Self-concept

La investigación tuvo por objetivo describir las relaciones existentes entre la claridad del autoconcepto, la autoestima y los procesos auto-atencionales de auto-reflexión e insight en una muestra de adultos jóvenes residentes en Lima (Perú). Con este fin se aplicó una serie
de pruebas, vía internet, a una muestra de 116 adultos jóvenes con edades entre 18 y 34 años (M = 22.97; DE = 2.58). Se encontró que la claridad del autoconcepto está relacionada negativamente con la necesidad de auto-reflexión y positivamente con el insight, cuestionándose así el supuesto teórico de independencia entre dimensiones estructurales y de contenido del autoconcepto. La participación de la auto-reflexión no se relacionó con el insight ni con la claridad del autoconcepto, confirmando hallazgos previos según los cuales la actividad auto-reflexiva no sería necesaria ni suficiente para alcanzar el insight o una mayor claridad. La autoestima no mostró asociación con las variables de estudio, hecho que se replica en otras investigaciones que cuestionan su relevancia para variables vinculadas al bienestar. Finalmente, tampoco se encontró diferencia de medias de acuerdo al sexo de los participantes para ninguno de los constructos estudiados, probablemente debido a la homogeneidad de las características socio-demográficas y culturales de la muestra.

The present study was conducted to find out the differences in self-concept of the postgraduate students due to their gender, locality and disciplines. The investigators adopted a Self-Concept Scale (Halder, U.K., 2015) to collect required data from 400 post graduate students of seven departments of Arts and Humanities Faculty of the University of Gour Banga, Malda. Researchers applied t-test and ANOVA for statistical analysis. The study explored that there is a significant difference between post graduate students' self-concept due to their gender and locality of residence but there is no significant difference among the postgraduate students with regards to their academic disciplines.

The HIV/AIDS pandemic has increasingly become a major factor in the emergence of orphans in the developing countries. These orphans are usually traumatized due to the multiple losses, isolation, stigma and grief. The study sought to investigate the effect of institutionalization of children on the selfconcept of the AIDS-orphaned children and to investigate the relationship between self-concept and academic performance of the AIDS-orphaned children. The ex-post-facto research design was adopted. A total of 138 orphaned pupils that is 67 boys and 71 girls participated in the study. The study was based on Rogers' (1951) theory on self-concept. Data was analyzed using the t -test and the correlation coefficient. The study found out that there was a difference in self-concept and academic performance between pupils orphaned by HIV/AIDS living in institutions and those living with extended families, guardian homes and in parental homes. The difference in self-concept was not significant but the institutionalized orphans performed better academically than those who are non-institutionalized. The study recommended that since stigma and discrimination is still very rampant in schools, children should be taught against such behaviors to avoid orphans feeling different, and they should be treated as ordinary children. This would enhance their self-concept and academic performance.

Concepts of "the self" and "self-awareness", and aspects of the experience of types of consciousness, are explored in terms of "cognitive" systems and their interactions. Some roles of the cerebrum, the cerebellum, and their interactions are considered in relation to sentient consciousness, the sense of self, and conscious regulation of behavior. This 'introductory paper' is composed of modified selected extracts from: totalBRAINtotalMIND Vol.1 : An Integrated Brain/Mind Architecture Part 2: A Cognitive Architecture (pp16 -136) Part 3. Total Brain: structure, development, function, and an integrated neurocognitive architecture (pp137-321). tBtM Vol.1 is now available as an e-book from: https://totalbraintotalmind.co.uk/

Sensing that he is a distinct and separate existence from others through time and space, a man becomes aware of his existential self from infancy. As he matures he also becomes aware of his categorical self through the realization that he has characteristics or attributes that distinguishes him from other objects in his environment. These two aspectsthe existential self and the categorical selfconstitute the initial ways in which an individual begins the self-perception process that leads to his self-concept (Lewis and Brooks-Gunn, 1979).

В статье приводится развернутый обзор и анализ ключевых публикаций по теории возможного Я. Обобщаются имеющиеся в рамках данного подхода теоретические представления, раскрывается исследовательский потенциал подхода, представляются пути его практического применения. Автор понятия, Хейзел Маркус, вводит новый компонент возможного Я в общую структуру Я-концепции для объяснения влияния на образ Я потенциальных представлений о себе. Возможное Я – это направленный в сферу будущего и возможного компонент Я-концепции, являющийся когнитивным выражением ожиданий, целей, страхов, надежд, стремлений субъекта и выступающий как связующее звено между когнитивной оценкой себя и мотивацией. Текущая оценка человеком самого себя, в понимании Х. Маркус, учитывает возможные Я, которыми человек хотел бы стать, Я, которых он избегает, и даже Я, которые никогда не станут реальностью.  При этом данный механизм не сводится лишь к осознанию цели или оценке возможного будущего, но обязательно включает переживание потенциальной ситуации изнутри и оценку возможностей действовать тем или иным образом. В такой форме он становится важным инструментом развития личности, личностным ресурсом совладания с трудностями и саморегуляции деятельности. Анализируется роль и место данного подхода в общей теории Я-концепции. Раскрываются понятия «Я-схемы» и «рабочей «Я-концепции». Раскрываются некоторые возможности применения данного подхода в психотерапии. Приводятся результаты ряда эмпирических исследований, выполненных в рамках данного подхода. Показано, что конструкт возможного Я проявляет высокий эвристический потенциал и демонстрирует широкие возможности применения в психологической практике.

Education develops man's faculty, specially his mind so that he may be able to enjoy the contemplation of supreme truth, goodness and beauty. Education plays a vital role in the programme of nation building. The most powerful instruments to meet the challenge of poverty and deprivation and of the widening gap between the rich and the poor and among countries are education and research. Today, our self-concept, and self-awareness is one of the most important concepts. In this paper we discuss two types of teacher education colleges Co-educational and Female colleges. The teacher is the keystone of the educational structure. It is obvious that the future of a nation depends on the quality of the teacher the country has. This paper tempted to make a comparative study of the self-concepts of the student's teachers of different colleges and genders with a view to specifying how the student teacher differs from one another on these variables. The difference in their environment structure may affect differentially the growth and development of psychological characteristics of the students of female and co-educational teachers training colleges. Paper in this direction has not received sufficient attention so far. The present study is an attempt to throw light on the neglected area of Teacher's Training Colleges. The finding reveals that significant difference in self-concept exist in some scales. Achievement is a very complex variable that depends on several other variables. Hence, there is necessity of conducting more researches to draw some significant results in the field. This paper studied the problem related to student teachers. Every research leaves new scope and opens new ideas for further study. The researcher hopes that readers of this paper will be benefited in developing insight in the field of teacher education.

The purpose of this research was to investigate the perceived destination personality of Las Vegas and to examine the relationships among destination personality, self-congruity, and tourist's behavioral intentions. A convenience sample of 382 visitors to Las Vegas was surveyed, and 368 usable questionnaires were analyzed. The findings of the study indicate that tourists ascribe personality characteristics to destinations and that the perceived destination personality of Las Vegas is five dimensional: vibrancy, sophistication, competence, contemporary, and sincerity. These dimensions have a positive influence on tourists' intention to return and intention to recommend. The study also supports the self-congruity theory within the context of tourism destinations, indicating that both actual congruity and ideal congruity have a positive impact on behavioral intentions. The study concludes that self-congruity is a partial mediator on the relationship between destination personality and tourist's behavioral intentions. The practical and theoretical implications are discussed within the contexts of destination branding and the self-congruity theory. .tr (A. Usakli), seyhmus.baloglu@ unlv.edu (S. Baloglu). 1 Tel.: þ1 702 895 3932; fax: þ1 702 895 4870.

While leadership scholars increasingly acknowledge the influence of followers in the leadership process, less attention has been paid to their role in the destructive leadership process. Specifically, the current debate lacks a broad-based understanding of different susceptible follower types that synthesizes related research across academic domains. Expanding on Padilla, Hogan, and Kaiser's (2007) toxic triangle model of destructive leadership, we integrate research and theory across various academic literatures to derive a cohesive taxonomy of vulnerable followers that we call the susceptible circle. We describe the core characteristics of each follower type, drawing on Barbuto's (2000) theory of follower compliance to highlight the psychological processes that motivate each follower to comply with destructive leaders. We then conclude by discussing theoretical and practical implications, as well as avenues for future research.

The peculiarities of the Self-concept components during the crisis of the age 25-33
Sirina Arakelyan
Lecturer at the chair of Developmental and applied psychology of the Armenian State Pedagogical University after Kh. Abovyan
The article presents the results of the investigation, revealing the peculiarities, particularly the differences and the opposite sides of the Self-concept components during different sub-stages of the crisis of the age 25-33.

This study aims to determine the influence of variable levels of appreciation received by students, positive thinking ability, and self-concept, either directly or indirectly on the learning of mathematics. The research method used was survey, with a sample of 135 people, drawn by multistage random sampling technique from junior high school in South Jakarta. Data analysis using path analysis and resulting on: there is directly and indirectly effects from levels of appreciation, positive thinking ability, and self-concept to students' mathematics learning achievement.

The purpose of this study was to compare self-concept, gender role and emotional maturity in children with and without parental divorce experience. The research method was descriptive, causal-comparative and in terms of post-event time. The statistical population was divided into two groups including all children 12 to 18 years old with and without parental divorce experience in Tehran in the year 1398. Using random sampling method from each group, 100 children volunteered to go to schools. The city of Tehran was selected as the statistical sample. Data collection tools included 3 Beck Self-Concept Questionnaires (1990), the Short Form of Gender Conflict Role Scale (O'Neill et al., 2012), Singh's and Baharagawa's Emotional Maturity Scale (1991). The results of data analysis using independent T-test and analysis of variance (MANOVA) in SPSS-22 software showed that there is a significant difference between children with and without parental divorce on gender role and emotional maturity scales. There was no significant difference in self-concept scale (p <0.05). Therefore, concluded that Parental divorce also affects their success, limited emotional attachment, emotional stability, emotional return, personality breakdown, social incompatibility, and lack of independence for their children.

Study of self-knowledge and self-love as underlying aspects of personality in order to develop a thomistic theory of personality. Nevertheless this document is just a brief explanation of knowledge, love, personality and hapiness relashionship aspects.

Estudio del conocimiento y del amor de sí mismo como aspectos subyacentes de la personalidad en orden al posterior desarrollo de una teoría tomista de la personalidad. Este trabajo, sin embargo, se limita a exponer la relación existente entre conocimiento, amor, personalidad y felicidad.

In this paper the role of dramatic play was examined as a means of developing primary school students' self-concept. A research study was conducted in 8 public primary school classrooms. The data collected were from 141 children aged 8 to 11 (66 boys, 75 girls) in an experimental process of pre and post testing, using Harter's scale of measuring self-concept.

This study aims to investigate the relationship between research functions, demographically middle-income, especially white-collar employees, and their significant impact on luxury product evaluation and their effects on the to purchase intention in luxury products. Consumer “Cognitive Interaction Motivation-conception and motivation” and “Cogitative Mindfullness Perceptions- brand love and purchase intention with loyalty” are considered as dependent variables. “Brand-Id Image-brand personality, image” luxury product interest and Image Involvement Perceptions with product involvement were chosen as moderators as independent variables. In particular, the "Cognitive Interaction Motivation-motivation and perception" survey questions has almost never used a scale in Turkey. Therefore, Therefore, this study's research survey has supported by with native language interpreter and philology experts. İstanbul is seen as a pioneer city of luxury consumption in Turkey. 510 people responded the scale from the designated districts of Istanbul. In this study, in order to test the hypotheses, factor analysis, reliability analysis, T test, Anova test and regression analysis were performed in SPSS with the collected data. The results showed that most respondents intend to purchase intention luxury items. In particular, the luxury brands users have shown that they feel better the Cognitive Interaction Motivation, while they feel the loyalty, love and purchase intention luxury brands positively. As a result, all dimensions of the research positively affected the tendency to purchase intention luxury in the perception of “cognitive interaction motivation”. Merely, the Image Involvement Perceptions moderates the luxury product in the perception of “cognitive interaction motivation” has not affected each other to purchase intention and frequency. All hypotheses except H6 and H8 are supported. As a result, this study aimed to contribute to the existing literature with a comprehensive literature review and quantitative research and aimed to shed light on future research on luxury purchasing.

In this paper it is argued that both cross- cultural adjustment and foreign language ability are both important human resource success factors in international business, especially during extended sojourns abroad. Self-confidence is one of the psychological traits measured by the GCI that exhibited very high correlation with the development of oral fluency in foreign languages. This trait (or GCI competency) is examined in detail in terms of how it facilitates cross- cultural adjustment and foreign language fluency, two critical human resource factors in global business.

The books reconstructs Kant's account of pure self-consciousness by providing a detailed interpretation of the  chapter on the Paralogisms. I argue that the key to a correct understanding of Kant's view is his distinction between real and logical features of the self, or between the I as a real entity and I as a logical object.

This dissertation aims at correlating the use of the self with the social work field. The self was amalgamated with the social work profession as it is the main instrument used by social workers (Kaushik, 2017). A qualitative study using semi-structured interviews was carried out. Ten social workers were interviewed and questioned about their personal experiences working in the field. In total, five different themes were identified, through the conducted interviews. The first theme looked at the participants’ personal characteristics which have helped them in their work as social workers. The second theme which emerged shed light on the skills which have been found most useful in this field, especially during client interventions. The third theme expressed the importance of adopting values which are intrinsic to the social work profession, in order to provide an adequate service to the clients. Despite no direct questions about it being asked, self-awareness was emphasised as fundamental by all the participants, as this characteristic was found useful to develop awareness of one’s own perceptions and mental schemas. In the fourth theme, the respondents outlined certain challenges which arise on the field, such as burnout, boundaries, countertransference and transference and pondering about service users after office hours. The final theme which emerged diverted its focus towards implementing coping strategies such as supervision and the significant need of developing self-care techniques. The main recommendation which was outlined is the importance of developing self-care techniques, both as social work students and when becoming social workers.

Keywords: the self, social workers, personal characteristics, values, skills, social work challenges, supportive techniques

Retail sector is one of the highly competitive sectors and understanding consumers is crucial for succeeding in the sector. One of the important mechanisms that should be further explored is the selfconcept and store image congruence, which is addressed by the propositions postulated by some scholars. This study aims to provide empirical evidence to these propositions. Findings of the study support previous propositions by showing that consumers who choose to shop at the store have more self-concept and store image congruency compared to the ones who do no choose to shop at that store.

This article is part of work aiming Tunisian validation of measurement scales on the motivation of individuals in the context of sport, with executives from analysis of the socio-cognitive and emotional contemporary and theoretical background which represents the cultural adaptation of measuring instruments. This work focuses on validation in context, in Arabic, of the -Physical Self-Description Questionnaire (PSDQ) - (Marsh et al., 1994), from French version that was performed by Guérin et al. (2004). In the absence of psychometric instruments constructed from a sample Tunisian transcultural validation is recommended to assess the role of culture in determining motivational behaviors related to athletic performance. In addition, such work can avoid the profusion of similar tools that capture the same concepts (cf. RJ Vallerand, 1989). This tool, the PSDQ contains a wide range of scales designed to assess self-perceptions through nine specific dimensions and two global components: satisfaction overall physical and global self-esteem. 430 subjects (216 boys and 214 girls) responded to 70 items of PSDQ and correlation matrices were subjected to principal analysis components with varimax orthogonal rotation.

Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125 Omani university students participated in the study. The Students English Self-Concept Scale (SESCS) and the Tutorial Programs Factors Scale (TPFS) were utilized to collect the data. The findings demonstrated that peer tutoring has a positive influence on English self-concept. Three tutorial program factors were found to positively predict English self-concept. Implications for EFL teachers, and recommendations for future research were discussed.

Abstrack
The title of this research is “The Correlation Between Students Self Concept And Their Speaking Performance At The Fourth Semester Student Of English Departement In Muhammadiyah University Of Makassar”.
This research is descriptive research, the purpose of this study to improving self-concept and speaking performance students in speaking at the real time, the research focus on analyze their speaking and self-concept, the serearch will be using the questionnaires and interview in collecting the data.
Keywords: Self-concept, Speakin Performance.

We examined the developmental trajectory of trait hope and self-esteem over 4 years and the impact of gender and perceived parental styles on these trajectories. Participants were 884 high school students. There was a general decline in hope and self-esteem over time, with females declining more rapidly than males. Girls had higher hope than boys in Grade 7, but lower hope by Grade 10. Perceived parental authoritativeness at Time 1 was related to high hope across the 4 years, whilst perceived parental authoritarianism was related to low self-esteem. We discuss the importance of perceived parental styles for adolescent well being, as well as possible explanations for changes in hope and self-esteem.

Introduction
The Advanced Certificate In Leadership-Personality Discovery & Self-Confidence Development is a novel program that leverages knowledge from several fields of study including philosophy, psychology, biology, neuroscience, bibliology, Christian Theology, and several natural science disciplines. The course is designed to help students discover, develop and deploy their inherent leadership potentials.
Course Rationale

Our years of interaction with several people who have gone through Ghana’s educational system, as a Consulting Firm and Educational Institution, has unveiled a common pattern- that many people went through the system and came out, not having enough confidence, ingenuity, emotional intelligence, and the innovative capacity for self-discovery, self-development, and self-deployment. We have encountered several students who want to live very meaningful and purposeful lives but have been frustrated by the educational system to the point that many do not even have the passion, faith, and confidence required for ultimate success in life. This course is designed as an all-encompassing therapy and solution for all such students. The ultimate intent is to bring their faith back to life, inspire confidence, and help them discover their Creator’s ultimate intent and purpose for their lives. In particular, the course also seeks to help the individual discover their hidden leadership gifts, and capacities, and gives them the necessary principles and information that will bring the best out of them, and drive them towards the highest echelon of success and fulfillment in life.

Course Objectives
The course is designed with the following objectives in mind. To
1. Help students discover, understand, maximize and deploy their inherent potentials and purposes.
2. Introduce students to their true selves and personalities and empower them to achieve significant feats in life using their knowledge of their new selves.
3. Aid students to gain a much deeper understanding of their minds, by understanding its components, purpose, and power and how to utilize their minds to provide creative and innovative solutions to personal and societal problems.
4. Help students discover the hidden leader within them, give them the information and principles required to develop their inner selves and empower them to understand, develop and manifest emotional intelligence in their lives.
5. Introduce students to the power of mind over matter, and inculcate in them a positive attitude, optimistic mindset and help them develop their self-confidence.
6. Equip students with public speaking & communication skills
7. Introduce to students, the concepts of learning strategies & styles and help them discover their learning styles and how to best utilize them for optimal success in life.
8. Inculcate the senses of spirituality, self-confidence, and resilient character in students by helping them appreciate the power of their Transcendental Origin

Expected Outcome
By the end of the course, students should have:
1. Discovered, understood, and mastered the principles required for maximizing and deploying their inherent potentials and purposes.
2. Realized and appreciated their true selves and personalities and should have received the empowerment needed to achieve significant feats in life using their knowledge of their new selves.
3. Gained a much deeper understanding of their minds, by understanding its components, purpose, and power and how to utilize their minds to provide creative and innovative solutions to personal and societal problems.
4. Discerned the hidden leader within them, and mastered the information and principles needed to develop their inner-self and manifest emotional intelligence in their lives.
5. Appreciated the power of mind over matter, and inculcate in their minds, the positive attitude, the optimistic mindset that is necessary to develop and manifest the traits of self-confidence.
6. Mastered Public Speaking & Communication Skills.
7. Ascertained and understood their learning style and how to best utilize it for optimal success.
8. Started manifesting elements of true spirituality, self-confidence, and a resilient character based on their knowledge and understanding of the power of their Transcendental Origin.

Mit diesem Handbuch und dem Selbstcheck 'Führungsradar' werden Sie Ihre eigenen Stärken zum Thema Führung beschreiben. In drei Kompetenzfeldern: Umgang mit sich selbst, mit anderen und mit Prozessen entdecken Sie Ihre Potentiale zur Verbesserung. Das Coaching-Handbuch bietet Ihnen für jede Management-Kompetenz eine inhaltliche Hinführung, sowie eine zugeschnittene Aktivität und Übung. eBook - PDF - 36 Seiten.

This article introduces a new psychological concept i.e., innovativeness based self-esteem which is confined within self-concept paradigm. The concept reflects individual's self-evaluations about his personal innovative capabilities to determine his significance, successfulness, and worthiness in an organization. The study adopted knowledge void technique to identify the research gap and further discussed theoretical perspectives and characteristics of innovativeness based self-esteem. At last, the study argued how innovativeness based self-esteem can play an important role to enhance innovative performance of employees. It is worth mentioning that the introduced concept is equally applicable to both public and private sector organizations.

Want a burger and fries or softly steamed fish and fungi? How about offering a bribe to win that contract? Feel like bungee jumping? People believe that they do not need to seriously weigh the pros and cons of these choices before deciding, that their identities provide a meaning-making anchor. They know who they are, and who they are directs their choices. In that sense, choices large and small feel identity-based and identity-congruent. Identities are the traits and characteristics, social relations, roles, and social group memberships that define who one is. Identities
can be focused on the past-what used to be true of one, the present-what is true of one now, or the future-the person one
expects or wishes to become, the person one feels obligated to try to become, or the person one fears one may become. Identities are orienting, they provide a meaning-making lens and focus one's attention on some but not other features of the immediate context (Oyserman, 2007, 2009a, 2009b). Together, identities make up one's self-concept, variously described as what comes to mind when one thinks of oneself (Neisser, 1993; Stets & Burke, 2003; Stryker, 1980; Tajfel, 1981), one's theory of one's personality
(Markus & Cross, 1990), and what one believes is true of oneself (Baumeister, 1998; Forgas & Williams, 2002). In addition to self-concepts people also know themselves in other ways: They have self-images and self-feelings, as well as images drawn from
the other senses-a sense of what they sound like, what they feel like tactically, a sense of their bodies in motion. Though
these self-aspects were part of the initial conceptualization of what it means to have a self (James, 1890/1927), they have received less empirical attention. People feel that they know themselves, since they have a lot of experience with themselves and a huge store of autobiographical memories (Fivush, 2011).

The present study tried to find out the influence of Self Concept and Emotional Maturity and their influence of interaction on Leadership Behaviour of secondary school Heads in Kerala in terms of their gender, age, experience and type of management of their school. The invThe present  study tried to find out the influence of Self Concept and Emotional Maturity and their influence of interaction on Leadership Behaviour of secondary school Heads in Kerala in terms of their gender, age, experience and type of management of their school. The investigator approached 260 heads of the secondary schools throughout the Kerala to collect information regarding their Self Concept, Emotional Maturity and Leader Behaviour. The study found that the Self Concept of heads of secondary schools in Kerala does not have any significant influence on  their Leadership Behavior for the total sample and subsamples of males, females, age group one, experience group one, experience group two and government schools. But the influence is significant in the case of age group two heads and the heads of aided secondary schools. The influence of Emotional Maturity on Leadership Behavior of heads for the total sample and subsamples of males, age group two, experience group one, experience group two and heads of government schools is significant whereas it is not significant in the case of females, age group one and heads of aided schools. The influence of interaction of Self Concept and Emotional Maturity on Leadership Behaviour is not significant for the total sample and all the subsamples other than male heads and it is significant in the case of male heads. The study also reveals that the Self Concept and Emotional Maturity jointly contribute significantly in Predicting Leadership Behaviour of heads of Secondary Schools in Kerala. The percentage of joint contribution of Self Concept and Emotional Maturity in predicting Leadership Behaviour is 13.31 percent. The individual contributions of Self Concept and Emotional Maturity in predicting Leadership Behaviour is 0.024 percent and 13.14 percent respectively. The study recommends for organizing various effective training programme for heads of the school to enhance their Self Concept, Emotional Maturity and Leadership Behaviour.

چکیده
هدف مطالعه حاضر بررسی رابطه بین میزان خود انگاری دانش آموزان مقطع متوسطه و سطح یادگیری دانش دستوری زبان
انگلیسی به عنوان زبان خارجی که در حال یادگیری آن هستند میباشد. بر این اساس دو گروه از دانش آموزان با دو سطح خود
پنداری بالا و پایین انتخاب شده اند. این انتخاب برای اندازه گیری میزان خود پنداری آنها بر اساس پاسخ هایشان به پرسشنامه
ای که توسط مارش) 0991 ( طراحی شده بود انجام گرفت. بعد از انتخاب گروهها، محقق با استفاده از آزمون استاندارد مهارت
با اندازه گیری دانش دستوری دانش آموزان درباره جملات شرطی برخی از جنبه های پیشرفت تحصیلی ) TPO( آکسفورد
شرکت کنندگان در پایان این مطالعه را ارزیابی کرد. بر اساس تجزیه و تحلیل داده های به دست آمده از شرکت کنندگان میتوان
گفت دانش آموزان با میزان خود پنداری بالاتر مهارت بیشتری در ارایه دستوری زبان انگلیسی داشتند. به عبارتی بین میزان خود
انگاری دانش آموزان و نتیجه علمی آنها رابطه معنا دار آماری وجود دارد. بر اساس نتایج این تحقیق و مطالعات دیگری که در
این زمینه انجام شده است معلمان زبان خارجی باید به خود پنداری دانش آموزان به عنوان یک عامل محرک و مهم در یادگیری
زبان دوم توجه داشته باشند. چرا که این عامل به عنوان یک نیروی محرکه قوی میتواند فرآیند یادگیری زبان دوم را بهینه ساخته
وبه میزان اعتماد به نفس دانش آموزان به عنوان عامل مهمی در دستیابی به اهداف آموزشی والا توجه
نماید.
واژه های کلیدی: خود پنداری، پیشرفت علمی، دانش دستوری

This paper examines the interactions of self-efficacy and self-concept in a mixed method study.  Ten fourth grade children from a small rural elementary school were interviewed in 2003 regarding their self-perceptions of competence. These children were interviewed again in 2011 as high school seniors. As seniors, they also completed the Multidimensional Self-concept Scale (Bracken, 1992) and a modified Multidimensional Scales of Perceived Self-Efficacy (Bandura, 1990b).  Correlation and multiple regression analyses were conducted to examine the relationships between two self-efficacy domains (academic achievement and self-regulated learning) and the three measures of self-concept (global, academic and competence).  Measures of self-efficacy were related, as were measures of self-concept. Self-regulated learning self-efficacy and competency self-concept were significantly related at r=.82, p≤.01. Students in 2011 made predictions about, listened to, and responded to the audio recordings of the 2003 interviews. These responses were coded for comparative analysis across questions and across time. The relationship between the study participants’ responses and the theoretical models of self-efficacy, expectancy-value theory and self-concept are discussed. Notable stability in student responses over time was observed. Suggestions for further research are discussed.

As the prevailing studies tend to neglect how media depict the sociological question about the relationship between self and society and the dualism between pleasure and reality in modern society, this article examines this important issue by analyzing the award-winning film Babel by using a psychoanalytic perspective. Based on textual analysis of the film's storylines, this article argues that Babel not only substantially represents the relationship between self and society, but also depicts the continuing tension and dualism between them. This is seen in the storylines of its characters that illustrate the relationship between sexual drives and social regulations. For the sake of social interests and cultural production, pleasure is repressed by external reality and sexuality is repressed through socially sanctioned sexual regulations. The self must attempt to balance between libidinal desire and social control to enter the normality of the social world. Intisari Terdapat kecenderungan pada kajian-kajian yang ada untuk mengabaikan kajian bagaimana media menggambarkan persoalan sosiologis tentang hubungan antara diri-individu dan masyarakat dan dualisme antara kesenangan dan realitas dalam masyarakat modern. rtikel ini mengkaji isu penting ini dengan menganalisis film peraih pernghargaan Babel dengan menggunakan perspektif psikoanalitis. Berdasarkan pada analisis tekstual atas storylines film tersebut, artikel ini berargumen bahwa film Babel bukan saja secara substantif merepresentasikan hubungan antara diri-individu dan masyarakat, melainkan juga menggambarkan ketegangan dan dualisme yang terus berlangsung antara keduanya. Hal ini terlihat pada storylines tokoh

The present study investigated the impact of young adolescents' learning environment on their culturally mediated view of themselves as expressed in their self-drawings. The sample consisted of 83 young adolescents, 35 male and 48 female, aged 10-14 years with an overall average of 12 years living in three diverse ecosocial contexts within the Southern region of Madagascar: 28 participants were recruited in rural villages, 14 adolescents lived in a small town, and 41 adolescents were raised in a large city. The participants did not differ in age or gender distribution. The analyses revealed significant differences in the adolescents' emotional expressions, drawing styles, visual appearances, and figure sizes in their self-depictions, which were in line with ecosocial variations in their learning environments. The findings are interpreted in light of the participants' varying socialization experiences, access to formal education, and exposure to modern media and a Western lifestyle.

The purpose of this study was to investigate if there are significant relationships and gender differences among academic self-efficacy, self-concept, and goal oriented behaviors, and academic achievement of students. The target population was 1884 in Debre Markos higher education preparatory school in 2005 E.C. A sample size of 210 participants was selected using stratified and simple random sampling technique from the population based on the roster of record office. A self-report questionnaire was used to collect data on academic self-efficacy, self-concept and goal oriented behaviors while current semester examination marks were used to determine the average academic achievement scores for each participant. The instruments were administered after piloting to determine their suitability, validity and reliability. The Cronbach's alpha reliability coefficient after piloting was 0.862. The questionnaire was revised to improve the reliability coefficient. The data collected from the sample size were analyzed by Pearson product movement correlation coefficient and independent sample t-test. The hypotheses were tested at a = 0.05. The findings indicated a significant positive relationship between students' academic self-efficacy, self-concept and goal oriented behaviors, and academic achievement. The findings also indicated that there were significant gender differences in academic self-efficacy, self-concept, goal oriented behaviors and academic achievement scores of students. Thus, it was recommended that providing welcome orientations, counseling services, short-term training and selecting classroom models are some of the solutions need to be given a due attention from teachers and school counselors.

Understanding of another person predominantly informed by observation is more complete and dynamic than understanding available to an audience for whom they are curating their self- presentation. Interpersonal encounters conducted via digital media platforms lack the physical proximity that lets us observe other persons’ accidental self-disclosure in real-life encounters, as distinct from being the audience of their explicit self-disclosure. However, in online interpersonal interactions we can still place others in the role of observer by allowing them to watch our interactions with external texts, without focusing on those others as audience or on the text as demonstratively referential to oneself.

This study was a survey research. It aimed to explore the relationships between three dimensions of self-concept, locus of control, media exposure, and behavior of youth toward the purchase of luxury products. The samples were 363 young people whose ages were between 15 and 25 years old. Questionnaires were employed as the instruments for data collection. Results of the survey showed that respondents, on average, purchased luxury products in general at the low level. Results of the hypotheses test at the statistical significance level of 0.05 suggested that the behavior toward the purchase of luxury products in general has relationships with self-concept in terms of perceived economic status, perceived personal-image and self-roles; and media exposure.