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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]

This study compared discrepancies between children's academic and social self-perceptions and parents' and teachers' perceptions of children's academic and social competence among 89 first-grade children: 45 children at risk for learning disabilities (RLD) and 44 of typically developing peers (TD). The relationship between self-perceptions among the two groups of children and their significant adults' perceptions were compared. The children with RLD reported lower academic self-perception, but did not report lower social self-concept. The discrepancies between students', parents' and teachers' perceptions of students' academic and social competence were found only for the RLD group. Parents and teachers rated children with RLD as demonstrating lower levels of academic competence. Only teachers rated children with RLD as demonstrating lower levels of social competence. No significant differences were found among children and their significant adults for the comparison group. A serial-multiple mediation analysis presented the relationship model and emphasized the critical mediating role of teachers and parents in predicting children's academic self-concept. The educational implications of the results call for sensitizing teachers and parents to their perceptions, and to develop empowering intervention with a focused awareness to the impact of their perceptions. [ABSTRACT FROM AUTHOR]

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]

This study aims to analyze the factorial structure of the newlycreated Cuestionario de Autoconcepto Social - AUSO (from here on the Social Self-concept Questionnaire, or AUSO), which consists of two scales measuring social responsibility and social competence. The theoretical proposal which posits that social self-concept is the result of the combination of two basic self-perceptions: competence in social relations and response to the demands of social functioning, is based on a review of human social development theories and previous attempts to measure social self-concept. Participants were 818 students aged between 17 and 52. The results obtained though confirmatory factor analyses support the hypothesis of a structure made up of two correlated factors. In addition to providing a new measurement instrument with appropriate psychometric characteristics and valid criteria that justify its use in both applied practice and research, this study also enhances our understanding of the internal nature of the social domain of self-concept. [ABSTRACT FROM AUTHOR]

Within the leadership process, the positive self-concept of a leader can have an impact on quality reciprocal relations with subordinates and on the conduct of the leader and the subordinates. The results of the research into the selfconcept of administrative unit leaders indicate that the most poorly expressed areas of self-concept were the social and physical self-concept, while the highest was the general self-concept. Since it is important for leaders to have well developed skills, especially social skills and skills for working with people, the result of the research into the social self-concept of leaders in central government bodies (administrative units) is an important indicator of leaders' concepts of their own social image. The paper focuses on the self-concept of administrative unit leaders and presents results of research carried out in that field. [ABSTRACT FROM AUTHOR]