Bibliografías temáticas / Self-concept

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Literatura académica sobre el tema "Self-concept"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Self-concept"

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Sankar, Dr V. Siva y Dr P. Viswanatha Reddy. "Self –Concept Among Adolesents". International Journal of Scientific Research 3, n.º 1 (1 de junio de 2012): 430–32. http://dx.doi.org/10.15373/22778179/jan2014/149.

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Abel, Jeremy I., Cheryl L. Buff y John C. O’Neill. "Actual self‐concept versus ideal self‐concept". Sport, Business and Management: An International Journal 3, n.º 1 (15 de marzo de 2013): 78–96. http://dx.doi.org/10.1108/20426781311316915.

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Selvam, Dr S. K. Panneer. "Self Concept of Collge Students". International Journal of Scientific Research 1, n.º 3 (1 de junio de 2012): 28–29. http://dx.doi.org/10.15373/22778179/aug2012/10.

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Atkinson, Stacey. "Self-concept". Learning Disability Practice 18, n.º 7 (2 de septiembre de 2015): 15. http://dx.doi.org/10.7748/ldp.18.7.15.s16.

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Wall, Celia. "Self-Concept". Journal of Library Administration 6, n.º 4 (15 de abril de 1986): 53–65. http://dx.doi.org/10.1300/j111v06n04_05.

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Strasen, Leann. "Self Concept". JONA: The Journal of Nursing Administration 19, n.º 1 (enero de 1989): 4???5. http://dx.doi.org/10.1097/00005110-198901010-00002.

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P.Neeraja, P. Neeraja y K. Leelavathi K.Leelavathi. "Self- Concept Among Hearing Impaired Children". International Journal of Scientific Research 3, n.º 2 (1 de junio de 2012): 1–2. http://dx.doi.org/10.15373/22778179/feb2014/192.

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Wood, Melinda. "Self-Concept and Self-Esteem". NASPA Journal 29, n.º 1 (1 de octubre de 1991): 24–30. http://dx.doi.org/10.1080/00220973.1991.11072239.

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Pezzuti, Leonora. "Self-Concept/Self-Esteem Development". Occupational Therapy In Health Care 2, n.º 3 (enero de 1985): 41–48. http://dx.doi.org/10.1080/j003v02n03_05.

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Pezzuti, Leonora. "Self-Concept/Self-Esteem Development". Occupational Therapy In Health Care 2, n.º 3 (6 de agosto de 1985): 41–48. http://dx.doi.org/10.1300/j003v02n03_05.

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Tesis sobre el tema "Self-concept"

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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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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.
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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.
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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.
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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.
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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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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.
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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.
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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.

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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.
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Libros sobre el tema "Self-concept"

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Lodi-Smith, Jennifer y Kenneth G. DeMarree, eds. Self-Concept Clarity. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71547-6.

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Oppenheimer, Louis, ed. The Self-Concept. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84143-9.

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P, Lipka Richard, ed. Self-concept, self-esteem, and the curriculum. New York: Teachers College Press, 1986.

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Cibrowski, Lee. Developing a positive self-concept. Gainesville, VA: Home Economics Education Association, 1992.

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Taube, Karin. Reading acquisition and self-concept. Umeå, Sweden: Dept. of Psychology, University of Umeå, 1988.

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Gresham, Frank M. Student Self-Concept Scale: Manual. Circle Pines, MN (4201 Woodland Rd., Circle Pines 55014-1796): American Guidance Service, 1993.

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Corson, John A. Stress, self-concept, and violence. New York: AMS Press, 1989.

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Silvernail, David L. Developing positive student self-concept. 2a ed. Washington, D.C: Educational Resources Information Center, 1985.

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Susan, Muskat y Board of Education of the City of York., eds. Self-concept and communication skills. Toronto: Lugus Productions, 1988.

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Gay, Snodgrass Joan, Thompson Robert L. 1926- y New York Academy of Sciences. Section of Psychology., eds. The self across psychology: Self-recognition, self-awareness, and the self concept. New York: New York Academy of Sciences, 1997.

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Capítulos de libros sobre el tema "Self-concept"

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Wehrle, Katja y Ulrike Fasbender. "Self-Concept". En Encyclopedia of Personality and Individual Differences, 4675–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_2001.

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Hay, Ian y Adrian F. Ashman. "Self-Concept". En Encyclopedia of Adolescence, 2516–26. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_281.

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McMullen, Tara. "Self-Concept". En Encyclopedia of Behavioral Medicine, 1978–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_1497.

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McMullen, Tara. "Self-Concept". En Encyclopedia of Behavioral Medicine, 1733–34. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_1497.

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Rivera, Krystle J. y Amy Kerivan Marks. "Self-Concept". En Encyclopedia of Immigrant Health, 1335–40. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_687.

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Lueke, Niloufar. "Self-Concept". En Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_2427-1.

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Lueke, Niloufar. "Self-Concept". En Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2427-2.

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Anderson, Darshon. "Self-Concept". En Encyclopedia of Child Behavior and Development, 1308–9. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2531.

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Hay, Ian y Adrian F. Ashman. "Self-Concept". En Encyclopedia of Adolescence, 3331–42. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_281.

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Hobson, R. Peter. "Self-concept". En Encyclopedia of Autism Spectrum Disorders, 2720–21. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_540.

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Actas de conferencias sobre el tema "Self-concept"

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Dragnea, Horatiu C., Henry Helvajian, Alexandra Long, Uchechukwu Agwu y Kenji Shimada. "Self-Consuming Spacecraft Concept". En AIAA Scitech 2021 Forum. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2021. http://dx.doi.org/10.2514/6.2021-0046.

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Waddell, J. W. "Self Installing Gravity Platform Concept". En Offshore Technology Conference. Offshore Technology Conference, 1997. http://dx.doi.org/10.4043/8446-ms.

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Dragnea, Horatiu C., Henry Helvajian, Alexandra Long, Uchechukwu Agwu y Kenji Shimada. "Correction: Self-Consuming Spacecraft Concept". En AIAA Scitech 2021 Forum. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2021. http://dx.doi.org/10.2514/6.2021-0046.c1.

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Rahmawati Srg, Ade, Debby A. Daulay y Fasti Rola. "Self-Concept and Self-Regulated Learning of Obese Adolescents". En 2nd International Conference on Social and Political Development (ICOSOP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icosop-17.2018.40.

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Koal, Tobias, Heinrich Theodor Vierhaus y Daniel Scheit. "A Concept for Logic Self Repair". En 2009 12th Euromicro Conference on Digital System Design, Architectures, Methods and Tools (DSD). IEEE, 2009. http://dx.doi.org/10.1109/dsd.2009.238.

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Li, Ruimin. "Self-concept in Western Philosophical Tradition". En Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.182.

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Jajat, Jajat, Kuston Sultoni, Cep Ubad Abdullah y Adang Suherman. "Physical Education Students’ Physical Self-Concept". En 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007070808010804.

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Degeler, Viktoriya, Richard French y Kevin Jones. "Self-Healing Intrusion Detection System Concept". En 2016 IEEE 2nd International Conference on Big Data Security on Cloud (BigDataSecurity), IEEE International Conference on High Performance and Smart Computing (HPSC) and IEEE International Conference on Intelligent Data and Security (IDS). IEEE, 2016. http://dx.doi.org/10.1109/bigdatasecurity-hpsc-ids.2016.27.

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Strzalkowski, Tomek y Jin Wang. "A self-learning universal concept spotter". En the 16th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1996. http://dx.doi.org/10.3115/993268.993329.

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Lestaluhu, Firhani Rasni y Imam Abdillah Lukman. "Self-Concept of a Drunk Individual". En Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.21.

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Informes sobre el tema "Self-concept"

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Anderson, Robin. Dance and self concept change in women. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2983.

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Smith, Mary B. Nursing Students' Smoking Behaviors and Smoking-Related Self-Concept. Fort Belvoir, VA: Defense Technical Information Center, abril de 2003. http://dx.doi.org/10.21236/ada414305.

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Hall, Cheryl. Dance therapy and self-concept change in psychiatric patients. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.3246.

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Godinet, Nancy. Special education labeling relationships with learning disabled student self-concept. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.792.

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Jeff Spray. Advanced Monobore Concept, Development of CFEX Self-Expanding Tubular Technology. Office of Scientific and Technical Information (OSTI), septiembre de 2007. http://dx.doi.org/10.2172/946049.

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Mascall, Doris. The development of the self-concept in the young child. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5590.

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Noh, Mijeong, Rodney C. Runyan y Jon Mosier. Effect of Young Consumers’ Self-Concept on Hedonic/Utilitarian Cool Attitudes. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-520.

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Case, Anna. The Relationship of Written Expression to Self Concept in Primary Children. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1562.

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Larson, Leslie. Evaluating "Peer mobilization" Films as a Tool in Altering Self Concept. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1757.

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Lim, Chae Mi, Seeun Kim y Youn-Kyung Kim. Extended Self-Concept and Brand-Related Responses in the Sensory Modality Context. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-942.

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