CDSW 100 -THE INDIVIDUAL AND SOCIETY THE SELF CONCEPT (original) (raw)
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Self concept: The interplay of theory and methods
Journal of Educational Psychology, 1982
Dist pecia The enhancement of students' self-concepts is valued as a goal of education, and as a moderator and perhaps a cause of scholastic achievement. Nevertheless, conceptual and methodological problems have plagued research and evaluations involving self-concept (Scheirer & Kraut, 1979; Shavelson, Hubner & Stanton, 1976). The purposes of this article, in broad terms, are (a) to advance self-concept theory by testing some of its critical assumptions; and (b) to pzesent recent methodological advances which integrate concerns about measurement, statistics, and theory into one conceptual, analytic framework. Self-concept, broadly defined, is a person's perception of hiim or herself. These perceptions are formed through one's experience with and interpretations of one's environment, and are influenced especially by reinforcements, evaluations of significant others, and one's attributions for one's own behavior (Shavelson, Hubner & Stanton, 1976). The construct, self-concept, can be further defined by seven critical features (cf. Shavelson et al., 1976; see Fig. 1): (1) It is organized or structured in that people categorize the vast information they have about themselves and relate these categories to one another. (2) It is multifaceted and the particular facets reflect the category system adopted by a particular individual and/or shared by a group. (3) It is hierarchical with perceptions of behavior at the base moving to inferences about self in subareas (e.g., academic-English, history), academic and nonacademic areas, and then to general self-concept. (4) General self-concept is stable but, as one descends the hierarchy, selfconcept becomes increasingly situation-specific and as a consequence less stable. (5) Self-concept becomes increasingly multi-faceted as the individual develops from infancy to adulthood. (6) It has both a descriptive and an evaluative dimension such that individuals may describe themselves (I am happy) and evaluate themselves (e.g., I do well in school). And (7) it can be differentiated from other constructsj such as academic achievement. Research on substantive topics in self-concept theory has already jbeen reviewed (e.g., Wylie, 1979) as has research on methodological * Sell-CoNonAept i Slf~ncep 50Cncp Nou a devnif Sald isoy Mli .*g Soc i cfl Emotional Pyia yia tallConcept-Stat.one
Routledge eBooks, 2014
An Overview As mentioned above, the self-image is the individual's awareness of personal attributes. This is developed at an early age through the influences of the parents or guardians. For example, sex-role stereotyping by the parents, as well as feedback on or exaggeration of personal characteristics, may establish an early self-image and body image upon the child. The process continues in the school years through new experiences and influences (i.e. significant others, such Its peers and teachers. The self-image therefore can be deemed to develop through a "looking glass" (Cooley, 1999), which refers to image formation through feedback from others. Self Concept
Self as Self The word " self " means complete individuality. It can also refer to one's character, one's nature or one's interest. The term concept is an abstract idea which gives meaning to what it represents. Therefore, self-concept is how we define our self, based on the characteristic we know and the values we hold to ourselves. These values and characteristics are linked to various aspects of our self-concept such as self,
Mini Literature Review of Self-Concept
Universitas Ahmad Dahlan, 2016
The aim of the current literature review is to focus on individuals´selfindividuals´self-concept. The results of the present study reveal that self-concept assumed as an important factor for each and can change his or her belief, attitude, and reaction toward personal and social life. This study likewise explained the beginning of self-concept, different views toward this vital factor, the role of introspection, and multicultural. Furthermore, this paper supported the imperative of self-concept; additionally, it has an essential role in individual advance.
Is self-esteem a central ingredient of the self-concept?
At each of two sessions a week apart. 101 college subjects produced open-ended lists of items in nine categories ofself-knowledge and also completed scales that provided measures of self-esteem, private self-consciousness. public self-consciousness. and social anxiety. Analyses showed rhat subjects' productions of self-knowledge were invested with sey-evaluation in two ways: (a) Positiveness of self-evaluation (self-esteem) was signijicontly correlated with numbers of affectively positive items produced (such as liked activities, good qualities, and names of friends). and (h) concern about evaluation of self hy others (social anxiety) was associated sign~ficantly with both production of relatively few items of selfknowledge and repeatedproduction of the same items on the two testing occasions. These findings suggest that self-esteem is a pervasive component of measured selj-concept. even for measures that lack mani/est esteem-related content.
Methodological considerations in interpreting research on self-concept
Journal of Youth and Adolescence, 1977
The purposes of this paper are twofold: (1) to provide a brief review of methods used in validating construct interpretations of self-concept measurements and show where the papers in this special issue of Journal of Youth andAdolescence fall within this domain; and (2) to point out what we consider to be the strengths and limitations of each paper. As a point of departure, a couple of general comments about this issue of the journal are in order. In the literature on self-concept (esteem, image, perception view) 4 only scant attention has been paid to methodological problems (see Crowne and Stephens, 1961; Gordon, 1969; Shavelson, et al. 1976; Wylie, 1961, 1974). An issue of a journal devoted to this topic, then, certainly is a welcome sight. Furthermore, studies of self-concept have focused primarily on young children, schoolchildren without special attention to adolescents, or children in clinical settings. The recognition of the
Physical Self, Social Self, Psychological Self, and Moral Self in Reflecting Self-Concept
2020
The purpose of this study is to test the validity and reliability of the self-concept as a construct and test aspects and indicators that can form this construct. Self-concept is measured by four aspects, including physical self, social self, psychological self, and moral self. The population in this study are all students of grade XI with a total sample of 60 students. The sampling technique used is simple random sampling. The data collection method is a self-concept scale. Research data were analyzed using Structural Equation Modeling (SEM) through the SmartPLS version 3.28. Based on the results of data analysis, the aspects and indicators that made up the construct of self-concept were valid and reliable. The dominant aspect reflecting the construct of self-concept is the social self with a loading factor of 0.806, and the weakest aspect reflecting the construct of the self-concept is the physical self with a loading factor of 0.703. This shows that all aspects and indicators are...