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Das Konzept des kindlichen Wohlbefindens gewinnt in international vergleichenden Studien zunehmend an Bedeutung und ist von zentraler Bedeutung für das Verständnis von Kindheiten und Generationenordnungen in Gesellschaften. Aktuelle Herausforderungen der theoretischen Konzeptualisierung kindlichen Wohlbefindens betreffen die Normativität des Konzepts, die Art und Weise, wie Kinder selbst Wohlbefinden konzeptualisieren und die Bedeutung sozialer und kultureller Kontexte. Dies gilt auch für die räumliche Dimension kindlichen Wohlbefindens, die bisher kaum systematisch untersucht wurde. Diese Leerstelle hat erhebliche theoretische und empirische Auswirkungen. In diesem Artikel gehen wir davon aus, dass ein besseres Verständnis der räumlichen Dimension von Wohlbefinden hilfreich ist, um nicht nur Wohlbefinden aus Sicht von Kindern besser zu verstehen, sondern auch, wie sich Kindheiten aktuell refigurieren. Auf Basis einer vergleichenden, multinationalen qualitativen Studie diskutieren wir den Wert einer raumanalytischen Auswertung jenseits eines methodologischen Nationalismus. Wir stützen uns dabei auf empirische Beispiele aus Baku (Aserbaidschan), Genf (Schweiz), Berlin (Deutschland), Sydney (Australien) und Tel Aviv (Israel). Unsere Ergebnisse deuten darauf hin, dass Handlungsmächtigkeit, Demokratisierung von Kindheit und die Bedeutung eines translokalen digitalen "eigenen Raums" zentrale Normen im Verständnis von Wohlbefinden der interviewten Kinder sind und zugleich Strukturmomente einer gegenwärtigen Refiguration von Kindheiten unter je spezifischen lokalen Bedingungen., Children's well-being has become the subject of attention in international comparative studies of childhood. The concept is central to understanding childhoods and generational orders within societies. Current challenges in conceptualizing children's well-being include addressing the normativity of well-being, how children themselves conceptualize well-being, and how this is embedded in social and cultural contexts. This is especially true with regard to the spatiality of well-being. How well-being is spatially constructed in children's narratives is rarely addressed by child well-being researchers. In this article, we assume that a better understanding of the spatiality of well-being will be helpful in disclosing the dynamics and characteristics of well-being. We offer findings from a multinational qualitative study to demonstrate the value of spatial analysis for understanding the social refiguration of childhoods beyond methodological nationalism. We draw upon examples from Baku (Azerbaijan), Geneva (Switzerland), Berlin (Germany), Sydney (Australia), and Tel Aviv (Israel). Our findings indicate that the exercise of agency, the democratization of childhoods, and the importance of having a translocal digital "own space" are significant norms central to and expressed in children's understandings of well-being. A structural feature of the current refiguration of childhoods is that it is always specific to local conditions.

The present study examined the role of self-enhancement and self-criticism in the relationship between physical activity and anxiety. A total of 305 students from Chinese universities, ranging in age from 18 to 36, completed a questionnaire package comprising a physical activity questionnaire, a self-enhancement strategies scale, a level of self-criticism scale, and a short form of state and trait anxiety scale. Findings highlighted that physical activity had a significant negative correlation with anxiety (r = −0.31, p &lt, 0.01), a significant positive association with self-enhancement (r = 0.43, p &lt, 0.01), and a significant negative relationship with self-criticism (r = −0.14, p &lt, 0.05). It was also found that anxiety was significantly predicted by self-enhancement (−0.21, p &lt, 0.01) and self-criticism (0.44, p &lt, 0.01). Moreover, the mediation model supports the mediation of self-enhancement and self-criticism between physical activity and anxiety in university students. The findings suggest that interventions aimed at promoting physical activity and enhancing the self-system should be worthy strategies for reducing students’ anxiety.

“Sense of agency” (SoA), the feeling of control for events caused by one's own actions, is deceived by visuomotor incongruence. Sensorimotor networks are implicated in SoA, however little evidence exists on brain functionality during agency processing. Concurrently, it has been suggested that the brain's intrinsic resting‐state (rs) activity has a preliminary influence on processing of agency cues. Here, we investigated the relation between performance in an agency attribution task and functional interactions among brain regions as derived by network analysis of rs functional magnetic resonance imaging. The action‐effect delay was adaptively increased (range 90–1,620 ms) and behavioral measures correlated to indices of cognitive processes and appraised self‐concepts. They were then regressed on local metrics of rs brain functional connectivity as to isolate the core areas enabling self‐agency. Across subjects, the time window for self‐agency was 90–625 ms, while the action‐effect integration was impacted by self‐evaluated personality traits. Neurally, the brain intrinsic organization sustaining consistency in self‐agency attribution was characterized by high connectiveness in the secondary visual cortex, and regional segregation in the primary somatosensory area. Decreased connectiveness in the secondary visual area, regional segregation in the superior parietal lobule, and information control within a primary visual cortex‐frontal eye fields network sustained self‐agency over long‐delayed effects. We thus demonstrate that self‐agency is grounded on the intrinsic mode of brain function designed to organize information for visuomotor integration. Our observation is relevant for current models of psychopathology in clinical conditions in which both rs activity and sense of agency are altered., We investigated the relation between agency and functional interactions among brain regions using network analysis. Self‐agency is grounded on the intrinsic mode of brain function designed to organize information for visuomotor integration. This is relevant for current models of psychopathology in clinical conditions in which both brain functional activity and sense of agency are altered.

The purpose of this study is to know and analyze the influence of Parenting Patterns and Self-Concepts on Entrepreneurial Interests both partially and simultaneously. Research is included in quantitative descriptive research. The results showed there is a real influence of parenting patterns on entrepreneurial interests can be shown with the value of R square = 0.361 or 36.1 %. So, if the parenting pattern is raised it will increase the interest of students by 36.1% or the contribution of parenting patterns to entrepreneurial interests by 36.1%. The influence of self-concept on students' entrepreneurial interests can be shown by a value of R sqaure= 0.347 or 34.7%. this means that the concept of self-concept to the entrepreneurial interests of students by 34.7% and the influence of parenting patterns and self-concepts have an influence on students' entrepreneurial interests by 36.3% and the remaining 63.7% is influenced by other factors that are not studied.

This study investigated the relationship between academic self-concept, academic self-efficacy and the self-reported acquirement of certain specific military skills and abilities. Our sample consisted of 141 military cadets from the Norwegian Military Academy (Army), the Royal Norwegian Naval Academy, and the Royal Norwegian Air Force Academy. Supporting our hypotheses, it was found that perceived academic self-concept related positively to self-efficacy, after controlling for initial levels of self-efficacy, and that self-efficacy relates positively to self-reported Individual Coping Capacity (ICC), Cooperation in Difficult Situations (CDS), and Motivation to Achievement (MA), this after controlling for the initial levels of these Military Skills and Abilities (MSA). We discuss the implications of these findings. The present study and the conducted research has been supported by the Norwegian Defense University College and the South-Eastern University in Norway.

The relationships among self-concepts, future job, and values were investigated in 230 students attending humanities and sciences, polytechnic, and vocational high schools in Catania (Italy). Measures: Semantic Differentials for Self-concepts and Future Job, and Inventory of Professional Values. Results Vocational students judged as more important relationship, self- improvement, innovation, variety, and physical activity than the others; polytechnic students valued as more important leadership and salary than the others; humanities and sciences students judged as more important responsibility than the others. Vocational students considered Actual Self-concept and Future Job more positively than the others. Positive relationships among values, Self-concepts and Future Job were discussed.

espanolIntroduccion. La imputacion multiple (IM) es uno de los metodos mas recomendados para sustituir valores perdidos en datos de investigacion. Este articulo se dedica al manejo de los valores perdidos en MES, analizando dos bases de datos de Psicologia Educativa y a recomendaciones para investigadores orientados a las aplicaciones. Metodo. Presentamos dos muestras de estudiantes (N = 589 y N = 621, respectivamente) de estudios anteriores que se dedicaron al autoconcepto, a las metas de aprendizaje y de evitacion, y al rendimiento en un tutorial de siete pasos. En los datos de las dos muestras producimos artificilamente un 20 y un 40 por ciento de valores perdidos. Luego analizamos estos datos utilizando (1) eliminacion de los casos (listwise) y modelos de ecuaciones estructurales (MES), (2) maxima verosimilitud con informacion completa (MVIC) con MES, y (3) IM con MES e agrupamiento de datos (Pooling). Por lo tanto los resultados proceden de un diseno de 2 x 3 x 3 condiciones. Resultados. Replicamos investigaciones anteriores para ilustrar una manera practica de combinar IM con MES e Pooling. Imputando valores multiples en las dos muestras, podemos confirmar la estructura supesta de la MES. Discusion. Recomendamos anadir variables para aclarar el mecanismo de datos perdidos,sobre todo para variables dependentes que se refieren a la motivacion. Estos tipos de variablespodrian indicar que los valores perdidos en variables dependentes estan en correlacion convariables independentes (por ejemplo interes) o con la variable dependente en si (por ejemplo falta de motivacion, con independicia de interes). EnglishIntroduction. Multiple imputation (MI) is one of the most highly recommended methods for replacing missing values in research data. The scope of this paper is to demonstrate missing data handling in SEM by analyzing two modified data examples from educational psychology, and to give practical recommendations for applied researchers. Method. We provide two examples (N = 589 and N = 621, respectively) based on previous studies of students’ self-concepts, mastery goals and performance avoidance goals, and a 7-step tutorial. Then, we produced 20% and 40% missing data under three missing mechanisms by these complete, genuine data sets. The resulting datasets were then analyzed by (1) listwise deletion and structural equation models (SEM), (2) full information maximum likelihood (FIML) with SEM, and (3) MI combined with SEM and pooling. Thus, the results stem from 2 × 3 × 3 conditions. Results. Previous research was replicated by illustrating a practical way to combine MI with SEM and pooling. The assumed factor structure was depicted in both examples with multiplyimputed values applied. Discussion. We suggest adding variables to clarify the missing data mechanism, especially for dependent variables as motivation. Such variables might indicate whether missing values in dependent variables are correlated with independent variables (e.g., interest) or the dependent variable itself (e.g. lack of motivation independently of interest).

Background: The consequences of behavior attributed to external factors as chance, luck or help of other people are effective on one's self confidence and educational improvement. The aim of this study is to assess the effect of teaching “locus of control” on the basis of cognitive approach on Yazd high school students' self confidence.Materials and Method: This descriptive analytic research is done as an experimental project by using pre-test and post-test method on 15 first-grade high school students in Yazd city during 1387-88 educational year. The participants were chosen by the multistage cluster random sampling. Fifteen students were also chosen as the control group. The instruments used in this research were Eysenk self confidence test and also the “locus of control” teaching program. A t-test was used for the statistical analysis of the present study.Results: The results of the statistical analyses showed that there is a significant difference between the experimental and control group (p=0.01) in increasing the self confidence. Also the results of the t-test revealed that there is no significant difference in the educational improvement of the experimental group before and after teaching “locus of control”.Conclusion: According to this study, teaching “locus of control” on the basis of the cognitive approach has a significant effect on the self confidence but it doesn't have any positive effect on educational improvement

Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student's beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed "Musical Self-Theories and Goals," closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students' musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students' academic achievement through the personality dimension conscientiousness and academic effort. Finally, applying the do-calculus method to the network model we estimate that the size of the assumed causal effects between musical self-theories and academic achievement lie between 0.07 and 0.15 standard deviations.

Research interest is high in adolescents’ self-expression online, digital culture and the use of Social Network sites and instant messaging. Practicing self-expression online provokes a girls’ infatuation. Based on developmental and interactionist approaches, the aim of this study is to analyze on the one hand, the meaning of teenage girls’ self-expression and self-disclosure online, and on the other hand, attempt to understand how topics of adolescence like identity development, self-concepts and self-expression online can be linked at the heart of the horizontal socialization. Our sample included 47 teenage girls, aged between 11 to 15 years. All of them are using Internet, Social Network Sites and instant messaging. Five tools were used to collect the data: a questionnaire regarding the uses of Internet, an open-ended question « Who Am I? » (Rodriguez-Tomé & Bariaud, 1980), the Self-Consciousness Revised Scale (Pelletier & Vallerand, 1990), the Toulouse Scale of Self-Esteem (Oubrayrie, De Léonardis, Safont, 1994), and the Groningen Identity Developmental Scale including a semi structured interview (Bosma, 1985, 1994; Lannegrand-Willems, 2008). According to our results, self-expression responds to three interrelated needs of teenage girls: 1/ to maintain contact with peers and to observe theirs practices; 2/ to obtain the approval of peers through online personal publications; 3/ to write their history for themselves. Girls which have high levels of social and public self-concepts are regularly practicing self-expression online (59.6%). Publication contents are focused on themselves. These girls want peer comments and approval, and write a part of their personal story for themselves. High levels of self-esteem and identity commitment are related to peer positive reactions on publications. Topics of identity development and self-concepts are closely related with self-expression online and peer relationships. Our analysis underlines an intersubjective balance between self and other. This research is exploratory in nature because of the lack of French studies in this area, and the limited sample. Nevertheless, it provides longitudinal and comparative promising perspectives., La culture numérique adolescente et l’usage des réseaux sociaux et des messageries instantanées pour une pratique d’expression de soi, suscitent depuis de nombreuses années un vif intérêt pluridisciplinaire. L’expression de soi en ligne est une activité qui suscite chez les adolescentes un véritable engouement. Cette recherche privilégie une approche interactionniste inscrite dans le champ de la psychologie sociale et du développement. Elle se propose d’appréhender le sens accordé par les adolescentes à leur pratique d’expression de soi. Nous analysons comment le développement identitaire et les représentations de soi s’associent aux pratiques d’expression de soi, au sein d’une socialisation horizontale. L’approche a été réalisée auprès de 47 adolescentes âgées de 11 à 15 ans, toutes utilisatrices des réseaux sociaux et des messageries instantanées. Cinq outils ont été utilisés pour recueillir les données : un questionnaire appréhendant les pratiques d’internet, un exercice de "Qui suis-je ?" (Rodriguez-Tomé & Bariaud, 1980), l’Echelle de Conscience de Soi Révisée (Pelletier & Vallerand, 1990), l’Echelle Toulousaine d’Estime de Soi (Oubrayrie, De Léonardis, Safont, 1994) et l’Echelle du Développement Identitaire de Groningen constitué d’un entretien semi-directif (Bosma, 1985, 1994 ; Lannegrand-Willems, 2008). Les résultats indiquent que l’expression de soi des adolescentes répond à trois principaux besoins interdépendants : 1/ maintenir le contact avec les pairs et observer leurs pratiques ; 2/ recueillir l’approbation des pairs au moyen des publications ; 3/ écrire pour soi-même et laisser une trace organisée de son vécu. Les participantes qui ont des représentations de soi sociales et publiques élevées (59,6%) sont celles qui s’expriment régulièrement sur la toile en orientant le contenu de leurs écrits sur le soi. Elles désirent recueillir l’avis des pairs et laisser une trace de leur histoire. L’estime de soi et l’engagement identitaire sont associés à la présence de renforcements positifs par les pairs sur les publications, renforcements essentiels pour la socialisation horizontale. Les thématiques du développement identitaire et du soi, de l’expression de soi et de la relation amicale sont étroitement reliées, dans une dynamique d’interstructuration et d’intersubjectivité. Cette recherche, à caractère exploratoire, en raison des rares travaux francophones dans le domaine et de l’échantillon circonscrit, est néanmoins prometteuse et invite à engager des recherches longitudinales et comparatives.

Die vorliegende Studie zur Entwicklung der Fähigkeitsselbstkonzepte basiert auf dem Längsschnittprojekt NOVARA (Noten- oder Verbalbeurteilungen – Akzeptanz, Realisierung und Auswirkungen). In dem Forschungsprojekt NOVARA wurden unter anderem die Auswirkungen unterschiedlicher Formen der Leistungsbeurteilung (Noten oder Verbalbeurteilungen) auf die Entwicklung schulleistungsrelevanter Persönlichkeitsmerkmale untersucht. Der Artikel berichtet Ergebnisse zu allgemeinen und differenziellen Entwicklungsverläufen der Fähigkeitsselbstkonzepte. Es wurde die Hypothese geprüft, dass sich die verbale Beurteilung förderlich auf die Entwicklung der Fähigkeitsselbstkonzepte auswirkt. Es zeigten sich Zusammenhänge zwischen der Beurteilungsform und dem Leistungsniveau der Kinder. The present study on the development of academic self-concepts is based on the longitudinal project NOVARA, the acronym of German Noten- oder Verbalbeurteilungen – Akzeptanz, Realisierung und Auswirkungen (i. e., Acceptance, Realization and Effects of Different Forms of Evaluation at Primary School: Verbal Reports vs. Marks). Among other aspects the project analyzes the consequences of the reform concerning the kinds of evaluation on development achievement-related personality factors. Results are reported on general and differential courses of development of self-concepts. The study examines following thesis: positive effects of verbal evaluation on the development of self-concepts. Correlations between the modes of evaluation and self-concepts were found. Not Reviewed

In a longitudinal dataset of 470 Dutch adolescents, the current study examined the ways in which early sexual initiation was related to subsequent attachment, self-perception, internalizing problems, and externalizing problems. For male adolescents, analyses revealed general attachment to mother and externalizing problems at Wave 1 to predict to early transition at Wave 2. However, there was no differential change in these psychosocial factors over time for early initiators of sexual intercourse and their non-initiating peers. For female adolescents, the model including psychosocial factors at Wave 1 did not predict to sexual initiation at Wave 2. However, univariate repeated measures analyses revealed early initiators to have significantly larger increases in self-concept and externalizing problems than their non-initiating female peers. While the difference between female early initiators and non-initiators were statistically significant, the mean levels of problem behaviors were very low. The findings suggest that, contrary to previous research, early sexual initiation does not seem to be clustered with problem behaviors for this sample of Dutch adolescents.

This study attempted to investigate the relationship of occupational choice to ego identity achievement, to self-concept, and to academic achievement, as these are related to Eric Erikson's contention that is adolescents' inability to settle on an occupational choice which disturbs them and results in a sense of identity diffusion (lack of solidified ideas of self, goals for life, and a need to seek external supports). The sample consisted of 320 senior high school boys in the tenth, eleventh, and twelfth grades. Variables considered included: level of vocational commitment; ego identity; self-regard, i.e., self-concept, self-acceptance, ideal self and adjustment (sum of discrepancies between self and ideal self); and academic achievement, i.e., achievers or underachievers. The variables were treated by means of analysis of covariance, controlling for intelligence, Duncan range test, chi-square analysis, and Pearson product-moment correlations. Results of the analysis of data revealed that significant differences existed between adolescents who had expressed vocational commitments and adolescents who were vocationally undecided on (a) ego identity achievement, and (b) self-concept. In considering characteristics of those making or not making a vocational choice, it was found that level of vocational commitment of senior high school boys tends to be dependent on length of time the choice is considered, the amount of feedback and discussion with parents concerning the choice, father's occupation, and the influence of significant others. Another finding was that the verbalized vocational choice of adolescents is consistent with their measured interest. Ego identity was found to be nonsignificantly correlated with achievement and intelligence. Ego identity, self-concept, and self-acceptance have positive and significant intercorrelations (.01 level). It was concluded that adolescents who have not made a vocational commitment, demonstrate a greater degree of identity diffusion--lower ego identity achievement and lower self-concept--than adolescents who have expressed a vocational commitment. It was felt that the data supported Erikson's formulations concerning the period of adolescence to the extent that a positive and predictive relationship was found between level of occupational commitment and ego identity achievement, and between the level of occupation commitment and self-concept. It was felt that ego identity was not significantly related to intelligence or achievement. It was further concluded that ego identity, self-concept, and self-acceptance are related measures dealing with level of maturity and ego integration in adolescence.

Background: Premarital counseling equips couples with information about all aspects of sexuality and the related health issues. This study was aimed to assess the quality of premarital counseling services in health care centers in Tabriz. Methods: A cross-sectional study was conducted on 236 randomly selected women from premarital counseling centers in Tabriz was carried out and a self-structured instrument including items on demographic characteristics, the quality of counseling condition and providers, family planning, genetic and thalassemia counseling and sexual health was used for data gathering. Results: The results showed that the viewpoint of clients about relationship with health care provider and condition of consultation was suitable in 75.8% and 85.2% of women, respectively. It was found that in 72.5%, 38.1% and 49.6% of clients the counseling areas were in moderate level respectively for counseling about importance of family planning, genetic counseling and thalassemia. It was indicated that 58.5% of participants expressed the sexual health aspect of the premarital classes as poor or completely poor. Conclusions: Our study results can provide suitable information for health policy providers to improve the quality of premarital counseling classes. In order to develop a relatively stable behavior in young couples, it is recommended that the quality of the classes would be overemphasized.