Relevant bibliographies by topics / Self-concepts

Academic literature on the topic 'Self-concepts'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2024

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Journal articles on the topic "Self-concepts"

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R Farooqi, Saif. "Towards Self-Satisfaction: Theories and Concepts." International Journal of Science and Research (IJSR) 12, no. 4 (April 5, 2023): 495–97. http://dx.doi.org/10.21275/sr23407103008.

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Magnus, Bernd. "Self-Consuming Concepts." International Studies in Philosophy 21, no. 2 (1989): 63–71. http://dx.doi.org/10.5840/intstudphil198921269.

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Marsh, Herbert W., Garry E. Richards, and Jennifer Barnes. "Multidimensional Self-Concepts." Personality and Social Psychology Bulletin 12, no. 4 (December 1986): 475–92. http://dx.doi.org/10.1177/0146167286124011.

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Slater, Carol. "More me? Substance concepts and self concepts." Behavioral and Brain Sciences 21, no. 1 (February 1998): 85. http://dx.doi.org/10.1017/s0140525x98450404.

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User intentions invoked to account for the distinctive way in which public-language natural-kind terms gather their extensions are inapplicable in the case of Millikan's substance concepts. I suggest that theoretical justification is preferable and available and raise exploratory questions about the applicability of the notion of substance concepts to the genesis of self concepts.
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Yancik, Angela M., and Anthony Elliott. "Concepts of the Self." Contemporary Sociology 31, no. 5 (September 2002): 557. http://dx.doi.org/10.2307/3090046.

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Dow, James M. "Self-consciousness and concepts." Consciousness and Cognition 21, no. 2 (June 2012): 723–24. http://dx.doi.org/10.1016/j.concog.2011.05.004.

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Burnett, Paul C. "Children's Self‐Talk and Academic Self‐Concepts." Educational Psychology in Practice 15, no. 3 (October 1999): 195–200. http://dx.doi.org/10.1080/0266736990150308.

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HUBBACK, JUDITH. "Concepts of the Self?The Self Or the Self?" Journal of Analytical Psychology 30, no. 3 (July 1985): 229–31. http://dx.doi.org/10.1111/j.1465-5922.1985.00229.x.

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Niedenthal, Paula M., and Denise R. Beike. "Interrelated and Isolated Self-Concepts." Personality and Social Psychology Review 1, no. 2 (May 1997): 106–28. http://dx.doi.org/10.1207/s15327957pspr0102_1.

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We propose aframework for conceptualizing different ways of representing concepts of the self. Interrelated self-concepts are concepts that are defined by connections to concepts of other (real or prototypic) individuals; isolated self-concepts do not depend upon other person conceptsfor their mental characterization. This distinction between ways of representing self-concepts is similar to the distinction between interrelated and isolated concepts recently proposed by Goldstone (1993b, 1996). In this article, the extant self literature is evaluated in terms of the interrelated-isolated distinction. Methods for manipulating and diagnosing interrelated and isolated self-concepts are also proposed. Results of 3 studies show that interrelated self-concepts contain less abstract features than do isolated self-concepts. The former concepts also contain more diagnosticfeatures than the latter. Discussion focuses on predictions about other differences in isolatedSnd interrelated self-concepts. The conditions under which different types of self-concepts might change and the implications of interrelated and isolated self-concepts for information processing, memory, self-esteem, and mental health are considered.
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Toriola, A. Lamina, and S. Victor Kobiowu. "Self-Concepts of Nigerian Adolescents." Perceptual and Motor Skills 76, no. 2 (April 1993): 489–90. http://dx.doi.org/10.2466/pms.1993.76.2.489.

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Dissertations / Theses on the topic "Self-concepts"

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Erdmann, Amy. "Preschoolers' self-concepts are they accurate? /." Connect to resource, 2006. http://hdl.handle.net/1811/21903.

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Thesis (Honors)--Ohio State University, 2006.
Title from first page of PDF file. Document formatted into pages: contains 40 p. Includes bibliographical references (p. 22-24). Available online via Ohio State University's Knowledge Bank.
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Thomas, Emyr Vaughan. "Wittgensteinian descriptivism and concepts of self-renunciation." Thesis, Open University, 1997. http://oro.open.ac.uk/57717/.

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Part I presents a systematic presentation of what is termed 'the Wittgensteinian position', broken down into eight theses, each of which is thought of as intrinsic to self-renouncing faith. Part II consists of three case-studies examining the conception of self-renouncing faith found in the works of Francois Mauriac, Georges Bernanos, and Patrick White. Distinct divergencies from many of the Wittgensteinian theses are unearthed. Part III traces the roots of each of the Wittgensteinian theses to their sitz im leben in a strain of neo-Romanticism centred on securing independence of the world. Connections are made to Tolstoy, Emerson, Rilke, Trakl and Von Hofmannsthal. Part IV argues that each case study in Part II runs counter to the Wittgensteinian position in one of three ways: (1) not having some theses which are proposed by the Wittgensteinian position to be intrinsic to self-renouncing faith; (2) deeming some theses which are proposed by the Wittgensteinian position to be intrinsic to self-renouncing faith as either (2.1) not inherently selfrenouncing or (2.2) actually incompatible with the understanding of selfrenunciation exemplified in the case-study; (3) having a different logical structure to its model of self-renouncing belief from that of the Wittgensteinian position. Points (1), (2) and (3), and particularly points (2.1) and (2.2), suggest that self-renouncing faith is not the unitary phenomenon assumed by the Wittgensteinian position. The casestudies represent three distinct models of self-renouncing faith. These models have no place for the self-concern that characterises the Weltbild of self-concern with which the Wittgensteinian position is impregnated. There follows a broad discussion of the implications of the above findings for the Wittgensteinian position, including Wittgenstein's status as a religious thinker, the way a descriptivist methodology should be understood, the blanket exclusion of the metaphysical from religious belief and the over-simple portrayal of religious belief as a conceptual orientation to the world.
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Boger, Emma. "Self-management following stroke : concepts and measurement." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/362824/.

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Stroke is a major cause of disability world-wide, representing a significant health and social burden (Feigin et al., 2009). Self-management has potential importance for reducing the personal and health service impact of illness, but is yet to be fully understood or measured in stroke (Boger et al., 2013, Jones & Riazi, 2011).This research sought to develop a new patient-reported outcome measure (PROM) of self-management following stroke. A mixed methods paradigm with three distinct phases was adopted. Focus group methodology (n=28) first explored self-management from the perspectives of people following stroke and informed the content of a preliminary PROM. Three key themes identified from the data affect stroke self-management; Individual capacity; Support for self-management and Self-management environment. Following the focus group enquiry, the preliminary PROM item pool consisted of 57 items relating to Individual Capacity. Cognitive Interviewing methodology (n=11) was next employed to refine the item pool and explore acceptability of the items. Finally, the revised PROM was subject to psychometric evaluation using responses from a nationally derived sample (n=87). Mokken scale analysis and correlations with additional outcome measures of theoretical importance were used to identify scale structure and investigate reliability and validity. The subsequent PROM, the Stroke Self-Management Questionnaire (SSMQ) forms a unidimensional Mokken scale which measures the construct of self-management competency. The SSMQ possesses excellent internal consistency reliability (Mokken r 0.89), test retest reliability (ICC 0.928) and represents a valid tool for the evaluation of stroke self-management interventions.
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Riley, Mary K. "THE EMERGENT SELF: RESONATING THEMES IN CONFUCIAN AND MEADEAN CONCEPTS OF SELF." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302117989.

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Laschewsky, André. "Molecular concepts, self-organisation and properties of polysoaps." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2008/2689/.

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The article reviews water-soluble polymers characterized by surfactant side chains, and related amphiphilic polymers. Various synthetic approaches are presented, and rules for useful molecular architectures are given. Models for the self-organization of such polymers in water are presented comparing them with the micellization of low molecular weight surfactants. Highlighting key properties of aqueous polysoap solutions such as viscosity, surface tension and solubilization power, some structure-property relationships are established. Further, the formation of mesophases and of superstructures in bulk is addressed. Finally, the functionalization of polysoaps, and potential applications are discussed.
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Johnson, Melanie Kay. "Effects of family structure on children's self-concepts." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/495215.

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The purpose of this study was to examine the effects of family structure (intact, stepparent, and single-parent) on children's self-concepts using Parish & Parish's Personal Attribute Inventory for Children (PAIC). A review of the literature indicated that there seemed to be a trend for children living in single-parent families and stepfamilies to have a lower self-concept when compared to children living in intact homes.Participants in the present study were one hundred ninety-nine (199) students in grades 7 through 12 attending Burris Laboratory School. All were given the PAIC and a demographic questionnaire during their usual class times. A 3 X 3 (family structure by grade level) and a 3 X 2 (family structure by sex) factorial design analysis of variance was computed utilizing the .05 level of confidence. Although a trend was noted for students from stepfamilies to check fewer positive adjectives on the PAIC, they did not differ significantly from the means of children from single-parent or intact families. Adjectives actually chosen by children in each of the three family structures were also identified in an attempt to determine the relationships between the adjectives checked and the family structure. sex, and grade level of the student.
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Lan, Yu-ling. "Exploring Taiwanese undergraduates' self-concepts : validity and cultural relevance /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7547.

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Perry, S. Marshall. "Shaping self-concepts : ability grouping and middle school students /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Sparks, Paul. "The interpretation of dispositions." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253393.

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Lo, Man-fai, and 盧曼輝. "Concepts of self amongst secondary school pupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31207819.

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Books on the topic "Self-concepts"

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Concepts of the self. 2nd ed. Cambridge, UK: Polity, 2008.

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Concepts of the self. 2nd ed. Cambridge, UK: Polity Press, 2007.

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Concepts of the self. Cambridge, UK: Polity Press, 2001.

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1916-, Katz Alfred H., ed. Self-help: Concepts and applications. Philadelphia: Charles Press, 1992.

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Louis, Oppenheimer, ed. The self-system: Developmental changes between and within self-concepts. Hillsdale, N.J: L. Erlbaum, 1993.

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DiPiro, Joseph T. Concepts in clinical pharmacokinetics: A self-instructionalcourse. Bethesda: American Society of Hospital Pharmacists, 1988.

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Joan, Maw, and Picton John, eds. Concepts of the body/self in Africa. Wien: Afro-Pub, 1992.

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Kay, Sockol, ed. Creative drama: Enhancing self-concepts and learning. Minneapolis, MN: Educational Media Corp., 1987.

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McCall, Catherine. Concepts of person: An analysis of concepts of person, self, and human being. Aldershot, Hants, England: Avebury, 1990.

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Houk, Clifford C. Chemistry: Concepts and problems : a self-teaching guide. 2nd ed. New York: Wiley, 1996.

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Book chapters on the topic "Self-concepts"

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Blakeslee, Thomas R. "Other Concepts of Self." In Beyond the Conscious Mind, 85–109. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-4533-4_5.

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Zseby, Tanja, Heiko Pfeffer, and Stephan Steglich. "Concepts for Self-Protection." In Autonomic Computing and Networking, 355–80. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-89828-5_15.

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Lauer, David. "Concepts, Normativity, and Self-Knowledge." In Concepts in Thought, Action, and Emotion, 117–38. New York, NY : Routledge, 2021. | Series: Routledge studies in contemporary philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429455889-9.

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McGuire, William J., and Claire V. McGuire. "The Affirmational Versus Negational Self-Concepts." In The Self: Interdisciplinary Approaches, 107–20. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4684-8264-5_6.

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Wechsler, Theresa Friederike, and Astrid Schütz. "Self-Concepts, Self-Discrepancies, and Their Significance in Coaching." In International Handbook of Evidence-Based Coaching, 815–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81938-5_67.

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Horowitz, Mardi J. "Self-Concepts and Role Relationship Models." In States of Mind, 44–70. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-7087-9_4.

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Clark, Andrew G., and Teh-Hui Kao. "Self-incompatibility: theoretical concepts and evolution." In Advances in Cellular and Molecular Biology of Plants, 220–42. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-1669-7_11.

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Petersenl, Holger, and Patrick Horster. "Self-certified keys — Concepts and Applications." In IFIP Advances in Information and Communication Technology, 102–16. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35256-5_8.

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Giese, Holger, Thomas Vogel, Ada Diaconescu, Sebastian Götz, and Samuel Kounev. "Architectural Concepts for Self-aware Computing Systems." In Self-Aware Computing Systems, 109–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47474-8_5.

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Streichert, Thilo, Christian Haubelt, Dirk Koch, and Jürgen Teich. "Concepts for Self-Adaptive and Self-Healing Networked Embedded Systems." In Organic Computing, 241–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-77657-4_11.

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Conference papers on the topic "Self-concepts"

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Kurniadewi, Elisa, Aditya Nur Kusumo, and Adang Hambali. "Self-Concepts and Deindividuation in Brawl." In Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2290863.

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Panhofer, Thomas, Werner Friesenbichler, and Martin Delvai. "Optimization concepts for self-healing asynchronous circuits." In 2009 12th International Symposium on Design and Diagnostics of Electronic Circuits & Systems. IEEE, 2009. http://dx.doi.org/10.1109/ddecs.2009.5012100.

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He, Wenbin, William Surmeier, Arvind Kumar Shekar, Liang Gou, and Liu Ren. "Self-supervised Semantic Segmentation Grounded in Visual Concepts." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/133.

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Unsupervised semantic segmentation requires assigning a label to every pixel without any human annotations. Despite recent advances in self-supervised representation learning for individual images, unsupervised semantic segmentation with pixel-level representations is still a challenging task and remains underexplored. In this work, we propose a self-supervised pixel representation learning method for semantic segmentation by using visual concepts (i.e., groups of pixels with semantic meanings, such as parts, objects, and scenes) extracted from images. To guide self-supervised learning, we leverage three types of relationships between pixels and concepts, including the relationships between pixels and local concepts, local and global concepts, as well as the co-occurrence of concepts. We evaluate the learned pixel embeddings and visual concepts on three datasets, including PASCAL VOC 2012, COCO 2017, and DAVIS 2017. Our results show that the proposed method gains consistent and substantial improvements over recent unsupervised semantic segmentation approaches, and also demonstrate that visual concepts can reveal insights into image datasets.
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Lippi, Marco, Stefano Mariani, Matteo Martinelli, and Franco Zambonelli. "Individual and Collective Self-Development: Concepts and Challenges." In 17th Conference on Computer Science and Intelligence Systems. IEEE, 2022. http://dx.doi.org/10.15439/2022f301.

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Geng, Kunnan, Xin Li, and Wenyao Zhang. "Concepts encoding via knowledge-guided self-attention networks." In Fourteenth International Conference on Digital Image Processing (ICDIP 2022), edited by Yi Xie, Xudong Jiang, Wenbing Tao, and Deze Zeng. SPIE, 2022. http://dx.doi.org/10.1117/12.2644388.

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Parakhina, Valentina, Olga Boris, and Wadim Strielkowski. "Self-leadership and leadership: the relationship of concepts." In Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icseal-19.2019.7.

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Unni, Sreekumar, Sangeetha Gunasekar, and Deepak Gupta. "Impact of self concepts & person concepts on the travel frequency of an Indian tourist." In 2016 International Conference on Communication and Signal Processing (ICCSP). IEEE, 2016. http://dx.doi.org/10.1109/iccsp.2016.7754535.

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Zhu, Weidong, Junjie Zhong, Kai Wang, and Kaixuan Yan. "The Research of Enterprises Self-oriented Innovation Related Concepts." In 2011 International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2011. http://dx.doi.org/10.1109/iciii.2011.187.

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Budiana, Dian, Yusup Hidayat, Didin Budiman, and Gano Sumarno. "Self-Regulated Learning - Concepts and Application in Physical Education." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007072108570860.

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Gruner, Andreas, Alexander Muhle, and Christoph Meinel. "Analyzing Interoperability and Portability Concepts for Self-Sovereign Identity." In 2021 IEEE 20th International Conference on Trust, Security and Privacy in Computing and Communications (TrustCom). IEEE, 2021. http://dx.doi.org/10.1109/trustcom53373.2021.00089.

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Reports on the topic "Self-concepts"

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Berman, Alison. Self and Ideal-Self Concepts in a Prison Population: (1) Self and Ideal-Self Patterns of Violent and Non-Violent Offenders, (2) Self and Ideal-Self Concepts in Relation to Time Served Within a Prison. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2286.

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White, Diana. Self-Concepts of Institutionalized and Community Residing Elderly. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2536.

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GOLDSMITH, STEVEN Y. Workshop on Concepts for Self-Healing Critical Infrastructures. Office of Scientific and Technical Information (OSTI), June 2003. http://dx.doi.org/10.2172/820899.

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Rein, Ingrid. Medical and Nursing Students: Concepts of Self and Ideal Self, Typical and Ideal Work Partner. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2379.

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Greenwalt, R. J., and D. Magnoli. Preliminary report on self-healing minefield (frogs) concepts and utility in battle. Office of Scientific and Technical Information (OSTI), January 2000. http://dx.doi.org/10.2172/15005724.

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Madaris, Cynthia. Deviant Self-Concept Among Marijuana Dealers : Examining the Applicability of Labeling Concepts. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2587.

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Hernández-López, Luis Pablo, and Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.
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Roach, Dennis Patrick, Waylon Anthony Delong, Scott White, Esteban Yepez, Kirk A. Rackow, and Earl David, Jr Reedy. Use of composite materials, health monitoring and self-healing concepts to refurbish our civil and military infrastructure. Office of Scientific and Technical Information (OSTI), September 2007. http://dx.doi.org/10.2172/920441.

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Lykins, Amy, Joey Tognela, Kylie Robinson, Rosie Ryan, and Phillip Tully. The mental health effects of eco-anxiety – a systematic review of quantitative research. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0025.

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Review question / Objective: The aim of the review is to synthesise findings from quantitative studies that investigate ecological grief, eco-anxiety, and climate-anxiety in relation to self-reported mental health. Population of interest: The general adult population aged 18 years. Exposure (risk factor): The exposure is defined as the presence of any ecological grief, eco-anxiety, and/or climate-anxiety that is quantified either before, concurrently, or after a mental health symptom (e.g. depression, and/or anxiety - see Outcomes). As ecological grief, eco-anxiety, and climate-anxiety are relatively new concepts that lack a standard definition, we will include validated and emerging unvalidated self-report measures of these constructs, as well as closely related constructs; solastalgia, eco- and climate-grief, eco- and climate-guilt, eco- and climate-distress, eco- and climate-despair, eco- and climate-worry. Ineligible exposures are detrimental environmental events (e.g. flood, bushfire, drought) or climatic conditions (e.g. ambient temperatures) or distress related to psychosocial impacts of environmental events (e.g. loss of income or housing due to landslide). Comparator: The general adult population aged 18+ without ecological grief, eco-anxiety, and/or climate-anxiety or related constructs as defined above in Exposure. Outcome: The primary outcomes are mental health symptoms quantified by validated self-report measures of depression, anxiety, stress.
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Hilgemann, Vickie. A comparison of concepts of the basic underlying assumptions of the introductory speech communication course in the Oregon community colleges as seen by speech communication faculty and self-reported by students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2124.

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