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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]

The study determined the level of self-concept and teaching performance as predictors of emotional intelligence of TLE teachers in Polomolok, South Cotabato. This study utilized descriptive-correlational design. The Slovin's formula was used to get the desired sample size of 124. Stratified sampling was utilized so that everyone had the chance to be part of the study and to represent each school-respondent. In analyzing the data, the mean, Pearson Product Moment Correlation of Coefficient, and Multiple Regression Analysis were used. Based on the findings of the study, the level of self-concept of TLE teachers was high in terms of self-fulfillment, honesty, and emotional self-concept, while moderately high with regards to autonomy. Moreover, the level of teaching performance of TLE teachers was high in relation to the content knowledge and pedagogy, learning environment, assessment and reporting, community linkages and professional engagement, and personal growth and professional development, while moderately high in diversity of learners and curriculum and planning. Furthermore, the level of emotional intelligence of TLE teachers was very high in terms of social skills, while high in self-awareness, motivating oneself, and empathy while moderately high in terms of managing emotions. Additionally, there were significant relationships between self-concept and emotional intelligence, teaching performance and emotional intelligence of TLE teachers. Finally, the domain of self-concept that significantly predicted teachers' emotional intelligence was emotional self-concept. On the other hand, the domain that best predicted teachers' emotional intelligence regarding teaching performance was curriculum and planning. [ABSTRACT FROM AUTHOR]

AbstractWhile existing research on solo travel often focuses on how solo travel affects tourists’ consumption-related (e.g. satisfaction, expenditure) or self-related consequences (e.g. self-growth), less is known about how solo travel exerts social and environmental consequences in destination-related domains. Through three experimental studies in incentive-compatible measures, this research proposes that at the longer post-trip stage, solo travelers, are more likely to engage in donation behavior toward the destination than those with companions. The present work demonstrates that this happens because solo travel creates enhanced destination memory associations, leading to more destination-related memories incorporated into their own self-concept, that is, enhanced psychological connectedness toward the destination. This stronger feeling of connectedness ultimately increases donation behavior. Moreover, this research identifies a boundary condition: when the companionship is highly meaningful, both tourists engaged in solo travel and travel with companions are equally likely to exhibit donation behavior. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This research investigates the inspiration of self-concept and Information Technology (IT) identity on the behavior of Social Media Influencers (SMI), specifically regarding their utilization of technology features. With the advent of social media, individuals have been presented with a unique opportunity to showcase their creativity and connect with a broader audience, known as "followers." Drawing upon the unified theory of acceptance and use of technology (UTAUT), this study examines the relationship between SMIs behavior in utilizing technology features, self-concept, and IT identity within the context of social media platform usage. The research methodology employed in this study is partial least squares (PLS) regression, providing a comprehensive understanding of how individuals' self-concept shapes their IT identity concerning the usage of social media platform features. The findings of this study have significant implications for businesses seeking to engage with SMIs and individuals aiming to establish their presence on social media. The research highlights TikTok's potential as a platform for self-expression and personal brand development, underscoring the importance of self-concept and IT identity in the realm of SMIs. [ABSTRACT FROM AUTHOR]

This research investigated whether ideological attitudes (beliefs about religion, social justice) are central to the self-concept. Participants rated ideological attitudes as more self-defining than relevant attitudes (about family, hometown), even though were liked equally (Study 1). Ideological attitudes were as self-defining as attitudes that were personally meaningful, even though the latter were liked more and more psychologically valuable (Study 2). In Study 3, participants reported that if they changed their ideological attitudes or their moral traits (honesty, generosity), they would see themselves as a different person more than if they changed their attitudes about relevant attitudes and their perceptual abilities (hearing, pain tolerance). These studies underscore the important role of ideological attitudes to the self-concept. [ABSTRACT FROM AUTHOR]

Purpose: To explore the relationship between parenting styles and self-concept, emotional intelligence, and subjective well-being among primary school students. Methods: In total, 1,683 students from 10 primary schools in Hangzhou, China, were surveyed using a simple random sampling method. Participants completed the Parenting Style Scale, the Self-Concept Scale, the Emotional Intelligence Scale, and the Subjective Well-Being Scale. Results: (1) Father's and mother's emotional warmth was significantly positively correlated with students' subjective well-being (r = 0.513, p < 0.01 and r = 0.478, p < 0.01, respectively). Father's and mother's rejection was significantly negatively correlated with students' subjective well-being (r = −0.257, p < 0.01 and r = −0.285, p < 0.01, respectively). Father's overprotection was significantly negatively correlated with students' subjective well-being (r = −0.178, p < 0.01; r = −0.227, p < 0.01). (2) Self-concept and emotional intelligence acted as chain mediators between father's and mother's emotional warmth and students' subjective well-being (0.337, 0.477 and 0.366, 0.520, respectively). Self-concept and emotional intelligence acted as chain mediators between father's and mother's rejection and students' subjective well-being (−0.590, −0.377 and −0.693, −0.460, respectively). Self-concept chain-mediated between father's and mother's overprotection and students' subjective well-being (−0.380, −0.224 and −0.413, −0.264 respectively). Conclusion: Parenting styles can affect primary school student's subjective well-being both directly and through mediating effects. Self-concept and emotional intelligence partially mediate the impact of emotional warmth and rejection parenting styles, and fully mediate the impact of father's overprotective parenting on subjective well-being. [ABSTRACT FROM AUTHOR]

People's subjective beliefs about themselves affect what people think and, consequently, what they do. Positive self-beliefs are important for many life outcomes, from academic success to well-being, especially during K–12 education as a crucial developmental period. Many empirical studies and meta-analyses have examined correlates of self-beliefs. The present second-order meta-analytic review integrates this large and diverse body of research, addressing two research aims: First, we examined the comparative strength of different variables related to self-beliefs. Second, we provide a methodological review of meta-analyses in this area, thereby facilitating readers' ability to assess the risk of bias when interpreting the results. We summarized 105 first-order meta-analyses published before July 2023 that investigated variables associated with self-beliefs during K–12 education, comprising 493 first-order effect sizes based on more than 8,500 primary studies and more than 16 million children and adolescents. We computed second-order standardized mean differences (SMD) using two-level meta-analyses with robust variance estimation. Personal characteristics (SMD = 0.50) showed stronger relations with self-beliefs than interventions (SMD = 0.27). Achievement (SMD = 0.66) and noncognitive variables (SMD = 0.67) were the personal characteristics most strongly related to self-beliefs compared to cognitive abilities (SMD = 0.30) and background variables (SMD = 0.21). Interventions targeting individual characteristics (SMD = 0.35) and especially self-beliefs (SMD = 0.52) showed larger effect sizes than interventions that focused on improving teaching and classroom structure (SMD = 0.20). Few meta-analyses investigated situational aspects, such as the geographical origin of the sample, in association with children's and adolescents' self-beliefs. Overall, this second-order meta-analytic review provides a comprehensive map of correlates of the self, highlighting pathways for future research. Public Significance Statement: Positive self-beliefs in children and adolescents are crucial for their personal and social well-being, as well as their academic success. This comprehensive review maps out the meta-analytic literature on the correlates of self-beliefs in childhood and adolescence, summarizing which personal characteristics relate to the development of positive self-beliefs during these formative years. The review also highlights the comparative strength of various interventions. Our findings reveal that school achievement and noncognitive psychological variables, such as emotions, motivations, and perceived social support, are strongly related to positive self-beliefs. Interventions that directly target self-beliefs are more effective than those that focus on classroom structures or teaching methods for supporting positive self-beliefs. These insights address the core question of "Who am I?" that every individual asks themselves during the critical phases of childhood and adolescence and support a deeper understanding of one's self-view. For those shaping the contexts of children's and adolescents' lives, these findings point to the most effective strategies for fostering positive self-beliefs, which can lead to healthier, happier, and more successful young individuals. [ABSTRACT FROM AUTHOR]

Lecturers' academic careers as professional workers have a different process from other workers. Understanding career insights is important for lecturers in carrying out their profession. this research aims to test the moderating effect of managerial support on the influence of career motivation and self-concept on career insight. this research uses quantitative methods, data collection uses instruments with a 1-5 Likert scale. Respondents were 499 lecturers in Jakarta, Indonesia. The data analysis technique uses SEM PLS. The research results show that career motivation and self concept have a positive effect on lecturers' career insight. meanwhile, managerial support does not have a significant moderating effect on the influence of career motivation and self concept on career insight. this research recommends the need for efforts to increase the role of managerial support in increasing lecturers' career insight. this is an opportunity for further research with different theoretical and methodological aspects. [ABSTRACT FROM AUTHOR]

This longitudinal ethnographic study examines the development of the occupational self-concept of low socioeconomic status ultra-Orthodox women participating in a government-sponsored program to promote integration into the workforce. We followed participants for 18 months to learn about their experience and its effects, using group observations, in-depth interviews, and document analysis. The findings revealed central elements of the intercultural encounter of ultra-Orthodox women with a neoliberal organization. A year after the program’s conclusion, the participants unexpectedly underwent occupational regression, intensifying their commitment to their roles in the home arena rather than achieving the declared goal of occupational integration. The process led the women to embrace a self-concept resonating with the neoliberal characteristics presented in the program but applying it in the home and not the occupational space. This article suggests that neoliberal discourse, with its Western, secular, and class origins, left participants with a self-concept incompatible with the collective self characterizing their culture. We emphasize the importance of incorporating culturally sensitive practices for occupational rehabilitation which consider the potential conflict between the hegemonic discourse (represented by the organizations) and the program participants (minority groups from diverse cultural backgrounds). [ABSTRACT FROM AUTHOR]

Purpose: Autistic children demonstrate highly variable written language skills. Existing research has focused on examining autistic children's performance on direct assessments of written language. In contrast, few studies have sought to understand how autistic children conceptualize their writing abilities or engage with writing across different contexts compared to non-autistic peers. Methods: This study used a researcher-designed questionnaire to examine writing self-concept, text engagement with different writing activities, and writing practices and beliefs across school and non-school contexts in school-age (10–18 years old) autistic children compared to their non-autistic peers. Data analysis approaches included "multiple indicators, multiple causes" (MIMIC) modeling; correlational and multiple regression analysis; non-parametric Mann-Whitney U tests; and principal components analysis. Results: Groups did not differ in their writing self-concept ratings. Furthermore, both groups engaged with a variety of different writing activities to a similar extent except for text messages being lower for the autistic group. Five components were extracted via principal components analysis on items related to writing practices and beliefs across contexts; groups did not differ across the components. Overall, the non-autistic group showed more consistent relationships between writing self-concept as well as writing practices and beliefs with performance on a narrative writing task when compared to the autistic group. Conclusion: Results offer a preliminary understanding into how autistic children engage with writing across contexts for a variety of purposes when compared to their non-autistic peers and offer implications for continued research and educational practice. [ABSTRACT FROM AUTHOR]

Many lay people believe that the best way to develop a clear sense of 'who you are' is to shut yourself off from others and engage in introspection. Increasingly, however, empirical evidence points to the social aspects of identities and identity development. Building on this, we argue that a strong sense of personal identity is more likely to be derived from meaningful social interaction. More specifically, we argue that when communication allows people to develop a sense of shared identity, it can also promote a sense of personal self. Consistent with this hypothesis, evidence from three experiments indicates that social interaction indirectly enhances people's self‐concept clarity and personal identity strength, through an increased experience of shared identity and social validation. This suggests that a sense of 'me' is not formed independently of others but also through the experience of 'we' in interaction. [ABSTRACT FROM AUTHOR]

Aim: To understand the status of internalized stigma in patients with rheumatoid arthritis (RA) and explore its relationship with self‐esteem, social support, and coping style. Methods: This cross‐sectional study selected patients with RA who visited the Rheumatology and Immunology Department of a tertiary hospital from May 2022 to May 2023. The Chinese versions of the Internalized Stigma of Mental Illness Scale‐Rheumatoid Arthritis (ISMI‐RA), Social Support Rating Scale, Rosenberg Self‐Esteem Scale, and Medical Coping Style Questionnaire were administered to assess the internalized stigma, social support, self‐esteem, and coping styles, respectively. The Pearson correlation test or Spearman rank correlation was then used to analyze the correlation between these measures. Results: Overall, 69.5% participants reported high level of internalized stigma. The average age of the 174 participants was 52.67 ± 12.24 years, with 87.36 per cent female patients. The mean ISMI‐RA score was 54.49 ± 9.62, and the ISMI‐RA subscale with the highest average score was alienation. The Pearson's correlations show that internalized stigma was positively associated with the coping styles of avoidance (r =.212, p <.01) and acceptance (r =.560, p <.01), and that internalized stigma was negatively associated with the coping styles of confrontation (r = −.479, p <.01), social support (r = −.570, p <.01), and self‐esteem(r = −.512, p <.05). Conclusion: The high level of internalized stigma in RA patients suggests that we should develop interventions to improve patients' self‐esteem, encourage them to adopt positive coping styles, and gain more social support for them, so as to alleviate their internalized stigma. [ABSTRACT FROM AUTHOR]

Objective: The present study aimed to examine the mediating role of selfconcept in the relationship between object relations and narcissistic personality. Methods and Materials: This research was descriptive and conducted using a correlational method. The statistical population included all students studying at universities in the city of Qom during the academic year 2020-2021, from which 397 individuals were selected using convenience sampling. Participants completed questionnaires on narcissistic personality, object relations, and selfconcept scales. Structural equation modeling was performed using data obtained from the questionnaires. Findings: The results indicated that object relations directly explained 63% and indirectly through self-concept explained 25% of the variance in narcissistic personality. Overall, the estimated structural model, where object relations were the predictor variable and self-concept was the mediating variable, explained 88% of the variance in narcissistic personality. Conclusion: Therefore, it can be concluded that narcissistic personality is explained both directly and indirectly through self-concept by object relations. [ABSTRACT FROM AUTHOR]

Disasters and catastrophes are increasing in frequency and devastation meaning that emergency management in the United States will remain a vital, though currently male-dominated, career-field. This underrepresentation has a significant and detrimental impact on the efficacy and development of theory, policy, and practice as the related body of knowledge does not adequately reflect the diversity of the communities that practitioner’s serve. This study, therefore, critically evaluates the impact of group identity and self-concept on female student experiences of gender bias within emergency management-related higher education programs which act as gateways to the career field. The findings indicate that gender bias within these programs primarily occurs from male peers with female students feeling pressured to work harder than male students to succeed. Occurrences were, however, less frequent than in other male-dominated fields such as construction, and science, technology, engineering, and mathematics (STEM). Barriers remain so efforts to promote educational inclusivity and career field representation are necessary to address United Nations Sustainable Development Goal Five which seeks to “achieve gender equality and empower all women and girls”. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine FoMO (Fear of Missing Out) behavior based on levels of self-esteem and self-concept among university students. This research is correlational, employing multiple regression analysis. The sample consists of 313 first-year students from the Faculty of Education, Universitas Negeri Padang. The findings indicate that self-esteem among students is in the low category, with a total percentage of 47.4%. Similarly, self-concept is also in the low category, with a total percentage of 45.2%. On the other hand, FoMO among students is in the high category, with a total percentage of 69%. There is a negative and significant relationship between self-esteem and FoMO, as well as between self-concept and FoMO. Additionally, there is a simultaneous relationship between self-esteem, self-concept, and FoMO. The implications of the study suggest that the university needs to design guidance and counseling programs focused on enhancing students' self-esteem and self-concept to prevent the emergence of FoMO. [ABSTRACT FROM AUTHOR]

This study investigates the relationships between students' self-concept, self-efficacy, and achievement in mathematics, considering contextual factors such as socioeconomic status, gender, and immigration background, by using Swedish data from PISA 2003 and 2012. Additionally, these relationships between the two types of schools in Sweden are compared. In Sweden, the school system generally includes municipally-run schools (public) and independent schools (also funded by the state but run privately). Findings indicate a positive correlation between robust mathematics self-concept and self-efficacy and enhanced mathematics performance. Notably, students with better socioeconomic status exhibit heightened levels of mathematical self-concept and self-efficacy, corresponding to superior mathematics outcomes. Gender nuances reveal that, despite superior mathematical performance, girls report less positive self-concept and self-efficacy in mathematics than boys. Surprisingly, mathematics self-concept tends to have a closer association with achievement in independent schools than in public schools, while mathematics self-efficacy influences achievement more in public schools than in independent schools. Besides, independent school students' mathematics achievement is more associated with socioeconomic status and gender compared to their public-school peers. Immigration background seems to play a more important role in predicting mathematics achievement in public schools than in independent schools. [ABSTRACT FROM AUTHOR]

The research literature indicates that school climate is important for student outcomes; however, research assessing school climate and achievement-related outcomes across time is limited. In this study, the relationship between school climate, students' psychosocial perceptions, and student achievement was examined across an academic school year in a cohort of 531 9th-grade students. A series of hierarchical linear regressions indicated that school climate predicted 10.5% of the variance in both hope and academic motivation, 8% of the variance in self-efficacy, 5% of the variance in academic self-concept, 3% of the variance in goal valuation, and 2% of the variance in spring semester GPA. Further, despite school climate being operationalized as school culture, attitude toward teachers, and attitude toward school, only attitude toward teachers significantly predicted any of the outcome variables. These results suggest that some aspects of school climate contribute more than others in crafting students' psychosocial perceptions and achievement. Impact Statement Despite the widespread belief that school climate is important for student outcomes, the existing school climate research lacks investigations across time. This study assessed the relationship between school climate, academic-oriented psychosocial perceptions, and student achievement across an academic school year. This study's results indicate that attitude toward teachers was the only significant predictor of psychosocial perceptions and that hope and academic motivation were most influenced by school climate perceptions. [ABSTRACT FROM AUTHOR]

Objective To investigate the status quo of perceived discrimination, self-concept and psychosocial adjustment in cancer patients, and to explore their relationship. Methods 812 cancer patients were selected by convenience sampling and investigated by general data questionnaire,the Chinese version of the Chronic Illness Rejection and Discrimination Scale, Tennessee Self-concept Scale and Psychosocial Adjustment Scale of Illness. Results The total score of Perceived Discrimination (3.07±1.24), self-concept (206.24±46.45), psychosocial adjustment (58.97±33.03). The total score of perceived discrimination was positively correlated with the total score of psychosocial adjustment (r=0.503，P＜0.01 ), and the total score of self-concept were negatively correlated with the total score of psychosocial adjustment and perceived discrimination (r=-0.506 and -0.354， P<0.05). The mediating effect between self-concept and psychosocial adjustment in cancer patients accounted for 26.91%. Conclusion The psychosocial adjustment of cancer patients is at a poor level, and there are intermediate levels of perceived discrimination and negative self-concept. The perceived discrimination can directly affect the psychosocial adjustment of cancer patients, and also indirectly affect the psychosocial adjustment of cancer patients through self-concept. [ABSTRACT FROM AUTHOR]

Self-concept develops during adolescence, but little is known about self-concept in adolescents with autism. This behavioral neuroimaging study investigated (1) self-concept positivity across three domains (academic, physical appearance, and prosocial) and (2) from the perspective of self (direct self-concept) and the perceived perspective of peers (reflected self-concept) in 12- to 16-year-old adolescent males with (n = 35) and without autism (n = 34). These behavioral and neural measures of self-concept were additionally related to autism traits and alexithymia traits across groups. Results showed no general group differences, but more autism traits were related to less positive self-concept ratings in the physical appearance and prosocial domains. More autism traits were also associated with less similarity between direct and reflected prosocial self-concept ratings. Lower self-esteem was additionally explained by alexithymia, specifically the difficulty to identify ones feelings. Participants showed medial prefrontal cortex activation in response to evaluating self-traits in both groups. Region-of-interest analyses revealed that medial prefrontal cortex and right temporal–parietal junction activation were differentially related to alexithymia traits. Together, this study provides a comprehensive understanding of self-concept and self-esteem in adolescents with varying levels autism and alexithymia traits. Developing a positive view of the self is important for maintaining a good mental health, as feeling negative about the self increases the risk of developing internalizing symptoms such as feelings of depression and anxiety. Even though autistic individuals regularly struggle with these internalizing feelings, and both self-concept and internalizing feelings are known to develop during adolescence, there is a lack of studies investigating the development of positive self-concept and self-esteem in autistic adolescents. Here, we studied academic, physical, and prosocial self-concept as well as self-esteem in adolescent males with and without autism on both the behavioral and neural level. We additionally focused on similarities in one's own and peers' perspectives on the self, and we assessed a potential role of alexithymia (i.e. having trouble identifying and describing one's feelings) in developing a more negative view of the self. Results showed that there were no group differences in self-esteem, self-concept, or underlying neural activation. This shows that autistic adolescent males use the same neural processes when they evaluate their traits. However, regardless of clinical diagnosis, a higher number of autism traits was related to a less positive physical and prosocial self-concept, whereas more difficulty identifying one's feelings was related to lowered self-esteem and less activation in medial prefrontal cortex during self-evaluations. Therefore, in treatment of autistic adolescents with low self-esteem, it is important to take into account and possibly aim to improve alexithymic traits as well. [ABSTRACT FROM AUTHOR]

A study was conducted to examine the perceived changes in the impressions of others or self on 133 trait dimensions. Attributions to others were reportedly more negative over time whereas attributions to self were more positive over time. Perceived changes in others' traits appear to be guided by basic behavioral inference processes. Trait beliefs about others tend to be revised when the traits are common and disconfirming behavior is infrequent and more diagnostic. Positive trait impressions of others change more frequently because they are more prevalent and because negative behaviors (that disconfirm positive attributions) are less frequent and more diagnostic than positive behaviors. In contrast, revisions of trait impressions of the self appear to be driven heavily by self-evaluation motivations such as the desire to see self-improvement. The favorableness of changes in trait self-concepts were positively correlated with self-esteem. The consequences of the observed patterns of attributional change for interpersonal relations are discussed. [ABSTRACT FROM AUTHOR]

The study aimed to find out which differences and similarities emerge in the self-concepts of early and late adolescents and young, middle-aged, and older adults. A total of 822 participants, including 530 adolescents aged 9–19 (over 50% were girls) and 292 adults aged 20–71 (over 80% were women), from Estonia provided their spontaneous self-descriptions. Early adolescents described their preferences, appearance, family, peers, and peripheral attributes more frequently and traits, identity, and global attributes less frequently than other age groups. Late adolescents' self-descriptions included significantly more traits and fewer social roles, identity, and family mentions than those of adults. The three adult groups were similar in the use of different attributes to describe themselves. Overall, the study suggests that early adolescents describe themselves mainly through concrete, objective attributes, late adolescents through abstract psychological attributes, and adults through social–psychological attributes. [ABSTRACT FROM AUTHOR]

Dimensional comparison theory (DCT; Möller & Marsh 2013:Psychological Review, 120(3), 544–560), first formulated 10 years ago, describes individuals’ internal comparison processes applied between different areas of their lives. Dimensional comparisons explain the seemingly counterintuitive phenomenon that students’ verbal and mathematical self-concepts are almost uncorrelated, even though mathematical and verbal performances correlate highly positively: When students compare their performance in verbal and mathematical domains, dimensional comparisons lead to a contrast effect: students overestimate their ability in the intra-individually better domain and underestimate their ability in their intra-individually weaker domain, leading to near-zero correlations between the respective self-concepts. This paper describes diverse extensions of the classic DCT into a variety of predictors (especially various school subjects, beyond math and native language) and criteria (especially task value components, in addition to subject-specific self-concepts) and extensions of the applicability of the DCT as an educational psychological theory to contexts such as clinical and health psychology. Recent findings on the psychological processes that trigger, accompany, and follow dimensional comparisons are summarized, before an overview of different methods to capture dimensional comparisons is given, and further research directions are discussed. [ABSTRACT FROM AUTHOR]

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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.

We investigated whether the associations that self-concept clarity had with indicators of psychological distress were mediated by the forms of escapism referred to as self-suppression (engaging in activities in an effort to avoid unpleasant mental processes) and self-expansion (engaging in activities in order to experience growth). The indirect associations that self-concept clarity had with psychological distress through self-suppression and self-expansion were examined in college students (Study 1; N = 270), Cosplayers (Study 2; N = 45), and Furries (Study 3; N = 191). Across these three studies, self-concept clarity had very large associations with psychological distress and negative associations with self-suppression that ranged from small to large in magnitude. Further, engaging in activities for the purpose of self-suppression mediated the associations that self-concept clarity had with various indicators of psychological distress with the most consistent associations emerging for depression. In contrast, self-concept clarity did not have consistent associations with the motivation to engage in activities for the purpose of self-expansion nor did self-expansion consistently mediate the associations that self-concept clarity had with the indicators of psychological distress. These findings indicate that engaging in activities for the purpose of self-suppression may play an important role in the link between low self-concept clarity and psychological distress.

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]

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]

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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]

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]

Abstract Background Sport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept. Methods The sample consisted of 315 students (Mage=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment. Results Hierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (β = 0.19) and physical appearance (β = 0.15). PA enjoyment was a significant predictor of general self-concept (β = 0.29), physical ability (β = 0.28), physical appearance (β = 0.16), peer relation (β = 0.16), and parental relations (β = 0.14). PE enjoyment significantly predicted general school (β = 0.17), physical ability (β = 0.27), peer relations (β = 0.21) and parental relations (β = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains. Conclusions The present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys’ self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls’ self-concepts as well.

Abstract Background Theory and research indicate that an appearance focused self-concept (i.e., placing overriding importance on physical appearance for self-definition and self-worth) plays a role in the etiology and maintenance of disordered eating and eating disorders. Although the consequences of an appearance focused self-concept are palpable, less is known about its correlates. Accordingly, we examined a range of factors that may characterize appearance focused people, including personality traits (perfectionism, impulsivity, sensation-seeking, hopelessness, and anxiety sensitivity), self-concept (global self-esteem and self-concept clarity), sociocultural (thin-ideal, muscular-ideal, general attractiveness internalizations, and perceived pressure to be thin), and early life experiences (adverse childhood experiences, attachment styles) factors. Methods Female undergraduate university students (N = 568; M age = 19.58, SD age = 4.24) completed a questionnaire battery that included the Beliefs About Appearance Scale, Depressive Experiences Questionnaire–Self-Criticism-6 Scale, Frost-Multidimensional Perfectionism Scale, the Revised Almost Perfect Scale, Substance Use Risk Profile Scale, Self-Concept Clarity Scale, Rosenberg Self-Esteem Scale, Sociocultural Attitudes Towards Appearance Questionnaire-4 Scale, Adverse Childhood Experiences Questionnaire, Experiences in Close Relationships Scale Short Form, and the Dietary Restraint subscale of the Eating Disorders Examination Questionnaire. Results Multiple regression analyses were conducted for each set of factors separately and together. For personality traits, perfectionism, impulsivity, and anxiety sensitivity were uniquely associated with appearance focused self-concept. For self-concept, global self-esteem and self-concept clarity were uniquely associated with appearance focused self-concept. For sociocultural, general attractiveness internalization, thin-ideal internalization, and perceived pressure to be thin were uniquely associated with appearance focused self-concept. For early life experiences, attachment anxiety and avoidance were uniquely associated with appearance focused self-concept. In the combined analysis, the various factors explained 54% of the variance in appearance focused self-concept. Impulsivity, global self-esteem, general attractiveness internalization, and perceived pressure to be thin were uniquely associated with appearance focused self-concept. Conclusions Results for global self-esteem were consistent with prior research. Findings for evaluative concerns perfectionism were inconsistent with prior research. We discuss future research directions to examine the link between evaluative concerns perfectionism and appearance focused self-concept. We also discuss how sociocultural factors (general attractiveness internalization and perceived pressure to be thin) and impulsivity may help cultivate an appearance focused self-concept, advancing knowledge on the characteristics of appearance-focused people.

Background: Midwives as one of the most effective members of the health systems play a key role in delivering health services to mothers and children who are vulnerable groups of the society. This research aimed to investigate the effect of Logotherapy on job satisfaction and Organization-Based Self-Esteem (OBSE) of employed midwives. Materials and Methods: This is a quasi-experimental study with the pretest and posttest design and a control group from all midwives employed in the public hospital of Rasht City in Iran. Fifty-six midwives fulfilling the inclusion criteria were selected and randomly divided into two groups of intervention and control. They filled job satisfaction, OBSE questionnaires, and demographic information checklist, and then, the intervention group attended Logotherapy for six sessions/90 minutes. Finally, both groups answered the instruments as posttest. Results: Results showed that the mean difference between OBSE (F 6,83 = 27, p < 0.05) and job satisfaction (t 2,62 = 27, p < 0.01) scores before and after the sessions in the intervention group was significantly more than the control group. Conclusions: Group Logotherapy increased job satisfaction and OBSE among midwives. It can be recommended for use in the clinical settings for healthcare providers.

The mathematics performance of Australian high-school students in Year 9 and their participation in mathematics subjects in Year 12 has plummeted in the last 20 years. In this paper, a retrospective cohort study was conducted to understand how non-cognitive variables controlled or explained the correlation between mathematics performance in Year 9 and mathematics participation in Year 12. The sample consisted of a cohort of Australian students (N = 6653; n = 3115, 46.8% male) who participated in the Longitudinal Survey of Australian Youth (LSAY) in 2007 to 2017. Partial least squares structural equation modelling (PLS-SEM) was conducted to explore the degree to which one moderating variable and five mediating variables intervened in the relationship between mathematics performance in Year 9 and mathematics participation in Year 12. Mathematics performance in Year 9 predicted mathematics participation in Year 12 (R2 = 18.4%). The positive correlation was moderated by gender and mediated by five non-cognitive factors associated with self-related beliefs: mathematics self-concept, self-efficacy, interest, motivation, and anxiety (R2 = 28.9%). At any given level of mathematics performance in Year 9, a male student with a higher level of mathematics self-concept, self-efficacy, interest, and motivation, and a lower level of anxiety, was more likely to participate in mathematics subjects in Year 12 than a female student with a lower level of mathematics self-concept, self-efficacy, interest, and motivation, and a higher level of anxiety. These finding have implications for ameliorating the declining levels of mathematics performance and participation.

This study aims to analyze the influence of academic parenting, children's grades, and self-concept on motivation to continue higher education among high school and vocational high school students in Jababeka Industrial Estate, Bekasi Regency. This study used a quantitative approach with an explanatory design on 120 high school and vocational school students and 120 student guardians. The research instrument used a questionnaire and was analyzed by correlation and SEM tests. The results of this study indicated that the variables of academic parenting, self-concept, and motivation to continue education are in the medium category, while the variable of children's values was in the low category. The results of the T-Test revealed that the motivation to continue their education of high school students was significantly different from vocational students; high school students had higher motivation. The correlation test between variables showed a significant positive relationship between academic parenting variables with self-concept and motivation to continue education. Influence analysis found a direct influence of academic parenting variables on self-concept and self-concept variables on motivation to continue education. The results of path analysis found that the academic parenting variable indirectly affects motivation to continue education, with the self-concept variable as a mediator. The implication of this research is to strengthen the self-concept of students in industrial areas through academic parenting and increase students' motivation to continue their education by forming a positive self-concept.

Background and Objectives: Students, as the builders of tomorrow's society, can be the foundation of many changes and developments. The present study was conducted with the aim of investigating the relationship of emotional intelligence with hope and self-concept among nursing students of Hamedan University of Medical Sciences. Materials and Methods: This descriptive correlational study was conducted on 486 nursing students of Hamedan University of Medical Sciences in 2022-23 who met the inclusion criteria. The samples were selected by census method. The data were collected using a demographic information form, the Schutte Self-Report Emotional Intelligence Test, Miller's Hope Questionnaire, and Beck's Self-Concept Questionnaire. Data analysis was done in SPSS 20 software using Pearson's correlation tests, one-way analysis of variance, t-test for two independent samples, and linear regression. Results: In this research, 50.40% of the participants were male and 49.60% were female. Most of the participants (13%) were studying in the first and third semesters. The mean and standard deviation of study variables were obtained at 129.58±10.76 for emotional intelligence, 41.64±4.79 for hope, and 86.68±8.82 for self-concept. With the exception of the relationship between the emotion regulation component and the deviant expression component (P=0.548), other components of the emotional intelligence variable showed a significant direct statistical relationship with all the components of hope and also the total hope score (P

Abstract Background Female rowers may be at risk of eating disorders and high weight pressure. Aim The purpose of the study was to investigate the prevalence of disordered eating symptoms and weight-related pressure and the associations with self-concept, psychological well-being, socio-demographic data, experience, performance level and body composition in female fixed-bench rowers. Methods Female rowers (n = 208; age ranged mean ± SD 23.6 ± 6.5 years) completed the SCOFF scale, Weight-Pressures in Sport-Females (WPS-F), Physical Self-Concept Questionnaire and the Ryff scales of psychological well-being and provided information on their experience and level of competition. In a subgroup of 115 athletes, body composition was assessed using bioimpedance. Results It was found that 42.3% of the athletes scored ≥ 2 on SCOFF and mean ± SD value of WPS-F score was 3.65 ± 0.82. Stepwise regression analysis revealed that self-concept of strength and pressure from teammates and the uniform were associated with higher ED symptoms, whereas better psychological well-being in terms of autonomy, self-concept of attractiveness, and age were protective factors for ED symptoms. BMI, athletes’ physical condition, strength, and experience were associated with more weight-related pressure and better self-concept of attractiveness and physical well-being of autonomy were significantly associated with less pressure. In body composition analysis, higher extra cellular water, self-acceptance, and physical condition were associated with more weight-related pressure in female rowers, being attractiveness and the environmental mastery protective elements. Conclusions The prevalence of ED symptomatology and weight-related pressure are high in female fixed bench rowing. The psychological factors of well-being and self-concept, team environment, body image concerns and body composition analysis should be considered to promote healthy eating behaviours in female rowers.

Background: Sport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept. Methods: The sample consisted of 315 students (Mage=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment. Results: Hierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (β = 0.19) and physical appearance (β = 0.15). PA enjoyment was a significant predictor of general self-concept (β = 0.29), physical ability (β = 0.28), physical appearance (β = 0.16), peer relation (β = 0.16), and parental relations (β = 0.14). PE enjoyment significantly predicted general school (β = 0.17), physical ability (β = 0.27), peer relations (β = 0.21) and parental relations (β = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains. Conclusions: The present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys' self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls' self-concepts as well. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results and Discussion 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.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.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]

Is my joy, your joy? Recent theory suggests the key mechanism of joy as the right relation between self and situation. To investigate joy at the intersection of culture and self, we collected quantitative and qualitative data from White, Asian American, and Asian International participants (N = 257). Based on their own definition of joy, participants recalled a recent joy experience. We found significant cultural differences in three dimensions of self during joy experiences: Asian International participants sampled less from the personal dimension than White participants. They also sampled less from the relational and more from the collective dimensions than both Asian American and White participants. The resulting qualitative themes support the mechanism of right relation across culture – joy is shared, fulfilling, and experienced in the moment – with cultural nuances in composition, source, and timeframe. This research thus reveals how personal identity and cultural milieu are engaged in affective experience and meta-affect. [ABSTRACT FROM AUTHOR]

This meta-analysis examined the rank-order stability of domain-specific self-esteem by comprehensively synthesizing the available evidence in eight domains of self-esteem (i.e., academic, appearance, athletic, morality, romantic, social, mathematics, and verbal abilities). The analyses were based on longitudinal data from 118 independent samples, including 107,550 participants aged 4–24 years. The time lag between assessments ranged from 6 months to 20 years. As effect-size measure, we used test–retest correlations that were corrected for attenuation due to measurement error. The results suggested that individual differences in domain-specific self-esteem are relatively stable over time, with mean effect sizes ranging from.65 to.84 across domains. Rank-order stability systematically increased as a function of age, from low stability in early childhood to high stability in young adulthood. Moreover, rank-order stability systematically decreased as a function of time lag between assessments, asymptotically approaching medium-sized stabilities (ranging from.36 to.62 across domains) when the time lag became very long. Moderator analyses indicated that the findings held across differences with regard to gender and measure. In sum, the findings suggest that rank-order stability of domain-specific self-esteem is relatively high, even over long periods of time, indicating that the eight investigated facets of domain-specific self-esteem should be considered trait-like constructs. [ABSTRACT FROM AUTHOR]

Children with dyslexia (CwD) often report poor psychological well‐being. We examined (i) whether anxiety, self‐concept and reading motivation in CwD differed from those of typically developing children (TDC; case–control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4–8 on anxiety, self‐concept, reading motivation and reading strategy using self‐reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small‐to‐moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self‐concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self‐perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety. [ABSTRACT FROM AUTHOR]

Academic self-concepts and interests are among the most important motivational constructs in educational psychology. Gender differences in these constructs are in accordance with prevailing stereotypes: Whereas boys typically report higher self-concepts and interests in mathematics and science, girls show higher self-concepts and interests in verbal subjects. So far, the few studies examining temporal changes in these variables between student cohorts indicate a decline in Germany. A recent study showed that this decline in student motivation might be more pronounced for boys, particularly in mathematics and science. Although motivational constructs and academic achievement are related, differences in academic achievement between cohorts have not been explored as a possible explanation for cohort trends in self-concepts and interests. Therefore, we examined (a) if cohort trends in students' school subject-specific motivation vary by gender and especially (b) if potential (gender-specific) cohort trends in student motivation can be explained by cohort trends in students' academic achievements (test performance, grades). To do so, we analyzed data of the IQB national assessment studies of student achievement with approx. 25,000 ninth-grade students in 2012 and 2018 (mathematics, physics, chemistry, biology) and with approx. 35,000 ninth-grade students in 2009 and 2015 (German), respectively. Comparing cohorts, girls' self-concepts and interests in mathematics and science did not vary substantially or were marginally higher for the second measurement point (–0.05 >≤ d >≤ 0.07). For boys, however, we found significant declines in self-concepts and interests (–0.31 >≤ d >≤ –0.08). The decline in boys' interest in mathematics was substantial (d = –0.31). For the subject German, self-concepts increased slightly for girls (d = 0.07) and boys (d = 0.06). In all examined subjects, these gender-specific trends in motivation remained widely stable after accounting for academic achievement differences between cohorts. The results are discussed in terms of various explanations for (gender-specific) trends in student motivation. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to determine if there were variations in the self-perceptions of honors and nonhonors collegiate students in areas of academic and nonacademic self-concept. This research was important as it provides emphasis on an understudied population and gathers a deeper understanding of intricacies related to self-concept by incorporating comprehensive investigative measures. A sample of 236 students from a single institution (72.6% female, 65.7% White, 20.8% honors, ages 18–51) took an online survey consisting of questions related to self-concept. By utilizing a series of two-tailed, independent samples t -tests we examined the differences between student self-perceptions of self-concept. Results indicated that honors students had statistically significantly higher academic self-concepts than nonhonors students. Both groups of students scored similarly across social self-concepts; however, nonhonors students had higher perceptions of their physical self-concepts. These findings will provide new insights into how honors enrollment impacts the formation of self-image. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate the causal relationship between trait emotional intelligence and creative self-efficacy in gifted children and to explore the cross-temporal mediating role of self-concept between these two variables. A total of 177 gifted children aged 10–13 years (M = 11.29, SD = 0.68) were selected from an experimental class of gifted children in a middle school. The results showed that (1) the trait emotional intelligence and creative self-efficacy of gifted children decreased with age and that (2) trait emotional intelligence at time 1 (T1) positively and significantly predicted creative self-efficacy at time 2 (T2). The Self-Description Questionnaire was added at the second follow-up, which revealed that (3) T2 non-academic self-concept fully mediated the relationship between T1 trait emotional intelligence and T2 creative self-efficacy. This study revealed a lasting positive effect of trait emotional intelligence on the development of creative self-efficacy in gifted children. Additionally, trait emotional intelligence was found to indirectly influence creative self-efficacy through non-academic self-concept. [ABSTRACT FROM AUTHOR]

This longitudinal study used regression path models to predict the influence on students' reading comprehension ability of three self-perception variables (reading self-concept; reading/English effort; academic self-handicapping); three teacher rating behaviour variables (attentive behaviour; sociable behaviour; and settled behaviour) and past reading comprehension. As part of the study, a 12-item reading/English effort scale was developed, and its psychometrics characteristics reported (N = 254) The participants were Australian primary school students, followed from Years 3 and 4 to Years 5 and 6 (n = 127). The first path model identified that attending behaviours, low levels of self-handicapping, and reading self-concept were the main predictors of reading achievement. Reading achievement was reassessed two years on, with this path model including past reading attainment. In this model past reading achievement and self-handicapping predicted reading achievement. This research reiterates: the relevance of social-emotional and cognitive variables in education; the need to teach reading across the school years; and the need to enhance students' sense of control and certainty over their learning. [ABSTRACT FROM AUTHOR]

Background: Theory and research indicate that an appearance focused self-concept (i.e., placing overriding importance on physical appearance for self-definition and self-worth) plays a role in the etiology and maintenance of disordered eating and eating disorders. Although the consequences of an appearance focused self-concept are palpable, less is known about its correlates. Accordingly, we examined a range of factors that may characterize appearance focused people, including personality traits (perfectionism, impulsivity, sensation-seeking, hopelessness, and anxiety sensitivity), self-concept (global self-esteem and self-concept clarity), sociocultural (thin-ideal, muscular-ideal, general attractiveness internalizations, and perceived pressure to be thin), and early life experiences (adverse childhood experiences, attachment styles) factors. Methods: Female undergraduate university students (N = 568; Mage = 19.58, SDage = 4.24) completed a questionnaire battery that included the Beliefs About Appearance Scale, Depressive Experiences Questionnaire–Self-Criticism-6 Scale, Frost-Multidimensional Perfectionism Scale, the Revised Almost Perfect Scale, Substance Use Risk Profile Scale, Self-Concept Clarity Scale, Rosenberg Self-Esteem Scale, Sociocultural Attitudes Towards Appearance Questionnaire-4 Scale, Adverse Childhood Experiences Questionnaire, Experiences in Close Relationships Scale Short Form, and the Dietary Restraint subscale of the Eating Disorders Examination Questionnaire. Results: Multiple regression analyses were conducted for each set of factors separately and together. For personality traits, perfectionism, impulsivity, and anxiety sensitivity were uniquely associated with appearance focused self-concept. For self-concept, global self-esteem and self-concept clarity were uniquely associated with appearance focused self-concept. For sociocultural, general attractiveness internalization, thin-ideal internalization, and perceived pressure to be thin were uniquely associated with appearance focused self-concept. For early life experiences, attachment anxiety and avoidance were uniquely associated with appearance focused self-concept. In the combined analysis, the various factors explained 54% of the variance in appearance focused self-concept. Impulsivity, global self-esteem, general attractiveness internalization, and perceived pressure to be thin were uniquely associated with appearance focused self-concept. Conclusions: Results for global self-esteem were consistent with prior research. Findings for evaluative concerns perfectionism were inconsistent with prior research. We discuss future research directions to examine the link between evaluative concerns perfectionism and appearance focused self-concept. We also discuss how sociocultural factors (general attractiveness internalization and perceived pressure to be thin) and impulsivity may help cultivate an appearance focused self-concept, advancing knowledge on the characteristics of appearance-focused people. Plain English Summary: It has been proposed that people who place more (relative to less) importance on appearance in their self-concept are more likely to engage in disordered eating and to have eating disorders, namely anorexia nervosa and bulimia nervosa. Yet, little is known about the characteristics of people who place more (relative to less) importance on appearance in their self-concept. Accordingly, we examined how the importance people give to appearance in their self-concept may be linked to various aspects of their personality, self-perception, societal influences, and early life experiences. Questionnaires were given to 568 female university students—a group that is known to be vulnerable to disordered eating and eating disorders. We found that some factors were connected to how much importance is placed on appearance. In particular, feeling pressure to be thin, wanting to be attractive, thinking poorly of oneself, and being impulsive were all linked to giving appearance more importance in the self-concept. These findings help us learn more about the people who view appearance as central in their lives. Understanding these connections can help us support people living with disordered eating and eating disorders. [ABSTRACT FROM AUTHOR]