The problem of this study was to determine the relationship between the nature of an individual's self-concept and belief system to his orientation toward internal versus external control of reinforcement. This study was designed to investigate the relationship of two variables, self-concept and open versus closed belief system, to a third variable, locus of control.

Factors influencing tourist behavior have been a focal point in tourism research for decades. Efforts to unveil the determinants that shape travel behavior stem not only from pure academic interest, but from practical business considerations (Pizam & Mansfeld, 1999). Destination personality, self-concept, and congruence between self-concept and destination personality (SC-DP congruence) are among the factors that are believed to influence tourist behavior. However, little research has been undertaken to understand the impact of these factors on tourist behavior. The purpose of this study is to investigate the effects destination personality, self-concept and SC-DP congruence on tourist behavior. A theoretical model that attempts to investigate the influence of destination personality, self-concept, and SC-DP congruence on tourist behavior was developed and tested empirically. Specifically, the model proposed that tourist behavior is affected by destination personality, self-concept, and SC-DP congruence. Particularly, self-concept consists of four aspects, including actual self-concept, ideal self-concept, social self-concept, and ideal social self-concept; hence SC-DP congruence also includes fours such facets. Furthermore, tourist involvement is examined to see whether it would moderate the relationship between SC-DP congruence and tourist behavior. Data were collected using an online panel survey in December 2008. A total of 663 usable responses were obtained. Pearson correlation, structural equation modeling (SEM), and hierarchical multiple regression analyses were performed to test the hypotheses. For the SEM analysis, the sample was randomly split into two groups. One was used to test the model and the other was used for model validation. The findings suggested significant influences of destination personality, self-concept, and SC-DP congruence on tourist behavior. Findings of this study also showed that there are significant and positive relationships between destination personality and self-concept. However, tourist involvement was found to have no moderating effect on the relationship between SC-DP congruence and tourist behavior. The study also provided managerial implications for destination marketers based on the research results. / Ph. D.

Thesis advisor: Henry I. Braun / Academic self-concept is considered central to the identity and development of college students. Previous studies of academic self-concept of college students have largely relied on only two time points to study changes that occur during college. Additionally, prior studies have found a positive association between academic self-concept and academic achievement, but have employed data techniques that limit the conclusions drawn to correlational associations. This study investigated the changes in academic self-concept over the four years of undergraduate education using a large but non-random sample of students at a highly selective institution. Additionally, using auto-regressive cross-lagged models, it explored the causal ordering of academic self-concept and academic achievement. Finally, the study explored whether changes in academic self-concept, and its relationship to academic achievement, were different for men and women. The results suggested an initial decline in academic self-concept during the first year of college, consistent with the Big-Fish-Little-Pond-Effect, followed by an increase in academic self-concept at graduation. The study found men and women experienced similar patterns of change in academic self-concept through the college years, but that women’s academic self-concept was consistently lower than men’s academic self-concept. For men, higher academic achievement was followed by higher academic self-concept at all time points. Among women, however, there was evidence of reciprocal effects between academic self-concept and academic achievement, especially in the first year of college. These findings indicate that lower academic self-concept in women could be academically disadvantaging them compared to men, particularly early in their collegiate experience. The study also examines the measurement properties of CIRPs Academic Self-Concept scale and the adequacy of auto-regressive cross-lagged models in place of multi-level auto-regressive cross-lagged models. Policy and research implications, as well as future directions for research, are discussed. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Adolescence is a crucial period of transition from childhood to adulthood, in which significant changes occur in various domains, including physical and hormonal changes as a result of puberty, cognitive changes in understanding how they and others think, as well as socioemotional changes in which adolescents assume new roles connected to their environment. Amongst all the perceptions we experience throughout our lifespan, none have higher meaning than those we internalise concerning our own personal being and our perception of who we are, and where we belong in this world. Self-concept is significant in unravelling how individuals become what or who they are, how individuals change over time as well as their decision-making processes. This study used a cross-sectional research design to explore the influence age and gender have on the global and domain specific self-concept of adolescents in Pretoria. The final sample consisted of 145 black adolescent boys and girls from two schools in the Pretoria area. The main findings suggest that younger adolescents have a higher global self-concept compared to older adolescents, and also scored higher than older adolescents in the social and physical self-concept. The findings further showed a pattern of increase in the global, emotional and social self-concept during early adolescence, a decline during middle adolescence and an increase during late adolescence. With regards to gender, findings indicate that girls scored higher in emotional self-concept compared to their male counterparts. Based on the findings of this study, implications for practice and recommendations are noted. / Mini Dissertation (MA)--University of Pretoria, 2019. / Psychology / MA Clinical Psychology / Unrestricted

The purpose of this research was to assess the effects of the Utah State University Pupil Self-Concept Program on the performance of inservice elementary school teachers and on the self-concepts of pupils in their classrooms. Four volunteer teachers were trained in the SelfConcept behaviors as part of an inservice course. A single-subject multiple baseline design was used to determine teacher effects for these four teachers. The first teacher was the main subject, and the study was then directly replicated three times using the other three experimental teachers. Data on these four subjects were collected through observation of program-related teacher behaviors. Results from the Teacher data indicated that teachers will indeed exhibit changes in their use frequency of the USU Pupil Self-Concept Program verbal behaviors when each of these behaviors is taught. The use of negative behaviors decreased in frequency while the use of positive behaviors increased in frequency. Results from this data indicated that pupils whose teachers are trained to emit the Program's specific language skills receive significantly higher self-concept scores than do pupils whose teachers do not receive this training, provided there are no other interaction styles used in the classroom than that of the trained or untrained teacher. A quasi-experimental design was used to assess pupil effects as a result of teacher training. The pupils in the four trained teachers' classes served as the experimental group. The control group consisted of the pupils in three additional volunteer teachers' classes. These teachers were not trained; therefore, the pupil control group received no treatment. A pupil self-concept measure was administered before and after the inservice course.

The purpose of this study was to determine if there is a relationship between student ratings of university instructors and instructors' self-concept and self-actualization. During the academic year 1970-71, students rated faculty members teaching undergraduate courses from the "Illinois Course Evaluation Questionnaire", Instructors rated high or in the top three deciles were defined in this study as "good" or "effective" teachers, and those rated low or in the lower three deciles were defined as "poor" or "ineffective" instructors. Sixty-eight percent or 118 of the instructors in these categories submitted to two psychological tests--the "Index of Adjustment and Values" and the "Personal Orientation Inventory". These instruments were used to investigate the self-concept and self-actualization of university instructors. From the IAV two main areas were considered or investigated--the self- acceptance and discrepancy between the real and ideal self. Analysis of variance scores showed that there was no difference between mean scores of good and poor instructors in relation to how they accepted themselves and how they viewed their real self in relation to their ideal self. Both groups showed congruency and a positive view of self. When good and poor instructors were compared by an analysis of vari­ence as to their self-actualization, again, there was generally no difference between the means. However, on three subscales (of twelve) the groups differed significantly (.02-.05). Good instructors scored higher in Self­ Actualizing Value, Spontaneity, and Self Regard, or it might be said they are more self-willed, self-expressive, self-assertive, open, honest, and cognizant of their strengths and capabilities. Generally, poor instructors are just as self-actualizing (releasing of full capabilities and potentialities) as good instructors. Other data which showed significant distinction between good and poor instructors was the descriptive data. This data showed that college affiliation an d number of years of teaching seem unrelated to teacher effectiveness. However , sex, age, highest degree earned, rank, and years of formal education did make a difference in this study. Those instructors rated high by students were also those who were mostly female in sex, younger in age (average of 39 years), who had received a master's degree with an average of seven years of university education and a professional rank lower than a professor. Those instructors rated low by students were also those who were mostly male in sex, older in age (average of 46 years), who had a doctorate degree, eight years of university education, and a professional rank of professor. From this study of university instructors rated high and low by students, and from the limited psychological testing, the following may be concluded: (1), When male university instructors terminate their formal education by a doctorate and arrive at the rank of professor students perceive them to be less effective as teachers. (2), How a university instructor feels about himself, how congruent his real and ideal self are, and how well he accepts himself may not be related to his effectiveness or ineffectiveness. University instructors whether good or poor essentially view themselves the same. (3), How well a university instructor is actualizing his potentialities or has satisfied basic needs of safety, belongingness, love and self-esteem, may not be related to his effectiveness or ineffectiveness as a teacher. (4), University instructors appear to be more effective if they hold self-actualization values, are more spontaneous and possess a good self-regard; or in other words, they are more self-willed, self-expressive, self-assertive, honest, and cognizant of their strengths and capabilities. (5), Since good and poor instructors showed significant differences in the descriptive data but none in the self-concept inventory and only limited differences in the self-actualization inventory, then the use of the IAV and POI for university instructors is questioned because of their failure, generally, to differentiate. From the above summary and conclusions the following recommendations are made: (1), Coad instructors in this study could be investigated further to determine what they do specifically as teachers, in order to be rated high by students. (2), Further study needs to be conducted to determine more precisely if self-actualization is related to effective university teaching.

From the observations of counselors and teachers within our school district there seem to be these indications: (a) That many failing students are experiencing personal adjustment problems due to a faulty self concept and that they tend to behave in terms of how they perceive themselves, or according to the role forced on them by others. So if they have been labeled as a failing student this is the role they perceive for themselves and they tend to behave in terms of the role they perceive for themselves. (b) Non-promoted students who have been retained seem to have a lower self concept than those who have been socially promoted. (c) Failing students often employ some compensatory behavior to satisfy their need for acceptance and recognition. (d) It has been observed that non-promoted students often do no better the next year if retained. All that retention seems to do is to reinforce their feelings of inadequacy. (e) In counseling with students who have failed and have a common problem, it has been observed that the peer group often acts as a form of motivation to do better thus justifying group counseling as a possible answer to failure rather than retention. If, as suspected, failure is due in part to a faulty self concept, then in order to attempt to prevent failure and to counsel more effectively with the failing student, we should get to the source of the problem rather than to merely treat the symptom. If failure also intensifies feelings of inferiority then the development of a low self concept could be partly the result of failure.

The objective of this research was to investigate the relationship between self-concept and goal attainment for assertive training groups. To determine if self-concept is related to the extent to which one's goals are attained was of major interest. Another purpose was to determine if self-concept measures increase as a result of participation in group assertive training. Subjects were 67 volunteers, students from Utah State University, and Cache Valley, Utah, community members. Subjects were administered as pretests and posttests the Tennessee Self Concept Scale and the Goal Attainment Scaling procedures including the Behavioral Monitoring Progress Record. Three groups were formed: 1) AT I, a self-directed assertive training group, 2) AT II, a directed, goal-oriented assertive training group, and 3) a no-treatment control group. Four assertive training sessions were conducted and posttesting was completed. Two correlations were computed: 1) the pretest TSCS scores were correlated with the GAS scores, and 2) the posttest TSCS scores were correlated with the GAS scores. A test of significance between correlation coefficients was applied to the two correlation coefficients obtained. The two correlations were not significantly different at the .05 significance level suggesting that the extent to which goals are attained is not related to self-concept for the two assertive training groups. Increases from the TSCS pretest to posttest for each assertive training group were significant as indicated by the analysis of variance for repeated measures. The experience of participating in both assertive training groups was suggested as effecting positive changes in self-concept.

Relationships between adolescents' perceptions of their parents' responsiveness and demandingness, adolescents' locus of control orientation, and adolescents' self-concept ratings were investigated. Subjects included 198 students from a middle school in northern Utah. Subjects were given the Nowicki-Strickland Internal-External Control Scale for Children, the Harter Self-Perception Profile for Adolescents, and the Perceived Parenting Style Survey. Results indicated that subjects who perceived their parents as being authoritative had significantly (p < .001) more internal locus of control scores than subjects who reported either the permissive or authoritarian styles. Also, self-concept scores were significantly higher (p < .001) for the authoritative group than the authoritarian group on the Self-Perception Profile for Adolescents subscales of Scholastic Competence, Social Acceptance, Physical Appearance, Behavioral Conduct, Close Friendship, and Global Self Worth. The permissive group reported significantly lower scores (p < .05) on the subscales of Scholastic Competence and Behavioral Conduct. There was also a significant negative correlation (p < .001) between locus of control scores and the subscale scores on the Self-Perception Profile for Adolescents. Although there were some limitations in the study methodology, the significant differences found between the groups indicated that the authoritative parenting style positively correlates with higher self-concept and internal locus of control, while the authoritarian parenting style negatively correlates with self-concept and internal locus of control.

Marital roles have become a subject of major concern in recent years. Many critiques consider traditional marriage roles to be responsible for hindering appropriate social-emotional development of the wife, in particular, and also the husband. Past research in assessing the relationship between marital roles and the happiness and well-being of husbands and wives is limited in quantity and generally is inconclusive or controversial. This study was designed to clarify the relationship between marriage roles and two dependent variables, marital happiness and self concept. The sample population consisted of 124 volunteer couples selected from the teaching staffs of eight school districts in Southeastern Idaho and Northern Utah. Each participant provided information for this study by completing a questionnaire, the Tennessee Self Concept Scale, the Marriage Adjustment Scale, and the Marriage Role Expectation Inventory. Forty-three variables were generated from these measures which, when factor analyzed produced 12 factors for husbands and 10 factors for wives, served as dependent and independent variables for this study. Stepwise multiple regression analysis was used to identify relationships between dependent variables (self concept and marital happiness of husbands and wives) and independent variables {i.e., level of education; hours spent as an employee, religious volunteer, and in community service; freedom to choose present role; income level). Husbands and wives were assessed independent of each other. None of the independent variables explained a significant amount of the variance on marital happiness or self concept neither when considered alone nor when stepped together in the multiple regression model. Thus, no significant relationship was determined between marital roles and marital happiness or self concept. Recommendations were made for studying more diversified populations and for controlling sample bias resulting from the use of volunteers.