten Verfahren geringer als zwischen direkten Verfahren. Drittens leisteten indirekte Verfahren einen inkrementellen Beitrag zur Vorhersage von Verhalten. Viertens waren indirekte Verfahren weniger geeignet für das gleichzeitige Erfassen von zwei unterschiedlichen Eigenschaften als direkte Verfahren.
In my dissertation thesis I differentiated between explicit and implicit representations of one’s own personality and considered them as elements of reflective and impulsive information processing, respectively (Strack & Deutsch, in press). Using the traits of shyness, anxiousness, and angriness as examples, I assessed implicit representations of the personality self-concept with the Implicit Association Tests (IATs, Greenwald McGhee, & Schwartz, 1998) and the new Implicit Association Procedures (IAPs) as the tools for indirect measures. In contrast to direct questionnaire measures that assess the explicit personality self-concept, indirect measures are chronometric procedures that avoid asking direct self-judgment questions. The results showed four important dissociations between direct and indirect measures in the assessment of the personality self-concept. First, indirect measures were more robust against faking than direct measures. Second, the convergent validity between indirect measures was lower than that between direct measures. Third, indirect measures added incremental validity to the prediction of behavior. Fourth, indirect measures were less apt for the concurrent assessment of two traits within one sample than direct measures.
3

Yeager, Cynthia Celaine. "Theater and self putting self-concept into play /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1731.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
4

Wyatt, Timothy John. "Self-concept development, self-esteem and television viewing." Thesis, The University of Sydney, 1986. https://hdl.handle.net/2123/26031.

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Although there has been a great amount of research into both the effects of television on children's behaviour, and into the nature, antecedents and consequences of possession of a concept of self, there has been little previous research into the relationship between television viewing and the viewer's self—concept.
5

Taube, Karin. "Reading acquisition and self-concept." Doctoral thesis, Umeå universitet, Institutionen för psykologi, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-65811.

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The main purpose of the present dissertation was to dismember and reconstruct some aspects of the complex relationship between literacy development and self-concept. Two main principles were included in the general design of the longitudinal investigation. The first principle involved an increasing level of specificity in three steps where the starting point was an overall picture of 700 pupils' reading acquisition and self-concept. The second step was a more detailed analysis with the focus upon 80 pupils. The third step finally entailed intense case-oriented analyses of a few students. The second principle required both a description of the situation for pupils in general and a mapping of pupils with learning disabilities. A multiple-method strategy as a set of converging operations was used to capture the underlying structures in the large bulk of data from 9 years. The results indicated a weak but significant relationship between reading acquistion and self-concept with classroom achievement standard as a moderating factor. LISREL-analyses supported those hypotheses suggesting a reciprocal causality between self-concept and reading acquisition. The influence from performance to the self-concept of ability was shown to be much stronger than the influence from the self-concept of ability to performance. Furthermore, the best fitting models indicated that the influence from self-concept of ability is probably stronger on reading comprehension than on reading and spelling in general. The hypothesis of strategic behavior as a mediating factor between selt-concept and later reading and spelling performance was partially confirmed. Comparisons between two groups of pupils with approximately the same cognitive level, one with underachievement in reading and/or spelling and the other group without such problems, revealed that the former group had significant lower self-concept in grades 1-6. As a group these underachievers did not catch up in reading and spelling during the whole school-period. Attention and strategic behavior seemed to be critical factors distinguishing learning disabled pupils from normal achieving ones and unsuccessful underachievers from successfuI " underachievers ". In comparison with normal achieving pupils and with pupils who managed to overcome their early reading problems, pupils with persisting problems were shown to have a lower self-concept and more negative memories from school. At the end of the school-period, they had lower aspirations and expectations for the future and were less inclined to consider school subjects as important and also less inclined to use their reading ability to read books. Thus, self-concept, reading acquisition, aspiration and strategic behavior are connected, and this dissertation is an attempt to reveal the pattern of these relations.
digitalisering@umu
6

Mercer, Sarah Jane. "Exploring EFL Learner Self-Concept." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524777.

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7

Hayes, B. "Young children's reading self-concept." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444194/.

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This paper reviews some of the literature in the field of humour and laughter that is relevant to child and educational psychology. It will consider methodological and epistemological features of research in what is a diverse and complex body of work. The paper will take an historical perspective and will examine the development of research paradigms over time as well as looking at the contribution of different disciplines and research perspectives. Conclusions from the literature review are considered in the context of educational psychology professional practice. A particular focus will be the DfES guidance document: Excellence and enjoyment, the Social and Emotional Aspects of Learning.
8

Lanaro, Lisa Marie. "Social self-concept, academic self-concept, and their relation to global self-worth in children with and without LD." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31569.

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Self-concept in social and academic domains, as well as global self-worth (GSW) were assessed among 4th, 5th, and 6 th graders, in children with learning disabilities (LD, n = 49) and a matched sample of children without LD (NLD, n = 49). Mean differences between LD and NLD groups and the relative importance of social versus academic self-concept in the prediction of GSW were examined. Children with LD evidenced significantly lower self-concept in academic and social domains; however, the two groups did not differ in terms of global self-worth. In addition, academic and social self-concepts were significant predictors of GSW in children with LD, although there was a high degree of overlap between the two variables in their predictive ability. In the NLD group, social and academic self-concept areas were significant predictors of global self-worth yet there was minimal overlap between the two self-concept areas. Implications are discussed.
9

Riordan, Kevin M. ""Self matters"| Self-concept and higher education| An exploration of student self-concept and motivations within a community college." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721063.

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This study investigates the different levels of confidence, motivation, and self-concept of several student populations at one community college. The existing literature on the subject of self-concept describes a multi-dimensional and complex phenomenon that is sometimes overlooked when assessing students’ higher education needs. Student self-perceptions and motivations, however, are based on the sum total of experiences a student’s experiences. They represent a measurement of aptitude not currently addressed by most standardized instruments. What self-concept offers is a better understanding of what students believe their capabilities are and possible pathways to success.

Through the use of mean comparisons and blocked-entry regression models, several differences in motivations, ability, and self-concept levels among various group comparisons were identified. Differences in mean cumulative G.P.A. performance were examined by gender, race/ethnicity, college readiness, and other student success categories. An interesting case of possible variable suppression was found in one of the models examining student leadership self-concept, and this should be examined in future studies of the concept.

Understanding individual academic and social self-concept levels could improve the success of tailored or customized curricula and student services in higher education. A combination of individual and custom approaches is recommended in order to address the unique needs of individuals and targeted populations. Self-concept variables provide educators data that could be extremely powerful in assessing the academic needs of minorities, first-generation, traditional, non-traditional, and at-risk students.

10

Rawlinson, Catherine. "Parameters of Self Concept Self Efficacy and Programme Enrichment." Thesis, University of Auckland, 1996. http://hdl.handle.net/2292/2014.

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In this study a unique Enrichment Programme was designed, based upon the four curriculum models of Renzulli, Betts, Treffinger and Feldhusen. Pedagogical strategies to reinforce the development of children’s academic self concept internal locus of control, self efficacy and demonstration of potential special abilities formed an integral part of this Enrichment Programme. Instead of pre-selecting children to participate in the Enrichment Programme, this study explored the effects of changing the direction of the identification process for Children with Special Abilities. As a result, all children in the Treatment classes participated in varying stages of enrichment. The theory underpinning this intervention design was based upon Bandura's theory of reciprocal determinism and his principle of bi-directionality. In this study a pre/post experimental design was used with both the Treatment and Control groups. Seven inner city Auckland Primary schools were randomly selected to take part in this study. The Treatment group consisted of four Standards 2-4 classes, the Control group consisted of three Standards 2-4 classes. During intervention the Treatment group worked with their teachers who also attended two introductory workshops relating to the Enrichment Programme. The Control group did not participate in the Enrichment Programme; instead they worked on their regular class programme. Measures of children’s general academic self concept, locus of control and self efficacy were obtained using three questionnaires. Teachers in the Treatment and Control groups also completed an adapted version of the Renzulli/Hartman Special Ability Scale, for each child in their class at the beginning and end of the intervention phase. When combining scores for all areas measured, MANOVA showed that following intervention there was a difference between the Treatment and Control group results but this difference was not significant at the .05 level. MANOVA showed that a significant Ability effect occurred in this study regardless of whether the children were in the Treatment or Control groups. Ethnic and SES differences were also obtained but these were not significant. ANOVA using Split Plot Design for Repeated Measures focused upon the separate scores in each of the cognitive/personal and behaviour performance areas measured. In Perception of General Academic Ability neither the Treatment nor Control group made a significant increase, however a significant Ability effect was obtained. The Treatment and Control groups did not make significant increase in any of the five areas of Locus of Control and there were no significant Ability, Ethnic or SES effects in this area. The Control group made a significant increase in Self Efficacy and a significant SES effect was obtained. The Treatment group made a highly significant increase in Teachers’ Recognition of Children with Special Abilities and significant Ability and SES effects were also obtained in this area. A number of Treatment groups made increases which approached significance in the area of Teachers’ Recognition of Children with Special Abilities. This study illustrates that it is possible to design a class-based Enrichment Programme which enables all children to participate in varying stages of enrichment and which incorporates pedagogical strategies to reinforce academic self concept. The self efficacy results confirm Bandura’s premise that reciprocal influences do not occur simultaneously and that it takes time for a causal factor to exert its influence. This study shows that changing the direction of the identification process, by including all children in a class-based Enrichment Programme can be an effective strategy for enhancing Teachers’ Recognition of Special Abilities for children from different Ability, Ethnic and SES groups.
11

Collis, Marion. "The self-concept in psychiatric rehabilitation." Thesis, University of Surrey, 1986. http://epubs.surrey.ac.uk/843560/.

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The aim of the study is to describe and explain changes in the self-concept at various stages during psychiatric rehabilitation. Viewing rehabilitation as a process of resocialisation and using self theories developed from the symbolic interactionist tradition, two groups of hypotheses are developed. The first concerns rehabilitees' expected rejection of the patient-role and acquisition of normal social roles. Concomitant changes in attitudes to self, self-esteem and identification with (other) psychiatric patients are hypothesised, with social milieu as an important variable. The second group of hypotheses concerns the effect on rehabilitees' self-concepts of the attitudes towards them held by close relatives. It is suggested that close relatives will find it hard to change their attitudes to rehabilitees (away from the negative stereotype of the psychiatric patient) and that rehabilitees will deal with the consequent discrepancy by reappraising either the feedback from close relatives or the significance of their close relatives. An associated study provided an 'opportunist' sample of relatively long-stay and often chronically disabled rehabilitees whose current stage in rehabilitation could be defined by their place of residence. A secondary sample of close relatives was obtained from amongst the close relatives of these rehabilitees. During interview rehabilitees completed various self-report measures of the self-concept: semantic differential scales, 'Who-Am-I?' schedule and attitude scales; close relatives completed semantic differential scales. The above measures provide a comprehensive body of data on the self- concept in psychiatric rehabilitation which largely supports the hypotheses. In particular the results confirm the importance for rehabilitees' self-concepts of the specific social milieu in which they live (i.e. the type of ward for those in hospital; whether or not they live with parents for those in the community). This contrasts with the attitudes of close relatives towards rehabilitees, which appear to be largely determined by whether or not rehabilitees are still in hospital. The findings enable a range of recommendations to be made regarding , rehabilitation practice, especially in the area of individual treatment plans.
12

Binsale, Laura. "Self-concept clarity, trauma and psychopathology." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87370/.

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Self-concept clarity (SCC) is defined as the “extent to which the contents of an individual's self-concept (e.g., perceived personal attributes) are clearly and confidently defined, internally consistent, and temporally stable” (Campbell et al., 1996, p.141). SCC is becoming an increasingly researched topic in relation to the onset and development of psychopathology. To date, there had been no systematic review addressing associations between SCC and psychopathology. Thus, Chapter 1 of the thesis aims to systematically identify, appraise and synthesise all available peer reviewed literature, which explored an association between SCC and psychopathology. The review includes twenty-two papers, which report on 29 individual studies, all of which explore a quantifiable relationship between SCC and psychopathology. Strong evidence was found to support an association between SCC and psychopathology in both clinical and non-clinical populations. The empirical paper is reported in Chapter 2. This explores the relationship between adverse childhood experiences, SCC and psychopathology. Participants were allocated to one of three groups: psychosis (presence of psychotic experiences), anxiety/depression (moderate-severe levels of anxiety and/or depression) or control (no psychotic experiences and mild levels of anxiety/depression). Analyses revealed that participants in the psychosis and anxiety/depression groups reported significantly higher incidences of adverse childhood experiences compared to the control. Lower levels of SCC were associated with higher levels of depressive and anxious symptoms, congruent with the findings from the literature review. Levels of SCC did not significantly differ across the three groups. The intricacy of SCC as a construct and its complex association with psychopathology was apparent throughout the process. In an attempt to conceptualise this relationship Chapter 3, the critical appraisal, discusses the similarities and differences between SCC and theoretically related concepts. Further clinical implications are discussed and identified limitations of the current research are considered citing recommendations for future research.
13

Berg, John A. "Teacher self-concept of teaching ability :." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992905836.

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14

Kinderman, Peter. "The self-concept and persecutory delusions." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320577.

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15

Hurley, Michael E. "Self-Concept Reflected in Humor Production." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539625482.

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16

Disque, J. Graham, and Mary R. Langenbrunner. "Shaping Self-Concept with Children's Books." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/2806.

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17

Panaligan, Anna Patricia. "Dance and Self-Concept: The Effects of Varying Forms of Dance Training on Development of Self-Concept." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297718.

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This research looks at dance training and its effects on Self-concept and Self-perception. In is a literature review with proposed research methodology. By analyzing forms of dance training in different dance environments we can determine which methods allow for healthy development of self. This research focuses of the argument regarding dance as a sport and physical activity. Using Symbolic Interaction Theory this research looks at how the specific interactions of the individuals in the differing environments affect their development of self. Since there are many genres of dance, individual interactions in the dance realm can be highly varied which could relate to the development of self. Knowing physical activity does lead to positive self-perception, it is necessary to determine how the different environments can affect the final outcome so that instructors and mentors can develop effective methods of teaching.
18

Larocque, Lisa. "Preadolescent self-concept and self-concept/academic achievement relations, investigating multidimensional and hierarchical structures within and across gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0016/NQ46529.pdf.

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19

Guo, Jiesi. "The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/7695976974bc5ca1d60e51898f3511733be75e2c06f42d1dbba4c0709ea3d117/16478749/Guo_2016_The_relations_among_academic_motivation.pdf.

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The fact that many talented and capable students opt out of the STEM (science, technology, engineering, and mathematics) pipeline and that women remain underrepresented in STEM fields are international phenomena and a matter of considerable concern amongst policymakers. Expectancy-value theory (EVT) (Eccles, 2009) is one of the major frameworks for studying achievement motivation, and has been widely used to tackle this issue. Previous EVT research has demonstrated that students’ expectancy and value beliefs for specific academic subjects are important precursors of achievement-related behaviours (Eccles, 2009; Wigfield, Tonks, & Klauda, 2009). Despite the fact that research on task values has increased, it still lags far behind research on expectancy-related beliefs (e.g., academic self-concept [ASC]) (Wigfield et al., 2009), which is known to represent an important determinant of diverse educational outcomes (Marsh, 2007). This thesis integrated EVT and ASC and extended prior work by closely investigating: (a) the unique contributions of ASC and multiple value components in predicting diverse achievement-related outcomes, particularly during post-high school transition; (b) the multiplicative relation between ASC and value beliefs (i.e., ASC-by-value interaction) that was a core assumption of the original EVT but seems to have disappeared from modern EVT (Nagengast et al., 2011); (c) how well the theoretical models posited in ASC theory (e.g., multidimensional and domain specific selfconcept model, reciprocal effect model [REM], internal/external frame-of-reference [I/E] model with its extension to dimensional comparison theory [DCT]) generalise to different value beliefs; and (d) how the social and cultural factors (e.g., gendered socialisation, socioeconomic status [SES]) shape individual and gender differences in educational and career pathways. This thesis explored new perspectives on EVT and ASC theory through five empirical studies relying on advanced methodologies and using data from large and representative national/international samples. Studies 1 and 4 respectively drew on Grade 8 students from Hong Kong (N = 13,621) and four OECD countries (N = 18,047), based on the International Trends in International Mathematics and Science Study. Studies 2 and 3 respectively drew on longitudinal data from representative samples of U.S. (N = 2,213) and Australian (N = 10,370) students during post-secondary school transition. Finally, study 5 was based on a sample of German 9th-grade students (N = 1,978).
20

Best, Brenda K. "Self-concept implications for promoting self-care within the nursing curriculum /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/455.

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21

Wilson, Frances Carol. "Self-Concept Uncertainty and Self-Esteem Liability: Vulnerability Factors for Depression?" W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626139.

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22

Witney, Lois W. Thomas Clayton F. "Nurse educators self-concept and leadership behaviors /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101129.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 16, 2005. Dissertation Committee: Clayton F. Thomas (chair), Edward R. Hines, Vivian R. Jackson, Douglas H. Lamb, Kenneth H. Strand. Includes bibliographical references (leaves 114-124) and abstract. Also available in print.
23

Hare, Julie. "Child self-concept and maternal expressed emotion." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439902.

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Harward, Kathy Nancy. "Adolescent loneliness and dimensions of self concept." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28232.

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The purpose of this study was to examine the experience of loneliness and identify factors that were correlated with the degree of loneliness that an adolescent experiences. Areas investigated were the extent of loneliness prevalent in the sample, and the relationships between loneliness and facets of self concept, friendship and background information. This survey study involved 166 adolescents. Subjects were grade 10 students attending secondary schools in Surrey School District, Surrey, British Columbia. The survey was conducted in class units during regularly scheduled school hours. The instruments employed in this study were the Revised U.C.L.A. Loneliness Scale measuring the degree of loneliness experienced; a modified version of the Self Description Questionaire III measuring 12 facets of self concept; a sociogram questionnaire examining friendships in the surveyed class; and a subject information sheet gathering data on age, gender, language, number of parents, and parents' occupational prestige. The analysis of data included descriptive statistics of each variable, and inferential statistics of independent variables to the dependent variable loneliness. Following this was a factor analysis of the preliminary self concept variables resulting in four factor socres. Finally four regression models of the loneliness scores were run. Each model was loaded with different combinations of predictor variables of self concept and background information. There were five key findings of this study. One, seventeen percent of the sample reported feeling "sometimes" to "often" lonely. Two, negative social self concept was a significant predictor of loneliness, while academic self concept was not. Three, male and female subjects scored virtually the same on loneliness, however when self concept scores were controlled, males were lonelier than females given a similar family structure. Four, subjects living in single parent households were significantly lonelier than their peers living in two parent households. Five, though not statistically significant, there was a strong trend for subjects for whom English was a second language to report substantially greater loneliness than their peers for whom English was a first language.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
25

Pank, Richard. "The malleability of the male self-concept /." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsp191.pdf.

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Donohue, Dana Karen. "Self-concept in Children with Intellectual Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/46.

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Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept.
27

Boddy, Kimberley Dawn. "Exploring the self concept of young carers." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24214.

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The aim of phase one was to explore the self-concept of young carers and to identify school staff awareness regarding young carers. Eleven young carers (aged 11 to 14) participated in a single session involving a self-concept activity and a demographic questionnaire. The self-concept activity was designed to elicit salient aspects of self in the form of twenty statements. These statements subsequently formed a card sorting exercise to identify which statements were most important to the young carer, and considered positive or negative. Through thematic analysis, salient aspects of self were identified, which included reference to individual traits, interests, competencies, social relationships and family, as well as to helping and the caring role. Statements related to traits and family were found to be most important to young carers. Statements regarding traits and competencies were identified as most positive. 39 school staff respondents completed a questionnaire on defining young carers, internal and external support and perceived effectiveness in supporting young carers. Descriptive statistics were used and analysis was carried out on these data. School staff demonstrated a basic awareness of young carers although some inconsistencies regarding knowledge of the young carer experience still remain. School staff provided detail of internal and external support but felt they could still be more effective in supporting young carers. The findings from young carers and school staff are discussed in relation to relevant literature and strengths and limitations of phase one have been noted. In phase two, five young carers participated in three focus group sessions, seeking to identify valued support. Thematic analysis identified key areas of support that are summarised in an information booklet for school staff. The findings are discussed in the context of relevant literature and strengths and limitations of phase two are identified. An overall discussion situates the research in a wider context, reflecting on future directions for research and implications for educational psychologists.
28

Gallagher, Mary. "Multiple Identities, Self-Concept, and Psychological Distress." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342043745.

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29

Sullivan, Sybil J. Whitney Stephen D. "Self concept screening a predictor to depression /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6466.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 18, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Stephen Whitney. Includes bibliographical references.
30

Moriarty, Tom. "Self-concept : alternative perspectives and clinical applications." Thesis, Bangor University, 2002. https://research.bangor.ac.uk/portal/en/theses/selfconcept-alternative-perspectives-and-clinical-applications(e75d2c85-6fb7-420e-a304-321e4a19c39a).html.

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This thesis examined self-concept from both a theoretical and applied perspective. It is written as a series of research papers, each of which investigates a specific aspect of this topic. These papers are preceded in Chapter 1 by a comprehensive review of the most relevant research in this area of empirical investigation. The most significant development in self-concept research over recent years has been the shift from a unidimensional model to a multidimensional model that is hierarchically organised. However, this hierarchical structure has received weak empirical support. The study in Chapter 2 revisited this hierarchical model and found stronger support for it than has been hitherto available from previous studies. The acceptance of a multidimensional model of self-concept has inevitably raised key questions regarding the relationship between global and specific domains. In particular, the question as to whether the contribution of a specific domain to global self-concept may be larger when its perceived importance is greater has been the subject of a number of studies. However, there has been little or no support for the importance hypothesis from many of these studies. In Chapter 3, the importance hypothesis was again tested with alternative regression models. The results of this study provided varying levels of support but did not conclusively disprove the conclusions of previous studies. Despite the absence of conclusive proof, the findings nevertheless challenge recent thinking on the limited role of the importance hypothesis and highlight the possible therapeutic value of addressing the importance of domains as a means of enhancing self-concept. The final study in Chapter 4 was designed to access the personal perspectives of participants with regard to the impact of stressful life experiences on selfconcept. This study also evaluated the effectiveness of a personalised intervention programme to facilitate the enhancement of self-concept in the context of the importance hypothesis, and the results provided contrasting levels of support for its effectiveness. The thesis concludes in Chapter 5 with a review of the theoretical and applied implications of the various studies together with implications for future research.
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Cheong, Sau Kuan. "Self-Concept of Children with Cerebral Palsy." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/a2b7e84b909a670d6ab70e3eb8b052e5ce289a4d79e83e444cb0b160596a18cd/15879918/CHEONG_2017_THESIS.pdf.

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Self-concept is the perception that individuals have of themselves across different aspects of life such as academic performance or appearance. The Self-Concept Feedback Loop proposed for this research program conceptualised self-concept as developing through an interactive and iterative process involving social experiences and the cognitive processes of individuals. Through this process, individuals evaluate their behaviour or attributes against their internal standards. Subsequently, this evaluation influences their self-concept. In the general population, low self-concept has been linked to a range of negative outcomes, including poor academic achievement, and behaviour and mental health problems. However, research into the self-concept of children with cerebral palsy (CP) is rare. The motor and accompanying impairments associated with CP limit participation opportunities for children with CP, creating a unique social experience for these children that are likely to differ from typically developing (TD) children. Given this unique social experience, children with CP may perceive their self-concept differently from TD children as well as be at potential risk for low self-concept. The overall aim of this research program was to examine the self-concept of children with CP after identifying or developing a CP-specific self-concept instrument suitable for this purpose. In Study 1, a systematic review was undertaken to identify self-concept instruments suitable for children with CP. Five studies that measured the self-concept of preadolescent children with CP that had population-specific psychometric data were identified. Examination of the psychometric properties of the instruments utilised in those studies identified no CP-specific self-concept instruments, whilst existing instruments developed for TD children did not have strong psychometric support for their use with children with CP. In Study 2, a three-round Delphi consensus survey was conducted to identify self-concept domains relevant to children with CP. Three groups were recruited: professionals working with children with CP (n=21), caregivers of children with CP (n=18), and children with CP (n=12, 7 boys). Findings demonstrated that children with CP generally conceptualise self-concept using similar domains to TD children. However, several CP-specific domains were identified. Based on these findings, it was determined that the construction of a population-specific instrument which incorporates CP-specific domains was necessary in order to provide a comprehensive evaluation of self-concept for children with CP. The myTREEHOUSE Self-Concept Assessment (myTREEHOUSE) was developed using classical test theory based on the rational-empirical approach. Self-concept is measured by the child’s appraisal of their performance for 26 items across eight domains. The child’s appraisal is rated from three perspectives: Personal, Social, and Perceived. In addition, children also complete an Importance Rating. The discrepancy between the Importance Rating and the Personal Performance Perspective for each item is summed to achieve a Personal Concern Score which indicates the presence and severity of self-concept concerns. In Study 3, the validity and reliability of myTREEHOUSE was examined. Support for face and content validity was ascertained through semi-structured interviews with seven experts. myTREEHOUSE demonstrated strong internal consistency assessed with 50 children with CP (29 boys). Moderate test-retest reliability was demonstrated with a subset of 35 children (20 boys). Study 4 explored the profile of self-concept using myTREEHOUSE for 50 children with CP (29 boys) in relation to age, gender, and motor, communication, and cognitive function. Children with CP in this cohort reported high self-concept. Findings also demonstrated that self-concept was not associated with age, gender, motor function, or communication function. Cognitive function was found to be associated with the self-concept domains of Social Skills and Learning Skills. Study 5 investigated the relationship between self-concept and quality of life measured using two population-specific instruments; myTREEHOUSE for self-concept and CP QOL-Child for quality of life. Higher self-concept was associated with higher quality of life in this cohort of 25 children with CP (13 boys). The relationships between self-concept with child-reported quality of life were stronger than proxy-reported quality of life. Through this research program, it was ascertained that existing self-concept instruments are not suitable for children with CP, given their weak psychometric data and the absence of CP-specific domains. In response, the myTREEHOUSE Self-Concept Assessment was developed and preliminary validation undertaken. Findings from this research program present the first self-concept profile of children with CP and provide a deeper understanding about how these children perceive their self-concept and quality of life.
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Voyten, Karla Klein. "Construct validity of four self-concept constructs : self-esteem, self-efficacy, hardiness and instrumentality /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242746405.

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33

Burton, Sarah. "The development of self-knowledge." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272553.

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34

LO, ALICE. "Self-Concept Certainty in Adaptive and Maladaptive Perfectionism." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/19743.

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Typically defined as a personality trait that is characterised by the setting of exceedingly high performance standards and overly critical self-evaluation tendencies, perfectionism has been associated with an increased risk for a variety of psychopathology, including anxiety disorders, depression, and eating disorders. However, due to the various ways in which the achievement-based construct has been defined and conceptualised in the literature, questions remain about its nature, structure, measurement, specific maintaining factors, and treatment. For example, it is unclear as to the extent to which dimensions of perfectionism are considered “functional” and “pathological” and more importantly, the nature of the relationship between the more adaptive facets of perfectionism and unfavourable performance situations (e.g., situations that imply a failure to meet performance expectations or standards). The present thesis had three broad aims. First, to investigate potential measurement issues with self-report instruments commonly used to assess multidimensional perfectionism. Second, the present research focused on broadening understanding of the cognitive, affective, and behavioural constructs that underlie both adaptive and maladaptive dimensions of perfectionism, and particularly how these are impacted during performance situations. Third, this thesis sought to gain a better understanding of the role of self-relevant constructs (i.e., self-concept and self-concept certainty) across adaptive and maladaptive dimensions of perfectionism. Findings from the present thesis contribute to a better understanding of the measurement issues associated with perfectionism measures and extend upon models of perfectionism by suggesting the role that a series of affective, cognitive (including the self-concept and self-concept certainty), and behavioural processes play in maintaining adaptive and maladaptive perfectionism
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Hanekom, Albertus Johannes. "Die ontwerp en aanwending van 'n selfkonsep as praktykteorie vir pastorale berading / Hanekom, A.J." Thesis, North-West University, 2005. http://hdl.handle.net/10394/902.

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This study introduces a self concept that can serve as practice theory for pastoral counselling. The practical theological model of Zerfass is used to develop a basis, meta and practice theory. The basis theoretical perspectives indicate that the self may be viewed as the culmination of al the dimensions of perception of man. Three dimensions of the self may be distinguished, after the analogy of man as creation of God. -lmago Dei as structure/condition before God - man as the image of God - this emphasizes man's worth as creation of God. -lmago Dei as relational concept - man as a relationship being -this is essentially about experiencing love (security) in relationship with God, fellow man and nature. -lmago Dei as functional concept - man as representative of God -this essentially deals with the position in which man is appointed as representative of God. As a result of the fall of man the image of God in man is scarred and he exists in a condition of: -Shame (as the opposite of worth); -Fear (as the opposite of love); and -Guilt (as the opposite of position). Through the process of regeneration God creates a new person and in so doing restores man's worth in Christ. Through reconciliation in Christ God restores the love (security) within relationships as He had in mind before the fall. God acquits the person in Christ Jesus and restores the saved person's position as representative of God. Although man possesses love (security) and position in Christ, a bipolar tension exist between: -Worth and shame; -Love (security) and fear; and -Position and guilt. According to the meta theoretical perspectives man is a social creature and his/her self comes to fulfilment (with)in relationships. Man finds himself in a certain environment and circumstances and as such is subject to external influences. Man's need for security must be heeded in order for the self to realize its full potential. A safe place for genuineness, respect, and empathy must be created to actualise the self. Seeing that children learn through imitation, it is the responsibility of adults to be admirable role models for children. These perspectives raise an appeal to the human intellect. Man's intellectual/cognitive dimension therefore plays an important role in man's self. Finally, guidelines for the design and application of a practice theory for the application of a self-concept for pastoral counselling are suggested.
Thesis (M.A. (Practical Theology))--North-West University, Potchefstroom Campus, 2006.
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Petrie, Bianca. "The role of self-concept content, certainty and stability in academic procrastination." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11786.

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Academic procrastination has been associated with a variety of negative outcomes. While theorists have proposed that those with an unstable self-concept engage in procrastination due to the fear that they will be unable to meet the required standard, a systematic review conducted as part of the present study (Chapter 2) revealed that all research pertaining to the self-concept in academic procrastination has been correlational, thereby limiting the validity of such theories. As such, the present study employed an experimental design to investigate the self-concept of academic procrastinators (Chapter 3). Ninety-nine undergraduate students completed trait, symptom and academic procrastination inventories as well as measures of state-based affect and cognition, and self-concept content, certainty and stability before and after receiving feedback for a writing task. Compared to low procrastinators, high procrastinators described a self-concept characterised by a greater number of negative and procrastination-related attributes, higher levels of fear of negative evaluation, lower levels of self-concept clarity, self-efficacy and self-esteem and more severe symptoms of depression, anxiety and stress. Furthermore, both the content and certainty associated with procrastinators’ self-concept descriptions changed significantly as a result of receiving randomly allocated feedback for a writing task. While high procrastinators reported significant improvements to their self-concept after receiving a positive evaluation, low procrastinators showed a more positive self-concept which did not change after feedback. These results provide the first empirical evidence for the presence of an unstable self-concept in academic procrastinators, providing support for the aforementioned theory and emphasising the importance of addressing self-concept stability in the psychological treatment of academic procrastination. Further research may investigate mindfulness-based interventions.
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Grabowski, Lorie Jean Schabo. "Welfare participation and perceived self-efficacy : structure, agency, and the self-concept /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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38

Harlowe, Jodie Camilla. "The impact of self-imagery on the self-concept in eating disorders." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/381740/.

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39

Dörner, Jessica [Verfasser]. "A self-concept measure of personality growth : self-concept maturity (SCM) [[Elektronische Ressource]] : development, validation, and age effects / Jessica Dörner." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2008. http://d-nb.info/1034893785/34.

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40

Perkins, Andrew Wayne. "The implicit self-concept : the structure of the self-concept and its influence on attitude formation at an unconscious level /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/8741.

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41

Alkan, Sarper. "Cognitive Basis Of The Concept Of Conscious Self." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12606991/index.pdf.

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Contemporary developments in cognitive sciences have uncovered strong correlations between mental events and nervous activity. Despite their achievements, cognitive sciences are still unable to provide an adequate explanation for the concept of conscious selves. There are two main reasons behind this inability. The first one is the mismatch between the distributed nature of the nervous information processing and the unified nature of the consciousness. The second one is the fundamental differences between conscious experiences and the objects and events in classical physics. This thesis aims to provide a basis for a theory for consciousness and conscious selves by using certain findings of modern physics, neuroscience and philosophy. The argumentation is based on the biological necessity of having neural mechanisms that act like a self and quantum-theoretical approaches to consciousness. Consequently, it is shown that, the concept of conscious self is just a concept that we use to encompass several related concepts and experiences rather than being an ontological reality that is assumed by our common-sense intuitions.
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Oakes, Toni S. "Effect of short internships on student self-concept." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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43

Boyle, Mary O. "Personality and interest predictors of academic self-concept." Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28645.

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44

馮詠儀 and Wing-yee Fung. "Self-concept in hearing impairecd secondary school integrators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956403.

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Szivos, Susan Elizabeth. "The self concept of people with mental handicap." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236331.

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46

Evans, Mark Andrew. "The concept of self-realization in political theory." Thesis, University of Oxford, 1993. http://ora.ox.ac.uk/objects/uuid:ae8f4fad-e6c2-47af-bf80-a44bf66e78f6.

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This thesis aims to elaborate a plausible conception of self-realization and defend the claims that: {a} the concept in general is a valid concern of modern political theory; {b} the conception it proposes provides an ideal which can play a workable and desirable role in shaping the structure of modern political institutions and the content of specific policies. I begin by examining the conceptual definition of "modern" thought, proposing to explore how "self-realization" may be conceived in a way which respects the terms of this definition. I justify the separate existence of my proposed theory by showing that its conception of self-realization is clearly distinct from, but compatible with, autonomy and that its consequences for political practice are also interestingly different from policies promoting autonomy alone. The relevance of this is justified by a general defence of perfectionism in politics. I develop the theory by examination of conceptions of self-realization in the political thought of Aristotle, John Stuart Mill and Karl Marx. The structure, underlying assumptions and political import of each is considered in order to understand how selfrealizationist theories work and to see what, if anything, from these thinkers remains pertinent. My ("general") theory of self-realization is built from a critique of the Marxist concept of communism. The final chapter consolidates these foundations, constructing the "general conception" with some of the critically-tested ideas from earlier chapters. A new way of conceptualizing the self for the purposes of political theory is offered, justifying this melding of ideas from disparate traditions into one conception. Possible policy consequences of the latter are summarized, drawing heavily on the conclusions of the author-based chapters. The study concludes by presenting an argument which might be offered for the claim that this new conception of self-realization is worth promoting through political action.
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Leo, Elizabeth Law. "Motivation and self-concept in primary school children." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1519/.

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48

Pearson, Althea Mary. "The self concept of adolescents with spina bifida." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10020161/.

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49

Pinkelman, Hanna. "Self-Concept and Intimacy Through Social Media Representation." Capital University Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=caphonors1607963787746972.

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50

Perry, Lisa Ann. "Clothing satisfaction and self-concept of older women." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/104536.

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