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The current research proposes a novel approach to identity-based choice that focuses on consumers' representations of the self-concept, as captured by the perceived cause–effect relationships among features of an individual consumer's self-concept. More specifically, the studies reported here test the proposal that the causal centrality of an identity—the number of other features of a consumer's self-concept that the consumer believes influenced or were influenced by the identity—underlies identity importance and is a determinant of identity-based consumer behaviors. Across seven studies, using both measured and manipulated causal centrality, the current research provides evidence for the role of causal centrality in identity-based choice. Among consumers who share an identity (belong to the same social category), those who believe that the identity is more causally central perceive the identity as more important and are more likely to engage in behaviors consistent with the norms of the social category. [ABSTRACT FROM AUTHOR]

The objective of this study was to estimate the extent to which motivational regulations influence physical activity behavior through role identity among people 55 years or older. Participants (N = 409; Mage = 66.29 years [SD = 7.06]) completed online questionnaires to measure motivational regulations, role identity, and the frequency of physical activity in a typical week and in the past month. Mediation analysis using ordinary least squares path analysis revealed that autonomous forms of motivational regulation (positively) and controlled forms of motivational regulation (negatively) influenced role identity, which then positively influenced physical activity behavior. Bootstrap confidence intervals (95%) for the indirect effects (a × b) based on 5,000 bootstrap samples were entirely above or below zero. These findings point to future experimental evaluations of interventions aiming at both increasing and decreasing autonomous and controlled motivational regulations, respectively, to promote physical activity behavior through role identity. [ABSTRACT FROM AUTHOR]

Simulating other people can shift one's self-concept, an effect known as simulation-induced malleability. How does imagining others shift the self? We propose that the activation of self-knowledge is the key factor by which simulation of others alters one's self-concept. We test this possibility across four studies that each manipulate self-knowledge activation indirectly during simulation and measure the impact on subsequent self-ratings. Results demonstrate that increasing activation of self-knowledge during simulation is associated with increased self-concept change. People experienced greater self-concept change when simulating similar others (Studies 1 and 2). People also generalized simulation-induced changes to aspects of the self-concept that were semantically similar to the simulated content (Study 3). Finally, people who are less likely to recruit self-knowledge (i.e., older adults) during simulation were less susceptible to self-concept change (Study 4). These studies highlight self-knowledge activation as an essential component of the effects of simulation on self-rated change. Public Significance Statement: These studies suggest that self-knowledge is a key component in shifting self-perceptions. When thinking about others—their mental states, experiences, and traits—the more people draw from their own-knowledge, the more they can shift their self-perceptions. This is essential for understanding the underlying mechanisms involved in simulation. [ABSTRACT FROM AUTHOR]

Background: Affect recall is key to psychological assessment and decision‐making. However, self‐concepts (self‐beliefs) may bias retrospective affect reports such that they deviate from lived experiences. Does this experience‐memory gap apply to solitude experiences? We hypothesized that individuals misremember how they feel overall and when in solitude, in line with self‐concepts of introversion, self‐determined/not‐self‐determined solitude motivations, and independent/interdependent self‐construal. A pilot study comparing retrospective to daily affect reports captured over 2 weeks (N = 104 UK university students) provided preliminary evidence of introversion and not‐self‐determined solitude shaping affect recall. Methods: In the main pre‐registered study, participants aged 18–49 in the UK (N = 160) and Hong Kong (N = 159) reported their momentary affective states and social situations 5 times per day over 7 days, then recalled how they felt over the week. Results and Discussion: Individuals higher in self‐determined solitude were more prone to retrospectively overestimate their high‐ and low‐arousal positive affect in solitude and showed less overestimation/more underestimation of negative affect in solitude. Higher not‐self‐determined solitude was associated with overestimating loneliness, and higher interdependent self‐construal with overestimating loneliness and energy levels, in solitude. Comparisons based on residence/ethnicity suggest culture influences solitude‐seeking and affective memory. Implications for well‐being and affect measurement are discussed. [ABSTRACT FROM AUTHOR]

The study aims to investigate the effect of augmented reality (AR)-based filters on social media users' self-concept and well-being. While much research has explored consumer use of AR filters and their effect on buying behaviour, few studies have examined how such filters affect self-concept, especially in the context of social media use (rather than retailing). We used the inductive qualitative method and grounded theory to analyse 18 AR filter users' in-depth interviews. We found that using AR filters broadens the gap between the actual self and the ideal self, intensifying the social comparison process. On the positive side, some users may get inspired to reduce the ideal-actual gap through the creative use of the AR tools available. However, on the negative side, other users may feel negative emotions like envy. These positive and negative feelings may affect the user's body satisfaction and self-confidence, ultimately changing their usage intention. JEL Classification: M31 [ABSTRACT FROM AUTHOR]

Self-concept and self-efficacy have been acknowledged as critical predictors of foreign language (L2) learning. However, these two constructs are so closely intertwined that how they function together during L2 learning remains to be determined. The current project aimed to reveal two uncertainties: the bidirectional relationship between L2 self-concept and L2 self-efficacy and their relative effects on L2 achievement. We designed two independent studies: a two-wave longitudinal study to address the bidirectional issue (Study 1) and a correlational study for the relative importance issue (Study 2). For Study 1, we conducted cross-lagged structural equation modeling and found the one-directional relationship from self-concept to self-efficacy. For Study 2, we applied multilevel–structural equation modeling and found that only self-concept significantly predicted L2 achievement. These results provided evidence revealing the directional relationship between L2 self-concept and L2 self-efficacy and evidence supporting the relatively more important role of L2 self-concept in predicting L2 achievement. [ABSTRACT FROM AUTHOR]

Measuring implicit associations of self-concept with health or illness attributes may offer valuable insight into the mechanisms entailing the perception of one's own health, as explicit measures of self-reported health are usually influenced by social desirability or response bias. In this study, healthy participants performed a modified version of the implicit association test (IAT) investigating implicit associations between the self and either health or illness related representations. Behaviorally, implicit associations dominated for self-health pairing, and their strength was inversely correlated with depressive traits. Neurally, concomitant EEG recording showed significant modulations of the P1, LPP, and N4 components evoked by such pairings, suggesting a facilitation of sensory responses to self-related stimuli and differential emotional processes engaged to integrate health versus illness information into self-related representations. These data offer new clues to better understand the cognitive and affective mechanisms underlying unrealistic optimism and pathological awareness of health conditions in various clinical populations. [ABSTRACT FROM AUTHOR]

Background: The phenomenon of academic anxiety has been demonstrated to exert a considerable influence on students' academic engagement, leading to the emergence of a phenomenon known as "learned helplessness" and undermining the self-confidence and motivation of high school students. Using acceptance-rejection theory, this study elucidated how a rejective parenting style affects Chinese high school students' academic anxiety and explored the urban-rural heterogeneity of this relationship. Methods: Data were analyzed using a stratified whole-cluster random sampling method. There are a total of 30,000 high school students in the three regions of northern and central China (from Shanxi, Hebei and Henan). A sample of 2286 high school students aged 14–19 years was ultimately selected from 2760 respondents for this investigation, which was conducted at the beginning of the 2023 school year. Pearson correlation, ordinary least squares (OLS) regression analysis, path analysis, and Fisher's permutation test (FPT) were used to examine the effects of rejective parenting style on high school students' academic anxiety. Results: Results indicated a significant positive predictive effect between rejective parenting style and academic anxiety among high school students (β = 0.815, t = 116.211, p < 0.001). Students' self-concept was significantly positively related to positive coping style (β = 0.424, t = 21.208, p < 0.001) and chain-mediated this relationship. Therefore, this parenting style may indirectly mitigate academic anxiety through these mediators. The study also found that the effect of rejective parenting style on academic anxiety varied by students' residential background and was more pronounced in urban areas (0.226) than in rural areas (0.130). Conclusion: The research underscores the imperative for Chinese families to re-examine their utilization of rejection parenting and to prioritize the cultivation of students' intrinsic attributes. These findings offer a theoretical framework and practical evidence for policymakers and educators to develop efficacious and targeted interventions. In particular, greater attention should be directed towards the discrepancies in the manifestation of emotional and academic anxiety between urban and rural students, and prompt guidance should be furnished. [ABSTRACT FROM AUTHOR]

This systematic review examines the self-perceptions of twice-exceptional children. This review examines the self-concept, self-esteem and self-efficacy of these children, as well as the factors that influence their self-perceptions. The PRISMA guidelines were employed in the conduct of this systematic review. To be included in this study, articles had to be empirical, written in English and published in peer-reviewed journals, and be aligned with the research questions. A total of 18 papers were included for assessment of quality, the majority of which employed a case study design. The findings suggest that twice-exceptional children tend to perceive themselves in a negative manner. Furthermore, twice-exceptional children exhibited diminished global self-concept, accompanied by low self-esteem and self-efficacy. Positive factors influencing self-perception are adequate support from teachers and parents, early identification and strength-based support. A lack of understanding on the part of teachers and parents, insufficient attention to giftedness in and outside of school, and a sense of being different were identified as negative influencing factors. Further research is required to verify the results using a quantitative longitudinal study. The findings of this review highlight the necessity for adequate support and encouragement for twice-exceptional children, suggesting potential ways for their implementation. [ABSTRACT FROM AUTHOR]

Improvement and change in teachers' knowledge and practice are likely to bring about changes in teacher growth, varieties in teachers' instructional techniques and strategies as well as enhancement in student learning. In the field of language learning and teaching, many linguistic and non-linguistic issues have been examined to explain the role of psychological issues and individual differences in foreign language learning, However, the role of positive emotions has not been investigated sufficiently among EFL teachers. Therefore, the present study has investigated gender and teaching experience on the well-being, professional growth and self-concept of Iranian English teachers. The present research in terms of practical purpose and in terms of the method of collecting information, is a survey type, and in terms of execution time, it is cross-sectional, and in terms of execution logic, it is deductive-inductive. The current research community consists of 220 Iranian English language teachers in private language learning institutions in Tabriz who have at least 5 years of teaching experience. In the current research, the main measurement tool is a questionnaire, which is one of the common research tools and a direct method for obtaining research data. According to the nature of the subject, the research method is a quantitative method. The gathered data was analyzed using correlation analysis and structural equation modelling (SEM). The software packages SPSS 24.0 and Amos 8 were used for descriptive statistics and correlation analyses, respectively. The results revealed that there is a significant structural relationship between well-being and self-concept with the mediation of gender and experience. However, there is no significant structural relationship between well-being and professional development with the mediation of gender and experience. [ABSTRACT FROM AUTHOR]

Voters generally value competence in politicians. Four studies, all conducted in Germany, show that this is especially pronounced in people of higher compared with lower social class. The first study, with a representative sample (N 1 = 2239), found that the reported importance of competence in politicians increased with increasing socioeconomic status (SES). This was mediated by self-perceived competence which was higher in participants of higher SES. In three further studies (two preregistered, N 2a&2b = 396, N 3 = 400) participants merely saw pictures of politicians' faces. Perceived competence based on facial appearance increased the likelihood of voting for a politician. Again, this effect was stronger among participants of higher compared with lower SES. This moderation persisted after controlling for participants' political orientation and politicians' perceived warmth and dominance. We discuss implications for future research on the psychological underpinnings of social class as well as appearance effects in the political context. [ABSTRACT FROM AUTHOR]

Background/Objectives: Patients with COPD have altered self-esteem, and good self-esteem promotes personal, health, and social success. Improving self-esteem could be a method for encouraging the maintenance of physical activity. Only one study has evaluated the effects of pulmonary rehabilitation (PR) on self-esteem in moderate COPD patients. The objective was to assess the evolution of self-esteem in COPD patients of all stages of severity during PR. Methods: COPD patients undergoing PR were included in this prospective observational study. Patients were evaluated before and after the 4-week PR program. The objectives were to (1) assess the evolution of self-esteem using the Physical Self Inventory-6 questionnaire (PSI-6), (2) assess the evolution in each sub-score of PSI-6, (3) examine the correlations between the evolution of self-esteem and the evolution of parameters usually used during PR, and (4) determine an MID for self-esteem. Results: In total, 76 patients were included. We found that there was a significant increase in the total score in PSI-6 (9.29, p < 0.001), CI 95% [6.74; 11.83], and in the sub-scores of PSI-6. The evolution of the PSI-6 score was moderately correlated with changes in exercise capacity using STST1 (r = 0.352, p = 0.002) and quality of life (r = −0.361, p = 0.001) and weakly correlated to changes in dyspnea (r = −0.245, p = 0.03), anxiety (r = −0.248, p = 0.03), and depression (r = −0.290, p = 0.01). Using a distribution-based analysis, we found an MID between 5.2 and 5.6. Conclusions: We showed a significant increase in global score and in each sub-score of self-esteem using PSI-6 in COPD patients undergoing a PR program. We propose an MID of 5.6. [ABSTRACT FROM AUTHOR]

Teaching style has long been recognized as a factor influencing students' achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how teaching style (autonomy support and structured), attitude towards mathematics, and math self-concept form part of the overall variations of perceived mathematics achievement of 444 preservice elementary teachers in the central Philippines. In this paper, autonomy support and structure form a second-order construct of teaching style, while attitude and math self-concept serve as mediating variables toward perceived mathematics achievement. Partial least squares-structural equation modeling demonstrated the statistical significance of all five hypothesized paths and identified two partial mediation effects within the examined relationships. This study sheds light on the importance of teaching style in promoting positive attitudes, math self-concepts, and perceived mathematics achievement among preservice elementary teachers, which has implications for the quality of mathematics education in elementary schools. Implications for teacher training programs for elementary education are discussed, and future research directions are suggested. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

How do we develop a stable and coherent self-concept in contemporary times? Susan Harter's original work, The Construction of Self (1999; 2012), argues that cognitive and social processes are building blocks for developing a coherent sense of self, resulting in self-concept clarity across various domains in life (e.g., [pro-]social, academic, and physical). Here, we show how this framework guides and can benefit from recent findings on (1) the prolonged and nonlinear structural brain development during childhood and adolescence, (2) insights from developmental neuroimaging studies using self-concept appraisal paradigms, (3) genetic and environmental influences on behavioral and neural correlates of self-concept development, and (4) youth's perspectives on self-concept development in the context of 21st century global challenges. We examine how neuroscience can inform theory by testing several compelling questions related to stability versus change of neural, behavioral, and self-report measures and we reflect on the meaning of variability and change/growth. [ABSTRACT FROM AUTHOR]

Birth order and its influence on individuals has always been controversial, with variations in the results of numerous research studies that aimed to find the same. The current research work, in the form of a pilot study, was an attempt to determine the validation of the same in contemporary society. Self-concept is one's idea about themselves, often influenced by numerous other factors. The personality of an individual (often connected with one's self-concept) tells us about the conduct, perception, and much more about the person. A total of 120 sample was selected, 60 firstborn and second-born each, and the data was statistically analysed using descriptive statistics, and regression analysis. It was found that there is no significant influence of birth order on self-concept (r= 0.576, SD= 64.61, Mean= 407.64) and Personality (r= 0.426, SD= 14.16, Mean= 105.58). Therefore, the result reflects that with changing times, parenting styles, and varied influences of nature-nurture phenomena, the birth order plays no significant role in influencing an individual's self-concept and personality. [ABSTRACT FROM AUTHOR]

Background: Spiritual counselling techniques can offer individuals a sense of new meaning and a way to cope with difficulties. However, no prior study has specifically examined the effectiveness of a spiritual intelligence counselling programme on suicidal ideation and self‐concept among retired individuals. Aims: This study aimed to evaluate how a new counselling programme focusing on spiritual intelligence helps retired individuals deal with suicidal ideation and self‐concept. Materials and Methods: A total of 40 retired individuals were split into two groups: one that received the counselling programme (experimental group = 20) and one that did not (control group = 20) based on their initial scores of suicidal ideation and self‐concept scales. The experimental group went through a 10‐session counselling programme, meeting for 90 min each week from April to June 2023. Results: Based on means, standard deviations and analysis of variance, results found significant differences in scores between those who underwent the counselling programme and those who did not. The experimental group revealed a decrease in suicidal ideation and an improvement in self‐concept after completing the counselling programme. Males seemed to benefit more from the spiritual intelligence‐based counselling programme than females in reducing suicidal ideation. There was no difference between males and females regarding self‐concept. Discussion: The spiritual counselling programme improves self‐concept and reduces suicidal ideation among retired individuals. Conclusion: The results suggest that the spiritual intelligence‐based counselling programme shows promise in addressing mental health issues among retired individuals. [ABSTRACT FROM AUTHOR]

ABSTRACT Aims Design Methods Results Conclusions Implications for Patient Care Impact Patient or Public Contribution To explore the influence of endometriosis on an individual's self‐concept and the potential applicability of self‐compassion in addressing alterations to self‐concept.Qualitative deductive template analysis study.Written reflections completed by women (n = 157) with a self‐reported diagnosis of endometriosis were reviewed using a deductive template approach to gain an understanding of how people living with endometriosis view themselves in the face of the diagnosis.Utilising Neff's (2003) definition of self‐compassion, a series of themes emerged, with a higher number of reflections noted for each of the negative components of self‐compassion (self‐judgement, isolation, overidentification). Themes associated with negative changes to self‐concept centred around reflections of inadequacy, self‐blame, loneliness, withdrawal and avoidance, feeling misunderstood and judged by others, feeling like a burden and emotional suppression and numbing.Endometriosis influences three core domains of self‐concept for the person (personal, social and physical). These findings indicate that the components of self‐compassion therapy may be of relevance for healthcare providers in addressing the alterations to self‐concept experience by individuals living with endometriosis.This study supports the need for access to timely diagnosis and interdisciplinary care to buffer against the negative consequences for self‐concept. Nurses and allied healthcare professionals can use these findings to provide compassion‐focused care, with an emphasis on self‐kindness, common humanity and mindfulness for individuals with endometriosis.This lived experience research highlights the influence of endometriosis on the personal, social and physical components of self‐concept, indicating a critical need to address self‐concept as part of endometriosis‐related treatment. Alterations to self‐concept may emphasise negative perpetuating cognitions and reinforce isolation, suppression of personal needs and self‐silencing.No patient or public contribution. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to examine the self-concept and related psychological factors in children and adolescents with neurofibromatosis type 1 (NF1). Material and Methods: A total of 71 participants (35 patients and 36 controls) were included in this study. As measurement tools the Piers-Harris children's self-concept scale (PHSCS), family assessment device (FAD), Turgay DSM-IV-based screening and rating scale for disruptive behavior disorders (T-DSM-IV-S), children's depression inventory (CDI), Beck depression inventory (BDI), state-trait anxiety inventory (STAI), children's sleep habits questionnaire (CSHQ), and autism spectrum quotient-adolescent (AQ-adolescent) were used. Results: NF1 patients had lower intellectual functioning/academic achievement (p=0.002) and popularity/social appreciation (p<0.001) subscale scores in addition to total self-esteem (p=0.002) scores compared to the control group. Inattentiveness (p=0.024), state anxiety (p=0.028), and trait anxiety (p=0.012) symptoms were more common in these patients, and autistic features were more conspicuous in adolescents (p<0.001). Mother's depression (p=0.045), and state and trait anxiety (p=0.016, and p=0.006, respectively) levels were higher in the NF1 group. Depression, state anxiety, and hyperactivity were found predictors of self-concept in children and adolescents with NF1 (p<0.001, p=0.036, and p=0.016, respectively). Conclusion: Turkish children and adolescents with NF1 face substantial challenges related to their self-concept and psychological health, particularly in academic and social domains, compared to their peers. It seems important to be aware of poor self-concept and related psychological factors in NF patients early in life and to develop intervention programs to address this issue. [ABSTRACT FROM AUTHOR]

Background: Labeling theory underscores the sequential process that unfolds within an individual, influenced by those in his or her immediate surroundings. Nevertheless, research into the developmental characteristics of labeling theory remains limited. Furthermore, prior studies investigating the impact of informal labeling have predominantly occurred within a Western cultural context. Objective: This study explores two fundamental aspects of within-individual dynamics in the influence of perceived informal labeling on deviant self-concept, utilizing a sample of Korean youth: (1) the evolution of a labeled youth's deviant self-concept over time and (2) variations in the development of the deviant self-concept among individuals. Methods: Using HLM 8.0, A series of random-effects models were estimated using six-wave panel data from Korean youth. Results: The findings reveal that (1) the immediate within-individual effect of perceived informal labeling on deviant self-concept was significantly positive. However, when one- and two-year time intervals between variables were considered, the effects showed a reverse significance. (2) The increase in deviant self-concept over a six-year span was less pronounced for those with a higher level of perceived informal labeling in the first wave, suggesting that these youths attempted to mitigate the adverse effects of labeling. Conclusions: The impact of perceived informal labeling is not consistent over time. Moreover, labeling effects may be shaped by an individual's cultural background. This study is significant as it offers empirical testing of the developmental aspects of labeling theory within a unique cultural context. [ABSTRACT FROM AUTHOR]

Do people of different socioeconomic status (SES) differ in how they see themselves on the Big Two self-concept dimensions of agency and communion? Existent research relevant to this theoretically and socially important question has generally been indirect: It has relied on distant proxies for agentic and communal self-concepts, narrow operationalizations of SES, comparatively small samples, and data from few nations/world regions. By contrast, the present research directly examines the associations between SES and agentic and communal self-concepts, relies on well-validated measures of agency and communion, examines three complementary measures of SES, and uses data from 6 million people (years of age: M = 26.12, SD = 11.50) across 133 nations. Overall, people of higher status saw themselves as somewhat more agentic and as slightly less (or negligibly less) communal. Crucially, those associations varied considerably across nations. We sought to explain that variation with 11 national characteristics and found only three of them to be robustly relevant: National religiosity and pathogen load curbed status differences in agentic self-concepts, and income inequality amplified status differences in communal self-concepts. Our discussion develops theory to explain the importance of national religiosity, pathogen load, and income inequality for socioeconomic status differences in agentic and communal self-concepts and it also describes the substantial societal implications of those differences. [ABSTRACT FROM AUTHOR]

Background: Research and theoretical models of self-determination and self-concept claim that microsystem ecological factors have an influence and manifest a predictive role in the relationship between self-concept and self-determination. Knowing the mechanisms through which personal and contextual factors influence or predict the self-determined behavior of students with disabilities, they will become benchmarks in the development of educational and therapeutic intervention programs that aim to promote and enhance the actions and skills associated with self-determination. Methods: The purpose of this study was to examine the degree to which several personal and family factors affect and explain the relationship between students' self-concept and self-determination actions, attitudes, and skills. The adapted ARC's Self-Determination Scale for Romanian adolescents and Five-Factor Self-Concept questionnaire were administrated to 304 students with learning disabilities, and mild and moderate intellectual disabilities, aged between 12 and 19 years (M = 14.93; SD = 1.42). Individual and family factors were treated as predictor variables for analytic purposes. Results: The disability label significantly predicts behaviors associated with self-realization, gender has a moderator role in the relationship between self-concept and psychological empowerment, and the family socio-economic factor predicts the self-determined abilities related to self-realization. Conclusion: The study findings contribute to current Romanian research in this field, and practical educational implications were discussed. Future research is needed to investigate the moderating role of disability labels in relation to the self-concept regarding the mechanisms of autonomy and psychological empowerment. [ABSTRACT FROM AUTHOR]

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Podcasts have gained popularity with the advent of sound consumption. Based on the social identity theory and through a dual identification framework, this research investigates why audiences are willing to pay and keep subscriptions to digital podcast platforms. The data are collected from 321 podcast audiences in Taiwan and analyzed via a structural equation model. The results herein find that audiences' parasocial relationship, self-congruity, and personal self-concept have a direct and positive influence on podcaster identification. At the same time, audiences' conscious participation and enthusiasm have a direct and positive influence on group identification. Podcaster identification and group identification are positively associated with listeners' willingness to keep their subscription. Furthermore, companionship partially moderates the impact of identification on continued subscription intentions. Insights from this study extend the social identity theory, podcaster-audience interaction, and subscription behaviors to a new and emerging context as well as help marketers better understand how to engage more effectively with podcast audiences. [ABSTRACT FROM AUTHOR]

Objectives: This study examines the effectiveness of a multimodal perpetrator intervention program (PIP) on intimate partner violence (IPV) perpetrators' self-reported abusive behaviors, self-esteem, and self-concept. Methods: A sample of 53 male IPV perpetrators, both court- and self-referred to a community-based PIP, were assigned to one of two conditions: intervention condition (IC; n = 38) and waiting list control condition (WLCC; n = 15). Data on self-reported intimate violence, self-esteem, and self-concept were collected at baseline, post-test, and 6-month follow-up. The Reliable Change Index (RCI) was also computed. Results: A considerable percentage of IC participants end or substantially reduce their abusive behavior (reoffending self-reported rates were 10.7% at post-treatment and 12.5% at follow-up). IC participants increase self-esteem and self-concept. Changes were maintained at follow-up. Significant differences were found between the groups, with IC participants reporting reductions in abusive behaviors, scoring higher on self-esteem and self-concept, and revealing greater clinical changes than WLCC participants. Conclusions: These findings suggest that multimodal interventions improve self-esteem and self-concept and reduce IPV perpetration. [ABSTRACT FROM AUTHOR]

Women's pregnancy increases the odds of developing anxiety, depression, and low self-esteem. Physical activity can reduce the severity of maternal mental disorders and postpartum symptoms. The aim was to evaluate self-esteem, anxiety, and physical activity patterns among healthy pregnant women during three gestational trimesters (GTs). A longitudinal prospective study involving 248 Portuguese pregnant women, monitored for a year during all GTs, was conducted. Self-reported questionnaires were used to collect personal and obstetric data, and Rosenberg's Self-Esteem Scale, Zung Anxiety Scale, and a Pregnancy Physical Activity Questionnaire were applied. A total of 152 women presented valid follow-up data considered for analysis. All test scores do not present normality (p < 0.001). Over the gestational trimesters, the Zung anxiety scores did not show a significant change between GTs. However, the self-esteem values reduced significantly from 1st to 2nd GT: (1st GT = 43.94 (±9.94) [95%CI: 42.37 to 45.53]; 2nd GT = 27.27 (±9.64) [95%CI: 25.74 to 28.81]; 3rd GT = 25.71 (±10.52) [95%CI: 24.04 to 27.39]; p < 0.001), remaining stable in the last GT. Moderate to vigorous (2nd GT = 73.43 (±88.69) [95%CI: 59.34 to 87.54]; 3rd GT = 65.05 (±82.65) [95%CI: 51.92 to 78.19]; p = 0.008), vigorous (1st GT = 0.45 (±3.95) [95%CI: 0.83 to 2.08]; 2nd GT = 1.63 (±3.52) [95%CI: 1.07 to 2.19]; 3rd GT = 0.81 (±2.16) [95%CI: 0.46 to 1.15]; p = 0.0475), and light (2nd GT = 101.68 (±48.77) [95%CI: 93.93 to 109.44]; 3rd GT = 98.42 (±49.05) [95%CI: 90.62 to 106.22]; p < 0.001) physical activity levels were significantly reduced throughout the GTs, but the time spent in sedentary activities did not change. In this follow-up study, it was possible to identify a critical point in the 2nd GT, when the drastic reduction in physical activity levels coincided with periods of lower self-esteem scores. However, anxiety levels do not seem to change over GTs. [ABSTRACT FROM AUTHOR]

Background/Objectives: Positive self-perception, physical activity and fundamental movement skill (FMS) proficiency are important aspects of a child's healthy development. The objective of this research was twofold: first, to explore associations between FMS, muscular fitness, self-perception and physical activity in school children; and second, to identify key predictors of FMS proficiency, athletic self-perception, physical activity levels in these participants and the differences between biological sexes. Methods: Primary school-aged children (n = 104; 53.85% female) from 8 to 10 years old (M = 9.04, SD = 0.69) engaged in two days of testing. All students were measured on FMS, standing long jump (SLJ), countermovement jump (CMJ), seated medicine ball chest throw and self-perception, followed by correlation and stepwise multiple linear regression analyses. Results: The findings revealed significant positive correlations between FMS proficiency, lower body muscular fitness (CMJ, SLJ), and athletic self-perception for the entire cohort, with varying results between male and female subgroups. Additionally, athletic self-perception showed strong relationships with other self-perception domains. Notably, forward stepwise regression analysis identified FMS proficiency as a significant predictor of physical activity levels, explaining 12.8% of the variance. SLJ, scholastic perception, and physical activity explained 45.5% of FMS variance for females. In males, FMS proficiency significantly predicted physical activity, accounting for 13.3% of the variance. SLJ and athletic competence self-perception explained 42.1% of FMS variance in males. Conclusions: The study indicates that FMS, self-perception, muscular fitness, and physical activity levels may mutually enhance each other, and that there is a need for biological sex-specific strategies to be considered in physical education programs. [ABSTRACT FROM AUTHOR]

The aim of the present study was to explore the relationship between self-concept and self-regulated learning in secondary education students. For this purpose, self-concept and self-regulated learning were measured in 923 participants. The results of the study suggest that academic, social, emotional, physical, and family self-concept could predict the use of self-regulated learning strategies (i.e., affective motivation and value motivation). Therefore, the constructed models explained 15% and 18% of the variance in affective motivation and value motivation, respectively. All self-concept dimensions emerged as positive predictors of affective motivation, while academic, social, family, and physical self-concepts were identified as significant predictors of value motivation. In summary, the results of this study suggest that self-concept enhances the use of self-regulated learning strategies in the academic field.

Background: Couples diagnosed with infertility encounter a range of stressful experiences including strain on marital and family relationships, changes in sexual dynamics, and other unavoidable challenges. This study aimed to examine the impact of healing codes training on infertility stigma and self-concept among infertile women.Methods: This quasi-experimental study employed a three-stage design (pretest, posttest, and follow-up) with two groups (experimental and control). The target population comprised all infertile women seeking treatment at fertility centers in Isfahan, Iran in 2023. A convenience sample of 40 volunteers was selected based on predefined inclusion and exclusion criteria. The study participants were randomly assigned to either an experimental group (n=20) or a control group (n=20). All participants completed the Infertility Stigma Scale and the Beck Self-Concept Test at the pretest, posttest, and follow-up stages. The experimental group received 14 weekly sessions of healing codes training (90 minutes per session). The control group was placed on a waiting list. Repeated measures ANOVA was used to analyze the data.Results: The healing codes group exhibited a marked decline in infertility stigma scores following the intervention. The pretest mean score of 90.40 (SD=15.42) decreased significantly to 72.80 (SD=11.82) at the posttest and remained relatively low at the follow-up, with a mean of 70.81 (SD=12.69) (P=0.001). Similarly, self-concept scores within the healing codes group demonstrated a notable reduction. The pretest mean was 62.92 (SD=7.44), followed by a decrease to 52.33 (SD=5.17) at the posttest and a minor fluctuation to 52.29 (SD=4.78) at the follow-up (P=0.001). In contrast, the control group exhibited stability in both infertility stigma and self-concept scores across time points.Conclusions: The findings of this study provide compelling evidence for the effectiveness of the healing codes intervention in addressing infertility stigma, and improving self-concept among individuals struggling with infertility.

Abstract Teaching style has long been recognized as a factor influencing students’ achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how teaching style (autonomy support and structured), attitude towards mathematics, and math self-concept form part of the overall variations of perceived mathematics achievement of 444 preservice elementary teachers in the central Philippines. In this paper, autonomy support and structure form a second-order construct of teaching style, while attitude and math self-concept serve as mediating variables toward perceived mathematics achievement. Partial least squares-structural equation modeling demonstrated the statistical significance of all five hypothesized paths and identified two partial mediation effects within the examined relationships. This study sheds light on the importance of teaching style in promoting positive attitudes, math self-concepts, and perceived mathematics achievement among preservice elementary teachers, which has implications for the quality of mathematics education in elementary schools. Implications for teacher training programs for elementary education are discussed, and future research directions are suggested.

Cancer is a cellular disease characterised by disruption or failure of multi-application regulatory mechanisms and other homeostasis functions in multicellular organisms. Basically, cancer can occur due to genetic changes (mutations), especially in the gene that regulates growth, namely oncogenes. Self-concept is a mental representation that a person has of who they are, including self-assessment, body image, self-esteem, and social roles. For women with cervical cancer, their self-concept is often disrupted due to physical, emotional, and social changes that occur during the treatment process Objective: This study uses a systematic review approach to examine the effect of SEFT on the formation of self-concept of patients with cancer. This literature study uses search engine databases namely ProQuest, ScienceDirect, Pubmed, and Scopus, with article publications ranging from 2018 to 2024. The literature search strategy involved keywords related to the topic and title of the study, namely: "Massage" OR "foot massage" OR "reflexiology" AND "Fatigue" AND "Haemodialysis" OR "Chronic kidney disease" AND "Randomised Control" OR "Clinical Trial". 6 articles showing effective results of SEFT application in various populations. The results of this literature study show that SEFT therapy has been shown to improve the self-concept of patients with cancer. The Spiritual Emotional Freedom (SEFT) technique has shown a promising effect on cancer patients' self-concept by addressing emotional and spiritual well-being.

Infidelity is a complex social issue that has profound psychological impacts on its victims. Infidelity does not always involve sexual relationships; it can also manifest as emotional closeness. However, any form of infidelity has the potential to undermine the integrity of a marital bond. While infidelity can occur in both men and women, research identifies men as more likely to engage in such behavior. This study aims to analyze the impact of a husband’s infidelity on a wife’s self-concept. A qualitative phenomenological method was employed. The findings, based on interviews with four participants, reveal that infidelity within a marriage leads to feelings of anger, disappointment, and negative self-perceptions, such as feeling unwanted or unworthy and a loss of motivation to live with enthusiasm. Social support and religiosity were identified as critical factors in rebuilding the self-concept of victims of infidelity. Although religiosity does not instantly eliminate emotional pain, it serves as a significant source of strength, calm, and hope in the process of healing emotional wounds. Recovery from this emotional pain is not an easy process. Social support encompasses assistance in self-acceptance, emotional recovery, and the reconstruction of self-identity. Religiosity fosters self-awareness and reflection, helping individuals shift their focus from worldly concerns to spirituality and ultimate life goals. This facilitates adaptation accompanied by feelings of comfort, tranquility, optimism, and gratitude. Religiosity and social support are perceived as enhancing psychological well-being, providing emotional support, and helping individuals face life’s challenges with greater resilience.

Math self-competence beliefs, namely, math self-efficacy and math self-concept, are crucial factors in sustaining math learning. Since there is a lack of literature on interventions targeting math self-competence beliefs in middle school students, the aim of this systematic review is to provide a narrative synthesis of the characteristics of interventions focusing on math self-efficacy and math self-concept in middle school students, and to describe their effects in enhancing math outcomes. A total of 15 intervention studies met the inclusion criteria (i.e., studies conducted on middle school students, interventional or quasi-experimental, studies evaluated math self-efficacy and math self-concept), comprising a sample of N = 10,416 middle schoolers and n = 21 effect sizes. Qualitative analysis identified five main types of interventional approaches: self-regulation strategies (n = 3), use of technology (n = 3), instructional teaching (n = 3), enhancement of self-competence sources (n = 3), and collaborative learning (n = 3). Collaborative learning and technology-based interventions seemed effective in enhancing students’ math self-competence beliefs. Conversely, interventions focusing on self-regulation strategies, as well as instructional teaching, appeared more effective in improving math outcomes than self-competence beliefs. These findings provide valuable insights for educational practitioners and policymakers, informing evidence-based choices for optimizing teaching practices and intervention activities in educational context. [ABSTRACT FROM AUTHOR]

Background: The ability to problem-solve is one of the high objectives in educational systems. On the other hand, fostering a spirit of help-seeking in various dimensions has been emphasized in the higher-level documents of the education system. Upon reviewing the literature in this area, few studies can be found that provide a basis for presenting a model for problem-solving skills and academic help-seeking based on the five-factor personality dimensions, considering the role of selfconcept. Aims: The aim of the present study was to propose a structural model of problem-solving skills and academic help-seeking based on the five-factor personality dimensions with the mediating role of self-concept in female students. Methods: The research design was descriptive correlational, utilizing structural equation modeling (SEM). The statistical population of the study included all female high school students in Tehran, totaling 98237 individuals during the academic year 2022-2023. According to the Morgan table, 538 individuals were selected as the sample using stratified random sampling (proportional to students' academic level). Data were collected using the NEO Personality Inventory (1986), Problem-Solving Inventory (Heppner, 2012), Academic Help-Seeking Scale (Ryan & Pintrich, 2007), and the SelfConcept Scale (Rogers, 1975). Data analysis was performed using SPSS 25 and AMOS 24 software. Results: The results of structural equation modeling indicated a good fit for the model. The findings showed that there is a significant relationship between the five-factor personality dimensions (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and students' problem-solving skills and academic help-seeking, with the five-factor personality dimensions collectively explaining 28.5% of the variance in students' problem-solving skills and 38% in academic help-seeking (P< 0.05). The mediating role of self-concept in the model was also confirmed (P< 0.05). Conclusion: Based on the results, it can be inferred that attention to students' personality profiles by educational system stakeholders can provide a basis for predicting their problem-solving skills and academic help-seeking behaviors. Therefore, it is recommended that school counselors prepare personality profiles for students to be documented in their academic records. [ABSTRACT FROM AUTHOR]

Given the rising interest in ethical fashion consumption among consumers this study posits the reasons behind getting involved in such consumption behavior. Using self-concept theory, this study investigates the influence of internalized moral identity, symbolized moral identity, green self-concept, product self-concept, perceived self-enhancement and green self-identity to explain consumers' intention to buy vegan leather. In addition, the moderating role of perceived social stigma was also analyzed. Standardized scales were used to collect the data from 348 participants from India. Data were analyzed using the AMOS-based structural equation modeling technique. The results indicate that internalized moral identity, green self-concept, and product self-concept shape the green self-identity of an individual consumer. Further, only moral identity (both internalized and symbolized) influences perceived self-enhancement. This study contributes to the literature on ethical fashion buying behavior from an individual's values point of view that may be applied by practitioners to comprehend the global vegan market. [ABSTRACT FROM AUTHOR]

This study explores how the motivational framing of a network training program may positively or (inadvertently) adversely impact participants' discomfort with strategic networking and motivation to network. We examine the impact of a "me‐focused" framing (i.e., on the personal career benefits that individuals can accrue through strategic networking) and a "we‐focused" framing (i.e., on the benefits to the team/organization of individuals' strategic networking) compared to a control group in two field‐based quasi‐experiments. In both studies, we found no difference between the two training frames in their effect on the two training outcomes when looking at participants' reactions, on average. However, in the second study, we find that individual differences in the way participants relate to others (i.e., the extent to which they endorse an individual or a collective self‐concept) change the impact of the framing on their discomfort with and motivation to network. The findings highlight the importance of considering the match or mismatch between training framing and self‐concept. In the we‐focused condition, a match was related to decreased networking discomfort, while a mismatch was related to increased discomfort and decreased motivation. In the me‐focused condition, a mismatch was counter‐intuitively related to decreased discomfort. These findings suggest that considering participants' reactions to training (i.e., change in discomfort and motivation), on average, may mask important differences in their response to network‐based training and that tailoring network training to participants' self‐concepts may be an important consideration for human resource management professionals. [ABSTRACT FROM AUTHOR]

Background: Individuals with gender dysphoria often face challenges, social discrimination, and difficulties in defining their own identity. The existing literature highlights the need for therapeutic interventions tailored to the unique psychological needs of this population. Unified group psychotherapy, which incorporates multiple therapeutic approaches, offers a promising solution to support individuals with gender dysphoria in exploring and affirming their identities and improving their positive self-concept and resilience. However, empirical research on the effectiveness of such interventions in addressing identity crises and improving self-concept in individuals with gender dysphoria is still limited. Aims: The aim of the present study was to determine the effectiveness of unified group psychotherapy on identity crises and self-concept in individuals with gender dysphoria. Methods: The present research employed a quasi-experimental pretest-posttest design with a control group. The statistical population comprised all individuals with gender dysphoria in Isfahan province in the year 2022. Thirty individuals were selected using convenience sampling method and randomly assigned to two groups: experimental (n= 15) and control (n= 15). The research instruments used in this study were the Identity Crisis Questionnaire (Ahmadi, 1999) and the Self-Perception Profile (Harter & Pike, 1984). Multivariate analysis of covariance (MANCOVA) was employed to analyze the data using SPSS version 25. Results: The results indicated that in both the identity crisis and self-concept variables, the psychotherapy group in the posttest phase showed significantly lower means compared to the control group (p< 0.05). Conclusion: Based on the findings, it can be concluded that with the assistance of unified group psychotherapy, variables such as identity crisis and self-concept in individuals with gender dysphoria can be influenced. This approach in this field can contribute valuable practical knowledge and experience to clinical practice and aid in improving therapeutic methods.

Abstract Introduction: One of the most valuable assets of any organization is the women who work in , and their participation is considered a factor key in the growth and development of organizations. Therefore, it is necessary to examine the role of women in organizations and the limitations caused by the phenomenon of the glass ceiling, which is essential for advancement in the organization to leadership positions. The present study investigates the relationship between the glass ceiling and career advancement of female employees in the industrial units of Bafq Central Iron and Steel Company with the mediating role of the variable self-concept Methods: The research method used is correlational and based on structural equations. The data was collected using a questionnaire prepared by the researcher. For validity, the questionnaires were presented to the experts, expert opinions and factor analysis were used and reliability was checked using Cronbach's alpha. The results of the simultaneous structural equation tests in the PLS software indicated that the components of the glass ceiling, career advancement, and the self-concept of female employees are interdependent. Findings: The effect of the glass ceiling on career advancement was found to be well-matched by the mediating variable of self-concept. The glass ceiling has an inverse and significant effect on career advancement through the element of self-concept of female employees. Conclusion: In order to increase the job motivation and job advancement of women, it is suggested that more time and attention should be given to deal with the obstacles of women's job promotion to higher positions. In addition, attention should also be given to create the sense of their self-concept and strengthen it.

The study explores the moderating role of peer conformity on the relationship between self-concept, economic literacy, and e-money adoption with the consumptive behavior of university students, specifically those receiving the KIP Kuliah scholarship in Indonesia. Data were collected through an online survey of 328 students and analyzed using Moderated Regression Analysis (MRA). The results indicated that the relationship between self-concept and consumptive behavior, as well as e-money adoption and consumptive behavior, was significantly strengthened by peer conformity. However, the effect of economic literacy on consumptive behavior was not moderated by peer conformity. These findings suggest that while self-concept and e-money adoption are influenced by peer conformity, economic literacy operates independently of peer conformity. The importance of fostering economic literacy and a critical self-concept among students to mitigate the effects of peer pressure on consumption was highlighted in this research. The findings reveal that peer conformity strengthens the effect of self-concept and e-money adoption on consumptive behavior, but does not moderate the impact of economic literacy. The research highlights the need for fostering economic literacy and critical self-concept to reduce the influence of peer conformity on student consumption decisions. Further research should expand the scope beyond KIP Kuliah students to include a broader student population.