Search

The "selfie" phenomenon shaped the past two decades, yet there is inconsistent evidence concerning the relationship between selfie behaviors and self-evaluations. This meta-analysis investigates the relationship between selfie taking, editing, and posting behavior and general and appearance-specific self-evaluations. The results reveal that selfie taking and posting are related to positive appearance-specific self-evaluations. In contrast, selfie editing is related to negative self-evaluations both generally and specific to appearance. Gender and age did not moderate these relationships, but methodological factors did, suggesting these relationships depend on factors, such as how selfie behaviors are measured and study design. We interpret these findings through the lens of prominent social psychological theories and conclude with suggestions to guide future research. [ABSTRACT FROM AUTHOR]

In one study, we examined the relationships between pre‐task creative self‐efficacy, post‐task creative confidence, self‐rated and judges‐rated creativity evaluations, metacognitive feelings, and idea selection under a metacognitive framework. Four hundred and fourteen college students were asked to complete a divergent thinking problem in the domain of marketing and completed several questionnaires measuring pre‐task creative self‐efficacy, post‐task creative confidence, idea evaluation and selection, and metacognitive feelings. Independent judges evaluated the creativity of each idea generated and ranked ideas from the most to the least creative. Results showed positive relationships between pre‐task creative self‐efficacy and post‐task creative confidence, self‐ and judges‐rated creativity evaluations and metacognitive feelings. In addition, metacognitive feelings and self‐rated creative evaluations predicted post‐task confidence. We also observed evidence for positive connections between metacognitive feelings and self‐rated evaluations and greater probability of choosing the first idea brought to mind as the best idea than what was expected by chance. The implications of the results were discussed. [ABSTRACT FROM AUTHOR]

Cheating occasionally occurs in organizations; sometimes, it is not easy to detect. Some organizations, such as schools and companies, may include an assessment of individuals' moral character as part of their assessments. Some people believe that when a person is evaluated as moral, he or she will continue to behave ethically. Conversely, when a person is rated below his or her level, he or she will strive to perform better. This article aims to investigate a person's private response to being assessed by their peers for their moral character. We conducted two experimental studies. Study 1 consisted of two groups. Participants in the high-score group received higher ratings from their peers than themselves, while participants in the low-score group received worse ratings than their own. In the following dice-under-cup game, participants in the high-score group were more likely to cheat than those in the low-score group. Study 2 showed that both groups reported varying satisfaction, happiness, and disappointment. In addition, those in the high-score group were more likely to increase their honesty ratings, while those in the low group did not. Our results suggest that assessments of an individual's moral character may not have desirable outcomes as some people believe. [ABSTRACT FROM AUTHOR]

Children and adolescents with autism spectrum disorder (ASD) demonstrate atypical processing of, and memory for, self-referenced information, which may contribute to the heightened rates of co-occurring internalizing problems. We assessed affective and cognitive aspects of self-referential processing in verbally-fluent children with ASD (N = 79), and an age-matched comparison sample (COM, N = 73) of children without an autism diagnosis. We examined group differences in these two aspects of the self-system, and their joint contributions to individual differnces in internalizing problems. Using a self-referenced memory (SRM) task, participants indicated whether a series of positive and negative trait adjectives described themselves and a well-known fictional character. Participants were then surprised with a recognition memory test on the same adjectives. Overall, individuals with ASD showed a reduction in the extent to which they preferentially endorsed positive over negative trait adjectives about themselves, and a reduction in their preferential memory for self- over other-referenced information. Across the full sample, these two aspects of self-referential processing jointly predicted self-reported internalizing problems. Specifically, self-evaluations were strongly and inversely associated with internalizing problems but only for children with relatively high SRM. These findings suggest that the salience of the self influences the extent to which affective self-evaluations impact emotional functioning for youth both with and without ASD. Implications for basic (e.g., developmental) and translational (e.g., intervention) research are discussed. Autism Res 2017, 10: 949-960. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Previous studies have shown that money priming changes adults' behavior and self-esteem, making them become more congruent with market mode. Money priming has also been seen to change behavior in children who have yet develop a complete understanding of its instrumental functions. Since money's association with markets changes people's behavior even in childhood, it is possible that its links and ties to self-esteem are forged at an early stage in life. The studies presented in this article aimed to verify how money priming affects various types of self-evaluations made by children. Two experimental studies were conducted. A total of 83 children aged 8–10 years took part in the first study, while 103 children aged 4–6 years took part in the second study. The results demonstrate that priming with money may change some, but not all, of children's self-evaluations. Subsequent to money priming, children's self-evaluations became more congruent with market mode: under the influence of money priming, children's self-evaluations increased in domains involving perceived competences (associated with feelings of agency), but did not increase in domains related to social relationships. [ABSTRACT FROM AUTHOR]

This article aims to extend existing work on bias and leadership aspirations by investigating whether there are significant differences in self-evaluations when jointly considering gender and parental status. With a data subset from a survey of 866 women and 1372 men members of the leading Danish union for managers and leaders, we examine the relationship of gender and parental status with leadership aspirations. Contra theory-based expectations, our exploratory study's findings show little difference between mothers and women without children, whereas fathers report significantly higher leadership aspirations than men without children. Supplementary analysis indicates that lower aspirations are accompanied by lower self-evaluations of competence. Our findings thus suggest that men and women are differentially affected by combined gender and parenthood biases and that gendered social expectations for parents affect self-evaluations even in a national context characterized by high levels of gender equality before the law.

Phubbing is suggested to be a new form of social rejection, yet little is known about how people who are being "phubbed" interpret it within different relationships. Based on the social information processing model and the sociometer theory, this cross-sectional study investigated adolescents' attribution for parental phubbing and its associations with adolescents' relationship satisfaction and core self-evaluations. With a survey data from 300 Chinese adolescents, ages 12 to 16, a model linking parental phubbing to adolescents' core self-evaluations was assessed, in which adolescents' relationship satisfaction was a mediator and adolescents' internal attribution for parental phubbing was a moderator. Parental phubbing was found to be associated with lower relationship satisfaction among adolescents who tended to internally attribute for it, which was predictive of their lower core self-evaluations. [ABSTRACT FROM AUTHOR]

Memes on social media can carry ageist messages and can elicit reactions that are both emotional and self-evaluative. The present study investigates age-related differences in nine discrete emotions and in the evaluation of when individuals have been or will be their best selves. Participants (n = 360) representing young (m = 26 years), middle-aged (m = 39 years) and older adults (m = 63 years) were randomly assigned to view either non-ageist (animals) or ageist (e.g., incompetent older people) memes. After viewing memes, we assessed nine emotional reactions (i.e., fear, anger, sadness, happiness, anxiety, discomfort, disgust, surprise, enjoyment) and Best Self evaluations. Younger and middle-aged people reported more intense emotional reactions to memes than older people, with the exception that older people reported more discomfort and disgust in response to ageist versus non-ageist memes. Younger adults were less surprised by ageist memes (vs. non-ageist) and for all age groups ageist memes (vs. non-ageist) elicited less happiness and enjoyment and were less likely to be shared. With respect to evaluations of one's Best Self, older individuals were more likely to report being their best selves in the past, while after viewing ageist memes, younger individuals were more likely to report being their best selves in the future. Emotions of disgust and discomfort were related to identifying one's Best Self as further in the past. The current study adds to the literature on the impact of ageism by examining age-related differences in the emotions and self-evaluations experienced when confronted with memes on social media. • Younger adults are more emotionally reactive to memes than older adults. • Older adults have more disgust and discomfort to ageist vs. non-ageist memes. • Ageist memes elicit less happiness, enjoyment, and surprise. • Younger adults' best self in present while older adults' best self in the past. • Ageist memes affect younger adults' best self-evaluations to be in the future. [ABSTRACT FROM AUTHOR]

Antoinette C Spoto-Cannons,1 Deanna M Isom,2 Max Feldman,3 Kira K Zwygart,3 Rahul Mhaskar,4 Marna Rayl Greenberg5 1Department of Pediatrics, Morsani College of Medicine, University of Florida, Tampa, FL, USA; 2Department of Education, Morsani College of Medicine, University of Florida, Tampa, FL, USA; 3Department of Internal Medicine, Morsani College of Medicine, Unibversity of Florida, Tampa, FL, USA; 4Department of Family Medicine, Morsani College of Medicine, University of Florida, Tampa, FL, USA; 5Department of Emergency and Hospital Medicine, Lehigh Valley Campus, Morsani College of Medicine, University of South Florida, Bethlehem, PA, USACorrespondence: Marna Rayl GreenbergDepartment of Emergency and Hospital Medicine, Lehigh Valley Hospital, Morsani College of Medicine, University of South Florida, LVH-M-5th Floor EM Residency Suite, 2545 Schoenersville Road, Bethlehem, PA 2545, USAEmail mrgdo@ptd.netBackground: The skill of self-assessment is critical to medical students. We sought to determine whether there were differences between student self-assessments and their faculty assessments and if they were modified by gender. Additionally, we sought to determine the differences in these assessments between students in a traditional (core) versus an enhanced (SELECT) medical school curriculum.Methods: In this retrospective study, mid-term and final assessment and feedback forms from the first-year Doctoring 1 course were analyzed from three academic years: 2014–2015 through 2016–2017. Data were abstracted from the forms and de-identified for analysis. Class year, student gender, and class type were also abstracted from this “on the shelf” data from program assessment. The level of agreement between faculty and student assessments was investigated using Wilcoxon signed ranks test. The gender differences (male versus female students) between student assessments and their assessment by their faculty were investigated by using the Kruskal Wallis test.Results: Five hundred and thirty-five student self-assessments were analyzed. Fifty-six percent (301/535) were male while 44% (234/535) were female. Faculty assessments (P-value

The central objective of the study was to investigate a moderated mediation model addressing social cognitive mechanisms that account for the association between peer victimization and anxiety. A sample of 81 youth (M age = 12.78, SD = 0.88) completed questionnaires assessing peer victimization, anxiety, social self-efficacy, and peer perceptions. Reports of peer victimization were associated with anxiety symptoms. Moreover, social self-efficacy partially mediated the relationship between peer victimization and anxiety. Lastly, the perception of school peers moderated the mediation process between peer victimization and anxiety via social self-efficacy. These findings suggest that social contextual variables (e.g., peer victimization and perception of school peers) and negative self-evaluations (e.g., social self-efficacy) are risk factors for anxiety symptom severity in youth. Limitations and practical implications were discussed. [ABSTRACT FROM AUTHOR]

We use questionnaire data from the MIDUS study (N = 6325 and a subsample n = 2120) to examine the extent to which people in their late 20s, late 40s and late 60s think that positive characteristics apply to themselves, their age peers and other age groups. Results based on factor analysis confirmed the existence of age stereotypes, such that one constellation of characteristics (wise, caring, calm, knowledgeable, generative; "wise") was seen as more descriptive of older adults, while another constellation of characteristics (energetic, healthy, willing to learn; "energetic") was seen as more descriptive of younger adults. Self-evaluations were, however, highly positive and largely independent of age. As a group, younger adults saw themselves as being as "energetic" but "wiser" than their age peers, while older adults saw themselves as being more "energetic" but less "wise" than their age peers. In sum, the results suggest that self-views are relatively independent of existing age stereotypes but also indicate that the "better-than-average effect" depends on age and whether the considered characteristics represent a relative strength or weakness of one's own age group. The results also indicate that, at the aggregate level, older adults' tendency to use stereotypes about their age group's weaknesses as a frame of reference for making flattering self-evaluations seems to outweigh the effects of stereotype internalization. [ABSTRACT FROM AUTHOR]

This study aimed to examine bright- and dark-side personality, personal beliefs (religion and politics) and self-evaluation correlates of beliefs in the Militant Extremist Mindset (MEM). In all, 506 young adults completed various self-report measures in addition to the three-dimensional MEM questionnaire. The measures included short measures of the Big Five traits, Self-Monitoring, Self-Evaluation and Personality Disorders, as well as demographic questions of how religious and politically liberal participants were. The Proviolence, Vile World, and Divine power mindsets showed varying correlates, with no consistent trend. Stepwise regressions showed that the demographic, personality and belief factors accounted for between 14% (Vile World) and 54% (Divine Power) of the variance, There were many differences between the results of three mindset factors, but personality disorder scores remained positive predictors of all three. The Vile World mindset was predicted by religiousness, liberalism, personality disorder scores and negative self-monitoring, but not personality traits. Religiousness had a contribution to all subscales and predicted the vast majority of the Divine Power mindset with smaller relationships with personality and personality disorders. Proviolence was predicted by the majority personality measures and sex.

Introduction: Investigations of patterns of sexual arousal to certain groups of sexually explicit media (SEM) in the general population in non-laboratory settings are rare. Such knowledge could be important to understand more about the relative specificity of sexual arousal in different SEM users. Aims: (i) To investigate whether sexual arousal to non-mainstream vs mainstream SEM contents could be categorized across gender and sexual orientation, (ii) to compare levels of SEM-induced sexual arousal, sexual satisfaction, and self-evaluated sexual interests and fantasies between non-mainstream and mainstream SEM groups, and (iii) to explore the validity and predictive accuracy of the Non-Mainstream Pornography Arousal Scale (NPAS). Methods: Online cross-sectional survey of 2,035 regular SEM users in Croatia. Main Outcomes Measures: Patterns of sexual arousal to 27 different SEM themes, sexual satisfaction, and self-evaluations of sexual interests and sexual fantasies. Results: Groups characterized by sexual arousal to non-mainstream SEM could be identified across gender and sexual orientation. These non-mainstream SEM groups reported more SEM use and higher average levels of sexual arousal across the 27 SEM themes assessed compared with mainstream SEM groups. Only few differences were found between non-mainstream and mainstream SEM groups in self-evaluative judgements of sexual interests, sexual fantasies, and sexual satisfaction. The internal validity and predictive accuracy of the NPAS was good across most user groups investigated. Conclusions: The findings suggest that in classified non-mainstream SEM groups, patterns of sexual arousal might be less fixated and category specific than previously assumed. Further, these groups are not more judgmental of their SEM-related sexual arousal patterns than groups characterized by patterns of sexual arousal to more mainstream SEM content. Moreover, accurate identification of non-mainstream SEM group membership is generally possible across gender and sexual orientation using the NPAS. Hald GM, Stulhofer A, Lange T, et al. Sexual Arousal and Sexually Explicit Media (SEM): Comparing Patterns of Sexual Arousal to SEM and Sexual Self-Evaluations and Satisfaction Across Gender and Sexual Orientation. Sex Med 2018;6:30–38.

This study aimed to examine bright- and dark-side personality, personal beliefs (religion and politics) and self-evaluation correlates of beliefs in the Militant Extremist Mindset (MEM). In all, 506 young adults completed various self-report measures in addition to the three-dimensional MEM questionnaire. The measures included short measures of the Big Five traits, Self-Monitoring, Self-Evaluation and Personality Disorders, as well as demographic questions of how religious and politically liberal participants were. The Proviolence, Vile World, and Divine power mindsets showed varying correlates, with no consistent trend. Stepwise regressions showed that the demographic, personality and belief factors accounted for between 14% (Vile World) and 54% (Divine Power) of the variance, There were many differences between the results of three mindset factors, but personality disorder scores remained positive predictors of all three. The Vile World mindset was predicted by religiousness, liberalism, personality disorder scores and negative self-monitoring, but not personality traits. Religiousness had a contribution to all subscales and predicted the vast majority of the Divine Power mindset with smaller relationships with personality and personality disorders. Proviolence was predicted by the majority personality measures and sex. [ABSTRACT FROM AUTHOR]

Generally, it is assumed that practicing sports may contribute to developing positive self-perceptions. However, this assumption is still controversial, especially in competitive sports, which is characterized by high amounts of pressure and possible frustrations. Therefore, this study aims to investigate and compare the core self-evaluations (CSE) of three groups of college students: competitive sports practitioners (CSP), recreational sports practitioners (RSP), and non-practitioners (NP). Participants were 703 college students from different regions of Brazil. Covariance analyses showed that CSP had significantly higher CSE means than RSP (p < 0.05) and NP (p < 0.001). The RSP also presented significantly higher means than NP (p < 0.001). Despite the controversies, the results demonstrate that individuals who practice sports, even at a competitive level, may present more positive CSE, which contributes to better adaptation to different life demands and greater personal agency. [ABSTRACT FROM AUTHOR]

We examine the role of personal resources (hardiness) and personal vulnerability factors (external locus of control and helplessness) at work, among 430 teachers at private schools. Based on the Job Demands-Resources (JD-R) model and the conservation of resources theory, we parallel tested both motivational and health-impairment processes on the teachers' individual outcomes. The JDR model's motivational process was related to life satisfaction, and the health impairment process to perception of ill health. We hypothesize that hardiness will foster work engagement and that its role in the motivational process will be to mediate between job resources and work engagement. Then, we hypothesize that hardiness will prevent job burnout. Self-evaluations are expected to be activated by job burnout as an effect of its third dimension, inefficacy. We examine the mediational role of these self-evaluations between job burnout and ill health, and between job burnout and life satisfaction. The hypotheses are tested simultaneously using structured equation modelling. The results indicate that hardiness partially mediates the relationship between job resources and work engagement, and that hardiness reduces job burnout. Self-evaluations did not increase perception of ill health, but they did mediate the relationship between job burnout and life satisfaction. The findings show that hardiness plays the role of a personal resource in the motivational process and that it also has a preventive function against job burnout. Personal vulnerability factors, in the form of self-evaluations, were activated by job burnout, and their role was to significantly reduce life satisfaction. We discuss the implications of these findings. [ABSTRACT FROM AUTHOR]

• Emotional stability accounted for variance in self-evaluations rather than vice versa. • Emotional stability showed comparably higher relative stability over time. • Trait-like properties of emotional stability were consistent across raters' reports. • Covariance in self-evaluations was not extensively explained by emotional stability. • (Core) self-evaluations may operate at different layers in the personality system. Several personality models suggest that emotional stability represents a rather core trait that is more basic than self-esteem, self-efficacy, and locus of control proposed as more particularized characteristics within the personality system. Simultaneously, a common core construct underlying these four aspects of self-evaluations has been hypothesized. In this study, we investigated whether emotional stability qualifies as more basic construct accounting for (common) variance in the other three characteristics rather than the reverse. Applying cross-lagged panel models to data from 3068 self-ratings and 2184 informant-ratings across three measurement occasions, we found emotional stability to display higher cross-time stability and dominance regarding predictive effects. Nonetheless, it did not qualify as sole source of substantial links between self-esteem, self-efficacy, and locus of control. [ABSTRACT FROM AUTHOR]

We used a newly developed Self-Approach-Avoidance Task (Self-AAT) to measure self-approach tendencies in female students. In this task, participants use a joystick to pull portraits of themselves and of others closer or to push them away. In the three studies, we found a significant self-approach tendency: participants were faster to pull mirror-imaged portraits of themselves closer than to push them away. This approach tendency was reduced for non-mirrored self-portraits, and absent for control pictures showing unknown males, unknown females, or empty backgrounds. Moreover, in two out of the three studies, the self-approach tendency was weakly related to explicit self-valuations measured with the Rosenberg Self-Esteem Scale (RSES), and in one out of two studies, it was related to implicit self-evaluations measured with the Implicit Association Task (IAT). Implications and potential applications of the findings are discussed.

Self-esteem is continuous and has stable characteristics, but it may also change, e.g., during transitions from one educational level to the next. In a prospective cross-sectional study over a year and a half, 250 Polish early adolescents (N = 109, 54 girls; mean age at T1 = 12.68 years, SD = 0.49) and middle adolescents (N = 141, 107 girls; mean age at T1 = 15.80, SD = 0.44) were tested three times using Harter's Self-Perception Profile for Adolescents, assessing both global self-esteem and self-evaluation in eight domains. The change and consistency of self-esteem were analyzed, at both group and individual levels. At the group level, the following results were found: (1) continuity of self-esteem in five domains (scholastic competence, athletic competence, physical appearance, close friendship, and romantic appeal) and in global self-esteem and discontinuity in only three domains (social acceptance, job competence, and behavioral conduct); (2) significant inter-individual variation in the change not explained by age; and (3) higher self-esteem (in five domains) in early adolescents. At the individual level, the stability in most domains was weak, but was restored over the second year at the new school. The complexity of the developmental change and consistency in self-esteem in adolescence was highlighted, emphasizing the need for analyzing both group and individual change. [ABSTRACT FROM AUTHOR]

We used a newly developed Self-Approach-Avoidance Task (Self-AAT) to measure self-approach tendencies in female students. In this task, participants use a joystick to pull portraits of themselves and of others closer or to push them away. In the three studies, we found a significant self-approach tendency: participants were faster to pull mirror-imaged portraits of themselves closer than to push them away. This approach tendency was reduced for non-mirrored self-portraits, and absent for control pictures showing unknown males, unknown females, or empty backgrounds. Moreover, in two out of the three studies, the self-approach tendency was weakly related to explicit self-valuations measured with the Rosenberg Self-Esteem Scale (RSES), and in one out of two studies, it was related to implicit self-evaluations measured with the Implicit Association Task (IAT). Implications and potential applications of the findings are discussed. [ABSTRACT FROM AUTHOR]

A conception of social testing is described in which students are directed to give themselves grades at two moments: first, after filling in answers that they recall alone; second, after asking others in the class for mediating help during social interaction. The first grade is an estimate of individual efforts, without social connections. The second grade represents a situated person in a community with developing connections, something neurologists, sociologists, and anthropologists see as an ecological step towards species well-being (Murphey 2017a, 2017b). Social testing is one step toward changing an epidemic trend in our societies and schools toward increasing individualization and isolation (III). [ABSTRACT FROM AUTHOR]

The authors analyze consistency between supervisors' and interns' self-evaluations based on interns' gender, time of completion (summer or academic year), and sponsor (on-campus department or off campus). Students, in general, tended to have lower ratings for computer skills, relative to supervisors, suggesting that they do not appreciate the skills that they possess. When student self-evaluations differed from those of supervisors, women gave themselves lower ratings than supervisors, whereas the opposite was seen for men. When evaluations differed, students completing on-campus internships tended to rate themselves higher than their supervisors, whereas the opposite was seen for students completing off-campus internships. Suggestions for better advising and preparing students, in advance of completing internships, are provided. [ABSTRACT FROM AUTHOR]

Objective The objective of this study was to investigate whether having dental hygiene students monitor video recordings of their dental explorer skills is an effective means of proper self-evaluation in dental hygiene education. Methods The study participants comprised students of a dental hygiene training school who had completed a module on explorer skills using models, and a dental hygiene instructor who was in charge of lessons. Questions regarding 'posture', 'grip', 'finger rest' and 'operation' were set to evaluate explorer skills. Participants rated each item on a two-point scale: 'competent (1)' or 'not competent (0)'. The total score was calculated for each evaluation item in evaluations by students with and without video monitoring, and in evaluations by the instructor with video monitoring. Mean scores for students with and without video monitoring were compared using a t-test, while intraclass correlation coefficients were found by reliability analysis of student and instructor evaluations. Results A total of 37 students and one instructor were subject to analysis. The mean score for evaluations with and without video monitoring differed significantly for posture ( P < 0.0001), finger rest ( P = 0.0006) and operation ( P < 0.0001). The intraclass correlation coefficient between students and instructors for evaluations with video monitoring ranged from 0.90 to 0.97 for the four evaluation items. Conclusion The results of this study suggested that having students monitor video recordings of their own explorer skills may be an effective means of proper self-evaluation in specialized basic education using models. [ABSTRACT FROM AUTHOR]

Recent research points to Chinese people's elevated tendency to make positive self-evaluations, despite the general claim that East Asians do not self-enhance. We present three studies in support of a novel prediction that sociocultural change in China plays an important role in augmenting self-enhancement. We operationalized self-enhancement primarily in terms of the better-than-average effect (BTAE) and accounted for trait desirability or importance. We found that: (i) compared with Chinese Canadians, Chinese showed a stronger BTAE; (ii) within the Chinese, identification with contemporary Chinese culture uniquely predicted a stronger BTAE; and (iii) priming contemporary (vs. traditional) Chinese culture led to a stronger BTAE. Finally, we provided further evidence that motivation, in part, underlies the rising Chinese BTAE. We conclude by discussing the importance of both socioeconomic and cultural perspectives for understanding how and when of self-enhancement in contemporary China and other societies undergoing social change. [ABSTRACT FROM AUTHOR]

Evolutionary models highlight the centrality of the social-rank system in social anxiety (SA). Cognitive models emphasize the role of low self-evaluations (SEs) in the etiology and maintenance of SA. Based on these models, we predicted that explicit and implicit social-rank SEs are negatively associated with SA-severity. Consistent with previous findings, we also expected the negative association between SA-severity and implicit social-rank SEs to be intensified by low levels of explicit social-rank SEs. Participants (N = 216) performed social-rank and affiliation versions of the Self Implicit Association Test (Greenwald & Farnham, 2000) to assess implicit SEs. Next, they rated themselves on traits concerning social-rank and affiliation to assess explicit SEs. We found that SA-severity is associated with explicit social-rank SEs, above and beyond the effects of self-esteem, depression-severity, and affiliation SEs. Moreover, SA-severity was further associated with the inter-relationship between explicit and implicit social-rank SEs: At low levels of explicit SEs, implicit SEs are negatively related to SA-severity, whereas this association did not hold at high levels of explicit SEs. These findings extend and refine cognitive theories in highlighting the importance of social-rank SEs in SA. The role of understanding the multifaceted structure of the self in conceptualizing SA is underlined. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the spontaneous interviewing skills of 43 newly recruited police officers (i.e., untrained recruits) with reference to the five stages of the internationally adopted PEACE model of interviewing (Preparation and planning; Engage and explain; Account, clarification and challenge [Account]; Closure; and Evaluation). University students acted as witnesses and watched a short video of a mock assault before being individually interviewed by one of the recruits. The recruits’ resulting plans, interviews and self-evaluations were then coded to determine how closely they adhered to the PEACE model. The recruits focused on the Account stage in their plans and interviews with little attention given to the Engage and explain or Closure stages of the model. In self-evaluations of their interviews, the recruits recognised the need to further develop aspects of the Engage and explain and Closure stages. These new findings can be used to ensure interview training is presented at a suitable level and targets the least intuitive aspects of the interview process. [ABSTRACT FROM PUBLISHER]

The association between global self-esteem and overall adjustment and the association between identity integration and institutional attachment/commitment was examined in traditional and mature university students. 165 students of first semester Masters (83 traditional and 82 mature) from six universities participated in this study. Traditional students were 21-23 years of age (M = 22, SD = .73), with a linear pattern of education without any gap, whereas mature students were aged 25 years or older (M = 31, SD = 7.42), and had returned to their education after a gap of minimum two years. The Multi-dimensional Self-Esteem Inventory, and Student Adaptation to College Questionnaire were administered for assessment. Bivariate analysis of the scores of students on these scales indicated a significant positive relationship between global self-esteem and overall adjustment for both groups, whereas identity integration correlated significantly and positively with institutional attachment/commitment for mature students but not for traditional students. Related factors for these findings and their implications are discussed in the last section of the study. [ABSTRACT FROM AUTHOR]

Objective: The objective of the study was to evaluate a motivational model of core self-evaluations (CSE), hope (agency and pathways thinking), participation, and life satisfaction in persons with spinal cord injuries. Design: A cross-sectional, correlational design with path analysis was used to evaluate the model. Participants: 187 adults with spinal cord injuries participated in this study. Results: The results indicated an excellent fit between the data and the proposed model. Specifically, CSE was found to directly predict agency and pathways thinking, participation, and life satisfaction. CSE was also found to indirectly predict participation and life satisfaction through agency thinking. Conclusions: Although CSE contributes directly to participation and life satisfaction, it also has a unique role in increasing individuals’ motivation to pursue goals, which also predicts participation and life satisfaction. Counseling interventions should be multifaceted and address the components of CSE to increase hope, participation, and life satisfaction. [ABSTRACT FROM AUTHOR]

This study examined the mediating effect of core self-evaluations on the relationship between social support and life satisfaction in Chinese adults. Three hundred and forty-two (141 males and 201 females) from Mainland China completed the Multi-Dimensional Scale of Perceived Social Support, the Core self-evaluations scale and the Satisfaction with Life Scale. Correlational results indicated that social support was associated with core self-evaluations and life satisfaction, and core self-evaluations were associated with life satisfaction. Results using structural equation modeling showed that core self-evaluations partially mediated the relationship between social support and life satisfaction. Moreover, multi-group analyses indicated that the paths in the mediation model did not differ across gender. The significance and limitations of the results are discussed. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to explore which students of Estonian higher education institutions are willing to take low-stakes tests which have no direct consequences for them. Altogether 603 first-year undergraduates from different institutions of higher education participated in the study -- 46.3 per cent of them took the low-stakes cognitive test. Female students were more willing to participate in the survey. Test-takers, compared to the students who did not take the low-stakes test measuring mental ability, had lower levels of self-evaluation and higher results in national examinations taken at the end of high school. Substantial differences between genders emerged. For male students, previous performance predicted test-taking activity, whereas no variables predicted test-taking activity in female students. When predicting test results, paradoxical relationships with motivation appeared -- female students who had higher levels of motivation had lower results in the low-stakes test. It is important to take into account that when interpreting low-stakes tests significant differences could be overlooked when genders are considered together. [ABSTRACT FROM AUTHOR]

We used two studies to evaluate, modify, and provide initial validation for a revised Academic Hardiness scale. First, 16 experts rated scale items for content validity and identified two problematic questions. Second, confirmatory factor analyses with 300 Grade 10 students (46% boys, age range 14–17) identified a 17-item version to be the best fit. Construct validity was demonstrated by testing correlations between this revised scale and academic achievement (spelling, reading, and mathematics) and student self-evaluations (competencies, self-efficacy, and self-worth). Predictive validity was supported by showing that the scale differentiated between students who enrolled in academic and nonacademic streams, and differentiated between students who completed their course and those who did not. We failed to identify a second-order factor for hardiness, suggesting (a) that hardiness should be interpreted at the subscale, rather than at the global level, and (b) that the hardiness construct might need to be reconsidered for adolescents. [ABSTRACT FROM AUTHOR]

Copyright of International Journal for Educational & Vocational Guidance is the property of Springer Nature 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.)

Compared to previous generations, more American college students now rate themselves as above average on attributes such as academic ability, drive to achieve, leadership ability, public speaking ability, self-confidence, and writing ability (based on a nationally representative sample collected 1966–2009; N = 6.5 million). These birth cohort differences are similar with controls for race and gender and occurred despite the college population becoming less selective. Trends in positive self-views are correlated with grade inflation (which increased d = 0.81), but are not explained by changes in objective performance (e.g., SAT scores have declined, d = −0.22) or effort (time spent studying is down, d = − 0.31). Broad cultural shifts emphasizing positive self-views have apparently resulted in enhanced self-evaluations on agentic domains. Self-evaluations on communal attributes, such as understanding others, cooperativeness, and spirituality, either decreased or were unchanged. [ABSTRACT FROM PUBLISHER]