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9 results on '"social self-concept"'

1. Gender differences in intentions to seek personal counselling: the mediating role of social self-concept.

Author

Miles, Jeffrey A. and Naumann, Stefanie E.

Subjects
*SEXUAL orientation, *SEX distribution, *UNDERGRADUATES, *CONFIDENCE, *ANXIETY, *EMOTIONS, *DESCRIPTIVE statistics, *SURVEYS, *INTENTION, *SOCIAL skills, *PSYCHOLOGICAL stress, *CONCEPTUAL structures, *ACADEMIC achievement, *ANALYSIS of variance, *COUNSELING, *COLLEGE students, *SELF-perception
Abstract

Given the negative effects that anxiety and stress can have on university students' academic performance, work, and relationships, it is important to identify factors associated with intentions to seek personal counselling. We identified social self-concept, students' beliefs about their abilities and confidence in social situations, as a mediator in the relationship between gender and intentions to seek personal counselling. To test our hypotheses, we administered surveys to 964 first-year undergraduate students in the western U.S. Women reported higher levels of anxiety and stress, lower levels of social self-concept, and were more likely to seek personal counselling than men. In addition, social self-concept mediated the influence of gender on intentions to seek counselling. We discuss implications for theory and practice. [ABSTRACT FROM AUTHOR]

Published
2024
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2. An explanatory model of the relationships between sport motivation, anxiety and physical and social self-concept in educational sciences students.

Author

Melguizo-Ibáñez, E., Zurita-Ortega, F., Ubago-Jiménez, J. L., López-Gutiérrez, C. J., and González-Valero, G.

Subjects
SOCIAL anxiety, SPORTS psychology, SELF-perception, BECK Anxiety Inventory, SCIENCE students, MENTAL imagery
Abstract

Motivation plays a key role in the physical-sports field, in the control of disruptive states and in the mental image that people have of themselves. In view of the above, the present study reflects the objectives of identifying and establishing the relationship between sport motivation, anxiety, physical self-concept and social self-concept, broken down into (a) developing an explanatory model of sport motivation and its relationship with anxiety and social and physical self-concept and (b) contrasting the structural model by means of a multi-group analysis according to sex. To this end, a quantitative, non-experimental (ex post facto), comparative and cross-sectional study was carried out on a sample of 556 students (23.06 ± 6.23). The instruments used were an ad hoc questionnaire, the Spanish version of the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), the Beck Anxiety Inventory (BAI) and the Self-Concept Form-5. The results show that the male sex orients sport motivation towards climate, obtaining higher levels of anxiety, however, the female sex, anxiety has a negative impact on the development of social self-concept. In conclusion, it can be affirmed that gender is a fundamental factor in the orientation of sport practice, as well as the development of anxiety and physical and social self-concept. [ABSTRACT FROM AUTHOR]

Published
2023
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3. The Mediating Effects of Social Self-Concept on Gender, Sexual Orientation, and Parenting Intentions.

Author

Miles, Jeffrey A. and Naumann, Stefanie E.

Subjects
GENDER role & psychology, SEXUAL orientation, PSYCHOLOGY of college students, SELF-perception, PARENTING
Abstract

College students' parenting intentions have received increased attention by scholars around the world in recent years, but little is known about potential demographic differences affecting the decision, such as gender and sexual orientation. The study proposed and empirically examined a model of the relationships between gender, sexual orientation, social self-concept, and parenting intentions in a large sample of university students on the west coast of the United States. The study found that social self-concept mediated the relationship between gender and parenting intentions for heterosexual students, but not for non-heterosexual students. [ABSTRACT FROM AUTHOR]

Published
2023
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4. The Role of Social Self-Concept in the Relationship Between Gender, Sexual Orientation, and Entrepreneurial Intentions.

Author

Miles, Jeffrey A. and Naumann, Stefanie E.

Subjects
INTENTION, SEXUAL orientation, BUSINESSWOMEN, SELF-perception, GENDER, ENTREPRENEURSHIP
Abstract

Most research on gender and entrepreneurship has found that women tend to express lower levels of entrepreneurial intentions than their male counterparts. However, studies have not been conclusive regarding the mechanism explaining this gender difference. The purpose of our study is to present and empirically test a model that identifies students’ social self-concept, defined as perceptions about their abilities and confidence in social situations, as a critical intervening factor in the relationship between gender and entrepreneurship intentions. In a study of university students in the western U.S., we found that having a strong, positive social self-concept acted as a buffer in the relationship between gender and entrepreneurial intentions for heterosexual persons. In contrast, we did not find such a buffer effect for sexual minorities. We discuss how interventions aimed at boosting individuals’ interest in entrepreneurship could target minority groups differently than majority groups. [ABSTRACT FROM AUTHOR]

Published
2021

5. Estudio de invariancia del autoconcepto social en practicantes de actividad física individual y colectiva.

Author

Bohórquez, M. Rocío, Checa, Irene, and Ramis, Yago

Subjects
*SELF-perception, *PHYSICAL activity, *COLLEGE students, *SOCIAL responsibility, *SOCIAL skills, *SOCIAL structure
Abstract

This study aims to explore the configural, metric and scalar invariance according to gender and the practice of collective physical activity of the AUSO questionnaire of Fernández-Zabala et al. (2016); also to compare the scores obtained by the subgroups. The sample consisted of 278 university students (M = 21.16 years old, DT = 19,238) divided equally according to gender and physical activity practice. After verifying the strict invariance in both cases, the results show that there are no significant differences in any of the factors according to sex, but rather as a function of physical activity practice: those students who perform collective physical activity obtain higher scores in Social Responsibility and Social Competence. Involving in collective sports offers socializing opportunities that allow participants to develop interaction skills and facilitates understanding of the existing social structure through the practice of collective physical activity. [ABSTRACT FROM AUTHOR]

Published
2019

6. Study of social self-concept invariance in physical activity individual and collective practitioners

Author

M Rocio Bohórquez, Irene Checa, and Yago Ramis

Subjects
social self-concept, lcsh:Psychology, lcsh:BF1-990, gender, invariance, individual physical activity, collective physical activity
Abstract

This study aims to explore the configural, metric and scalar invariance according to gender and the practice of collective physical activity of the AUSO questionnaire of Fernández-Zabala et al. (2016); also to compare the scores obtained by the subgroups. The sample consisted of 278 university students (M = 21.16 years old, DT = 19,238) divided equally according to gender and physical activity practice. After verifying the strict invariance in both cases, the results show that there are no significant differences in any of the factors according to sex, but rather as a function of physical activity practice: those students who perform collective physical activity obtain higher scores in Social Responsibility and Social Competence. Involving in collective sports offers socializing opportunities that allow participants to develop interaction skills and facilitates understanding of the existing social structure through the practice of collective physical activity.

Published
2019

7. Study of social self-concept invariance in physical activity individual and collective practitioners

Author

Bohórquez Gómez-Millán, María Rocío, Checa Esquiva, Irene, Ramis Laloux, Yago, and Universidad de Sevilla. Departamento de Psicología Social

Subjects
social self-concept, invariancia, gender, invariance, autoconcepto social, individual physical activity, actividad física individual, género, actividad física colectiva, collective physical activity
Abstract

Este estudio tiene como objetivo explorar la invariancia configural, métrica y escalar en función del sexo y de la práctica de actividad física colectiva del AUSO de Fernández-Zabala et al. (2016) y comparar las puntuaciones obtenidas por los subgrupos. La muestra fue de 278 estudiantes universitarios (M = 21. 16 años; DT = 19. 238) divididos de forma equivalente en función del género y de la práctica de actividad física. Tras comprobar la invariancia estricta en ambos supuestos, los resultados demuestran que no existen diferencias significativas en ninguno de los factores en función del sexo, pero sí en función de la práctica de actividad física: aquellos estudiantes que realizan actividad física colectiva obtienen puntuaciones más elevadas en Responsabilidad Social y Competencia Social. Involucrarse en deportes colectivos ofrece oportunidades socializadoras que permiten a los participantes desarrollar competencias de interacción y facilita la comprensión de la estructura social existente por medio de la práctica de actividad física colectiva. This study aims to explore the configural, metric and scalar invariance according to gender and the practice of collective physical activity of the AUSO questionnaire of Fernández-Zabala et al. (2016); also to compare the scores obtained by the subgroups. The sample consisted of 278 university students (M = 21. 16 years old, DT = 19,238) divided equally according to gender and physical activity practice. After verifying the strict invariance in both cases, the results show that there are no significant differences in any of the factors according to sex, but rather as a function of physical activity practice: those students who perform collective physical activity obtain higher scores in Social Responsibility and Social Competence. Involving in collective sports offers socializing opportunities that allow participants to develop interaction skills and facilitates understanding of the existing social structure through the practice of collective physical activity.

Published
2019

8. Estudio de invariancia del autoconcepto social en practicantes de actividad física individual y colectiva

Author

Bohórquez Gómez-Millán, María Rocío, Checa Esquiva, Irene, Ramis Laloux, Yago, and Universidad de Sevilla. Departamento de Psicología Social

Subjects
Atividade física individual, social self-concept, autoconcepto social, individual physical activity, Autoconceito social, Invariância, collective physical activity, Atividade física coletiva, invariancia, Gênero, gender, invariance, actividad física individual, género, actividad física colectiva
Abstract

Este estudio tiene como objetivo explorar la invariancia configural, métrica y escalar en función del sexo y de la práctica de actividad física colectiva del AUSO de Fernández-Zabala et al. (2016) y comparar las puntuaciones obtenidas por los subgrupos. La muestra fue de 278 estudiantes universitarios (M = 21.16 años; DT = 19.238) divididos de forma equivalente en función del género y de la práctica de actividad física. Tras comprobar la invariancia estricta en ambos supuestos, los resultados demuestran que no existen diferencias significativas en ninguno de los factores en función del sexo, pero sí en función de la práctica de actividad física: aquellos estudiantes que realizan actividad física colectiva obtienen puntuaciones más elevadas en Responsabilidad Social y Competencia Social. Involucrarse en deportes colectivos ofrece oportunidades socializadoras que permiten a los participantes desarrollar competencias de interacción y facilita la comprensión de la estructura social existente por medio de la práctica de actividad física colectiva. This study aims to explore the configural, metric and scalar invariance according to gender and the practice of collective physical activity of the AUSO questionnaire of Fernández-Zabala et al. (2016); also to compare the scores obtained by the subgroups. The sample consisted of 278 university students (M = 21.16 years old, DT = 19,238) divided equally according to gender and physical activity practice. After verifying the strict invariance in both cases, the results show that there are no significant differences in any of the factors according to sex, but rather as a function of physical activity practice: those students who perform collective physical activity obtain higher scores in Social Responsibility and Social Competence. Involving in collective sports offers socializing opportunities that allow participants to develop interaction skills and facilitates understanding of the existing social structure through the practice of collective physical activity. Este estudo tem como objetivo explorar a invariância con"gural, métrica e escalar segundo gênero e a prática de atividade física coletiva do questionário AUSO de Fernández-Zabala et al. (2016); também comparar os escores obtidos pelos subgrupos. A amostra foi composta por 278 estudantes universitários (M = 21.16 anos, DT = 19.238) divididos igualmente de acordo com gênero e prática de atividade física. Após veri "car a invariância estrita em ambos os casos, os resultados mostram que não há diferenças signi"cativas em nenhum dos fatores segundo o sexo, mas sim em função da prática de atividade física: os estudantes que realizam atividade física coletiva obtêm pontuações mais altas em Responsabilidade Social. e Competência Social. Envolver-se em esportes coletivos oferece oportunidades de socialização que permitem aos participantes desenvolver habilidades de interação e facilita a compreensão da estrutura social existente através da prática de atividade física coletiva.

Published
2019

9. The Differences in Social Skills and Social Self-Concepts of Gifted Students by Age and Gender

Author

Cross, Kaitlin M.

Subjects
Education, Psychology, Gifted Education, School Counseling, self-concept, gifted, education, social skills, gender, gender differences, age differences, social self-concept, Piers-Harris
Abstract

The purpose of the present study was to assess the social skills and self-concepts of gifted children from a homogeneous gifted program in order to examine age and gender differences. Elementary students were included in order to assess differences in these constructs throughout different developmental stages. Results suggest that gifted students in a homogeneous environment report high self-concepts that may lower during pre-teen years, and then begin to improve before high school. No significant gender differences were found between overall self-concepts. Gifted students from homogeneous settings struggle with social skills in their younger years. However, social skills improve by the end of middle school years and gifted students reportedly “act more like adults” than average students. Implications of these results suggest that schools may need to provide social skills training for young gifted students. Further research should be directed at examining these constructs of gifted students in other educational settings.

Published
2013

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