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Poor self-concept and victimization by peers: Untangling the direction of influence
Title
Poor self-concept and victimization by peers: Untangling the direction of influence.
Creator
Egan, Susan K., Florida Atlantic University, Perry, David G.
Abstract/Description
The present study examines whether one aspect of problematic adjustment--poor self-concept--contributes to victimization, is a consequence of victimization, or both. A sample of 187 third- through seventh-grade children were tested in both the fall and spring of the academic year on four self-report, self-concept measures: (a) global self-esteem, (b) social self-esteem, (c) self-efficacy for assertion, and (d) self-efficacy for aggression. At both times of testing, children also reported...
Show moreThe present study examines whether one aspect of problematic adjustment--poor self-concept--contributes to victimization, is a consequence of victimization, or both. A sample of 187 third- through seventh-grade children were tested in both the fall and spring of the academic year on four self-report, self-concept measures: (a) global self-esteem, (b) social self-esteem, (c) self-efficacy for assertion, and (d) self-efficacy for aggression. At both times of testing, children also reported classmates who manifested both victimized and aggressive behaviors. Results indicated that social self-esteem and self-efficacy were both antecedents of victimization even after controlling for T1 levels of victimization. Social self-esteem was also an outcome of victimization after controlling for T1 levels of social self-esteem. A secondary consideration of the research was to investigate whether poor self-concept is predictive or an outcome of aggression, and results are discussed. Theoretical explanations for the specific relations found are advanced.
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Date Issued
1996
PURL
http://purl.flvc.org/fcla/dt/15336
Subject Headings
Aggressiveness in children, Victims--Psychology, Self-esteem in children, Self-perception in children, Self-efficacy
Format
Document (PDF)
Modes of self-directed attention
Title
Modes of self-directed attention: dynamic model of self-regulation.
Creator
Strawinska, Urszula., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Establishing and maintaining a clear and stable view of oneself is one of the major goals that human beings are motivated by. Individuals' environment is overflowing with a variety of self-relevant feedback. Yet, humans are able to generalize their experience into idiosyncratic self-concept, that despite being the largest, and most complex of all cognitive structures provides a good frame of reference for regulation of action, emotion, and cognition. This research project examined a dynamic...
Show moreEstablishing and maintaining a clear and stable view of oneself is one of the major goals that human beings are motivated by. Individuals' environment is overflowing with a variety of self-relevant feedback. Yet, humans are able to generalize their experience into idiosyncratic self-concept, that despite being the largest, and most complex of all cognitive structures provides a good frame of reference for regulation of action, emotion, and cognition. This research project examined a dynamic model of self-regulation that explains how humans manage to arrive at and maintain a coherent understanding of who they are and what they are like despite the abundance and constant influx of often contradictory self-relevant information. The dynamic model of self-regulation emphasizes the role of selective attention to specific regions of the self-concept as a prerequisite for self-concept adaptive development and functional expression. From a dynamical systems perspective the self-concept is conceptualized as a dynamic cognitive structure of knowledge that becomes organized into meaningful self-aspects (i.e., identities, self-perceived traits, roles) that differ with respect to evaluative coherence. Some self-aspects are coherent and comprise exclusively positive or exclusively negative elements, while other do not achieve evaluative coherence and are comprised of self-beliefs with mixed evaluations. As the focus of conscious attention changes between coherent and incoherent areas, the experience of Self and implications of self-concept for ongoing processes change accordingly. The total number of 296 participants took part in four studies conducted in Poland and in the United States., The studies utilized interesting procedures to investigate the dynamics and structure of the self-concept and the consequences of the evaluative differentiation of the self-concept for intrapersonal and interpersonal processes. Participants filled out personality and self-concept measures on-line, performed the cardsorting and mouse procedure tasks, and interacted with a chat-bot conversational program. Results of the studies attest to the validity of the model and suggest that individuals focus their attention on incoherent self-aspects to facilitate the formation and development of the self-concept and that focus on coherent self-aspects facilitates effective use of the self-concept for the regulation of ongoing processes.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2138107
Subject Headings
Self-management (Psychology), Self-perception, Identity (Psychology), Adjustment (Psychology), Mind and body, Self-presentation, Interpersonal relations, Social interactions
Format
Document (PDF)
Peer reputations and gender differences in academic self-concept
Title
Peer reputations and gender differences in academic self-concept.
Creator
Menon, Madhavi, Florida Atlantic University, Perry, Louise C.
Abstract/Description
This study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most...
Show moreThis study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most influence on academic self-concept in school domains viewed as gender-normative and thus central to self-concept. MR analyses provided some support for this gender-congruency hypothesis, as it was primarily children's academic ability reputation in gender-congruent areas that was predictive of ability self-concept, and, influential with respect to perceived ability in normative domains. Contrary to expectations, peer affective reputation was more predictive with respect to gender-incongruent domains. Results were interpreted to suggest the dominance of gender-schema consistency concerns in relation to ability perceptions, but contrast effects in relation to school affect.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/13179
Subject Headings
Academic achievement--Evaluation, Educational evaluation, Group work in education, Students--Self-rating of, Academic achievement, Intelligence levels, Self-perception
Format
Document (PDF)
That's SO last century
Title
That's SO last century: fashion and modiality in Melville's Typee.
Creator
DeBerry, Tealia., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
A literary text is a means for critics to analyze societal influence on the author, and both fashion and body modification serve this same function because they are legible texts with which to interpret the psychological motivations of the wearer in the cultural context in which he or she lives. Fashion theorists such as Roland Barthes and J.C. Flugel have detailed the reasons that they believe dress evolves throughout time, and the following thesis applies their theories to Melville's first...
Show moreA literary text is a means for critics to analyze societal influence on the author, and both fashion and body modification serve this same function because they are legible texts with which to interpret the psychological motivations of the wearer in the cultural context in which he or she lives. Fashion theorists such as Roland Barthes and J.C. Flugel have detailed the reasons that they believe dress evolves throughout time, and the following thesis applies their theories to Melville's first novel Typee. In the first chapter, entitled, "Moral Fibers: Dress as the Extension of Self," much emphasis is given to archetypes of dress such as the veil, the corset and military uniforms in the Orient and the Occident. The second chapter, "Cut From the Same Cloth: Body Modification as Semiotic Modality," discusses ritualistic tattooing as a mode of literary expression.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/215287
Subject Headings
Clothing and dress, Psychology, Fashion, Social aspects, Self-perception in literature, Fashion in literature
Format
Document (PDF)

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