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The transition to adolescence is a critical phase for shaping child behavior. Previous studies have revealed the correlation between perceived social support and children's social behaviors. However, the longitudinal causal relationship between perceived social support and social behavior remains unclear. This study aimed to reveal the longitudinal, bidirectional relationship between perceived social support (from parents, peers, and teachers) and social behaviors (i.e., prosocial behavior, aggressive behavior, and social withdrawal) and the potential mediating role of social self-concept. 577 Chinese children in preadolescence and early adolescence participated in the study at three time points. Results indicated that prosocial and aggressive behavior predicted subsequent perceived social support from peers and teachers. Social withdrawal negatively predicted subsequent perceived social support from parents, peers, and teachers. In turn, only perceived peer support marginally and negatively predicted subsequent aggressive behavior. Social self-concept mediated the effect of social behaviors on perceived social support, the effect of perceived parent support on social behaviors, and the effect of perceived peer support on negative social behaviors. No significant difference was found in the above associations between children in preadolescence and early adolescence. The study highlights the significance of children's self-evaluation and self-cognition in promoting their perceived social support and adjusting their social behaviors, which provides implications for family- and school-based education and interventions. [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]

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

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

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

Few studies have empirically examined the role of peer microsystem in the intergenerational transmission of depression, and more importantly, little is known about the mechanisms underlying this potential pathway of intergenerational transmission. The purpose of the current study was to examine the sequential mediation effects of adolescent hostile attribution bias, empathic concern, and social self-concept on the association between maternal depression and adolescent depression. An urban Chinese sample of 761 mother-child dyads was investigated when the adolescents were in secondary school (M = 14.36 years, range =12.33–16.92 years, 52.3% female). The results provided evidence of cross-generational continuity in depression during adolescence, and the hypothesized sequential mediation model was supported. The findings highlight the importance of peer-related factors during the intergenerational transmission of depression and have important implications for interpersonal interventions that aim to prevent depression during adolescence. The limitations of the study and suggestions for future research are briefly discussed. [ABSTRACT FROM AUTHOR]

We investigate how paying a bribe or refusing a bribe differs between observing others doing this or committing such acts oneself. Study 1 examines how and when observing others paying a bribe or refusing a bribe leads to actions opposing bribery or supporting anti-bribery. The how question is answered by showing that positive and negative emotions mediate such responses; the when question is answered by demonstrating that empathy and the social self-concept constitute personal conditions for regulating such effects. Study 2 scrutinizes how and when paying a bribe or refusing a bribe leads to actions reducing bribery. Here the mediators pride and shame, and the social self-concept again regulates such effects. Actual managers are the respondents in these two field experiments, with 140 men and women in Study 1 and 207 men and women in Study 2. [ABSTRACT FROM AUTHOR]

The purpose of the study was to analyze the development of social and family self-concept during adolescence and to describe their links to the time adolescents spend with their friends and family. It is a mixed study in which 75 men and 75 women participated in three age groups (12, 15 and 18). The self-concept questionnaire Form-5 was used to measure the social and family self and the semi-structured clinical-critical interview to explore the time used to friendly and parental relationships. The results show that the evolutionary line of social self-concept is ascending in men and in women it is stable. The family self-concept decreases in middle adolescence, with greater decline in women, and increases in both at 18 years. When adolescents spend more time with friends than with family, the social self-concept increases while the family self-concept decreases. The study contributes to the evolutive understanding of self-concept in two scarcely explored dimensions and to the knowledge of adolescent social development

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

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

The ability of young people in social relationships may be influenced by the concept of self-possession. The fact that there are shows still encountered students who have poor social relationships. This study aims to reveal how the correlation between social self-concept of students in the school of social relationships. Type shaped descriptive correlational study. The study population totaled 444 students, using proportional random sampling technique obtained a sample of 82 students. The results showed a significant correlation between social self-concept of social relations. Keyword: Social Self-concept; Social Relationships

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

The objective of this study is to analyse differences in motivation and social self-concept in students participating in three different programmes of heritage education in informal contexts. A total of 667 secondary school students from the mining and industrial area of Bizkaia participated in the study. The results show differences in motivation between experimental and control groups before and after their participation in the inter-generational programme. Differences were also found in social self-concept after participation in the inter-generational programme and a follow-up class, after participation in the Dolores Ibarruri programme and after visiting the Mining Museum. With regard to gender, no differences are found in motivation either before or after participation, although differences are found in favour of females in social self-concept. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify differences associated with age and sex in the social self-concept measured by the Social Self-Concept Questionnaire (AUSO), by Fernández-Zabala (2011), made up for two scales: social responsibility and social competence. In the research participated a total of 767 students, 318 men (41.5 %) and 449 women (58.5 %), between 16 and 25 years (M = 19.97, SD = 1.86) divided into two age groups (under 20 years and older than 20). After checking the factorial invariance of the questionnaire by sex and age, differences in the scale of social responsibility are verified, but not on social competence, in favor of women and older group. These results represent an advance over previous knowledge on the development of social self-concept and at the same time endorse AUSO psychometric quality. [ABSTRACT FROM AUTHOR]

One important goal of education is to develop students' self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure towards perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10–19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber & Freund, 2016). We examined which self-concept aspects predict self-esteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p < .01) and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students' self-esteem.

This correlational study investigated the relationship between self-concept and school adjustment using a sample of 610 students drawn from a population of 1983 senior secondary school (two) students from Nembe town of Bayelsa State, Nigeria. Two research questions and two hypotheses were designed to guide the study. The hypotheses were tested at probability level of 0.05. The instrument for data collection was Self-concept and School Adjustment Scale. It was validated by the assistance of two experts in Measurement and Evaluation and possessed sufficient reliability indices to be used in the study. The data generated from the instrument were analyzed using SPSS (version 21). The results of the study showed that social self-concept and academic self-concept had high positive joint influence on school adjustment of secondary school students; the joint influence of self-concept on school adjustment is significant at 0.05 level of probability; social self-concept and academic self-concept each has a high positive and significant individual influence on the school adjustment of the students. Based on these findings, the conclusion drawn was that social self-concept and academic self-concept had joint and separate significant relationships with school adjustment of secondary school students in Nembe town. The counsellors should concern themselves on how to make the students believe in themselves; they should not be afraid of any subjects or tasks and that they can surmount any academic or life challenges by putting in adequate effort. [ABSTRACT FROM AUTHOR]

One important goal of education is to develop students' self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10-19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016).We examined which self-concept aspects predict selfesteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B D 0.77, SE D 0.02, p < 0.01) and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students' self-esteem. [ABSTRACT FROM AUTHOR]

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

The first aim of this study was to evaluate the appropriateness of a short version of the Illinois Loneliness and Social Satisfaction Scale with children with special educational needs. The second aim was to explore loneliness in relation to self-perceived social integration, school well-being and the social self-concept of students from primary and secondary schools, in both inclusive and regular classes. This study had 1,115 student participants (408 fourth graders and 707 seventh graders), of whom 126 were diagnosed as having special educational needs. Factor analyses confirmed a unidimensional latent factor structure. The scale showed satisfactory reliability and the validity coefficients indicated that the scale is suitable for surveys including students with special educational needs. Generally speaking, the level of self-rated loneliness is low. Nevertheless, students with special educational needs in inclusive classes felt significantly lonelier than students without special educational needs in inclusive classes. [ABSTRACT FROM AUTHOR]

Objective: the present research aimed at characterizing the dimensions of academic, labor, social, emotional, family and physical self-concept from a sample of students from two Medicine programs of the city of Manizales. Materials and Methods: the study is transversal analytical observational, where mean scores gotten by the students in the scale AF5 were compared according to genre and level of formation. We requested the volunteer participation of students of the Medicine programs from Universidad de Manizales and Universidad de Caldas registered in the first and last semesters. We used the questionnaire for Self-concept Form 5 (AF5); the hypotheses to work were two: Students are not significantly different in all dimensions of self-concept evaluated, according to their level of training, and students are not significantly different in all dimensions of self-concept evaluated, according to their genres. Results: we did not observe significant differences when we compared the means of the different domains of the self-concepts for the same semester; but we did find out that the students of both genres who are in the last semesters have averages that are statistically higher those of the students who are in the first semester, in the labor and academic self-concept. Conclusions: the research showed the need to standardize the questionnaire for Self-concept Form 5 (AF5), in the Colombian university students. [ABSTRACT FROM AUTHOR]

Adolescents spend a substantial amount of time using social networking sites ( SNSs); however, little is known regarding whether such use is associated with indicators of adjustment. The present study employed a multidimensional measure of SNS use to investigate the link between Australian adolescent SNS use and indicators of adjustment. Youth ( N = 1,819, 55% female) from 34 diverse high schools across Western Australia were surveyed. The results showed that frequency of SNS use was linked to higher social self-concept while investment in SNSs was associated with lower self-esteem and higher depressed mood. Furthermore, having an SNS was linked to more negative indicators for female adolescents compared with male adolescents, although the link between frequency of use and investment in SNSs to indicators of adjustment was not moderated by gender. The present study highlights the complexity of the relationship between adolescent SNS use and indicators of adjustment, and offers insight into the diverse types of adolescent use of SNSs. [ABSTRACT FROM AUTHOR]

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

With the trend towards inclusive education, today there are many different school settings in which students with an intellectual disability (ID) or social, emotional and behavioural difficulties (SEBD) are educated. According to the Social Comparison Theory of Festinger, educational contexts influence the self-concept development of these students. This systematic review aims to provide an overview of literature over the last 20 years focusing on the self-concept of students with ID or SEBD in different school settings, in relation to typically developing peers and the relationship between self-concept and various variables. The results of the 15 articles identified for this review mainly indicate neutral self-concept scores. Studies focus primarily on students with ID and on the social and academic dimensions of self-concept. Students in special education tend to score slightly more positive than students in other school settings and students with ID or SEBD report a more negative self-concept than typically developing peers. Most variables included in the studies show no correlation with self-concept. Findings also revealed difficulties in the feasibility of comparison between studies due to statistical shortcomings and lack of clarification in the identified articles. Future directions for self-concept research are discussed comprehensively. • Self-concept research cannot ignore students' educational context. • Students with ID or SEBD assess their self-concept mostly as neutral or average. • Importance attributed by students to a domain correlates with self-concept scores. • Alternatives to inclusive classrooms might be a suitable fit for students with ID or SEBD. • Prevalence of methodological and operationalization issues hinders generalization. [ABSTRACT FROM AUTHOR]

Positive socioemotional outcomes and developments represent important educational goals. Full-time ability grouping of gifted students has been criticized for potentially detrimental socioemotional effects. Therefore, in the present longitudinal study, we investigated whether or not social self-concepts and school-related attitudes and beliefs are affected by full-time ability grouping of the gifted. Students in regular classes and students in special classes for the gifted were paralleled for cognitive ability, sex, socioeconomic status, and school. By doing so, we studied 99 “statistical twins” (N = 198) from the beginning of fifth grade to the middle of sixth grade. Data were analyzed through repeated-measures multivariate analysis of covariance (within-subject factor: time; between-subject factors: class type—gifted vs. regular—and cognitive ability as covariate). Cognitive ability had hardly any effect on the variables under study. Attending a gifted class had initially positive effects on students’ social self-concept of acceptance but no effects on social self-concept of assertiveness. Moreover, children in gifted classes exhibited more interest in school and reported better student–teacher relationships than their counterparts in regular classes. [ABSTRACT FROM PUBLISHER]

Abstract: Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals. [Copyright &y& Elsevier]

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

Abstract: This study takes a second look at the “big-fish-little-pond effect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys’ academic self-concept. [Copyright &y& Elsevier]

The present study focused on the relations between the self-efficacy, social self-concept, time perspectives, school investment and academic achievement of students in four different European countries and in different adolescence periods. A total of 1623 students completed questionnaires. The relations between the concepts proved not to be specific to the Western or to the former Communist bloc countries studied. The expected general decline in investment and academic achievement over the adolescence period showed up in all four countries studied. Contrary to our hypothesis, however, this decline could not be explained by growing influences of either social self-concept or time perspectives regarding personal development on their investment. In fact, the effects of social self-concept were strongest for the youngest adolescence group. Students' social self-concept was the best predictor for their investment, while self-efficacy proved to predict academic achievement best in all adolescence periods. [ABSTRACT FROM AUTHOR]

In an attempt to test the assumption that children with learning disabilities (LD) have deficient self-concepts, a number of studies have compared the self-concepts of students with learning disabilities and their normally achieving (NA) peers. The purpose of this paper is to review recent studies that investigated the academic, social and general self-concepts of students with LD and their NA peers and compare the results with those of a previous meta-analysis of relatively older studies, by ­Chapman. Consistent with earlier findings, results of the present review indicated that the academic self-concept of LD students is more negative than that of their NA peers. Unlike Chapman's conclusion, however, the evidence is less clear for general self-concept. This is also true for social self-concept. Because the evidence that shows no group differences outweighs that indicating better ­social and general self-concept scores for NA children, the conclusion that children with LD hold more negative social and general self-concepts than do NA children is not warranted. [ABSTRACT FROM AUTHOR]