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The Relationship between Cultural Values, Self-Concept Clarity, and Future Orientation among Saudi Arabian College StudentsAlharbi, Nafea Helal January 2022 (has links)
No description available.
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I am a critical thinker: exploring the relationship between self-concept and critical thinking abilityAntler, Melissa 01 May 2013 (has links)
Critical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of the variance in critical thinking than other correlates of the ability, such as metacognition (Halpern, 1998; Magno, 2010) and openness to experience (Clifford, Boufal, & Kurtz, 2004). The hypothesis was supported; total self-concept significantly and positively correlated with the total score of critical thinking. Regression analyses revealed self-concept was a better predictor of critical thinking, accounting for 19.2% more variance in critical thinking than metacognition and openness to experience. Overall, the results suggest that nourishing students' self-concept may support their ability to think critically.
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The Self-Concept of Foster Youth in Transition to Independent Living: A Descriptive StudyEnsele, Paula 05 June 2003 (has links)
No description available.
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A Comparison of the Self-Esteem of Disadvantaged Students in Grades Four, Five and Six Identified as Artistically Talented and Students not Identified as Artistically TalentedMcDonald, Anne Michelle, Ms 18 November 2004 (has links)
No description available.
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The Association Between Child-Rearing Practices and Child Self-Concept and Depressive Symptoms ReproducedWeiss, Tobias C. January 2003 (has links)
No description available.
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Resilience in Relation to Consistency in Self-Concept in Adult Third Culture Kids (ATCKs)LaBass, Crystal 01 September 2015 (has links)
No description available.
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Impact of Drawings and DialogueLiefeld, Adrienne R. January 2015 (has links)
No description available.
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A Narrative Reflection of an Undergraduate Student's Career Exploration and Decision-Making Process throughout CollegeBloomer, Jessica 20 October 2016 (has links)
No description available.
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The effects of rational stage directed therapy on self concept and reduction of psychological stress in adolescent delinquent females /Reardon, James P. January 1976 (has links)
No description available.
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Self-concept in Adolescents: The Role of Ethnicity and Contextual Variables in the Manifestation of DepressionByrd, Devin Alfred 14 September 2000 (has links)
The primary focus of the present study was to delineate the relationships among variables comprising a proposed model of depression for middle school adolescents. The investigation of the validity of a newly proposed dimension of self-concept (i.e., ethnic evaluations) for African-American versus Caucasian adolescents was also a major thrust. An additional emphasis of the present study was to examine which variables (i.e., contextual, self-concept, and global self-worth) accounted for the greatest amount of variance in predicting depression scores for African-American and Caucasian participants.
Approximately 1,100 adolescents were recruited for participation. Of these, 959 participants actually participated in the study with the final sample consisting of 792 participants (males n = 389, females n = 403). Participants ranged in age from 11 = 14 years of age and were in 6th, 7th, and 8th grades. The ethnic make-up of participants was as follows: Native American (1%), Asian (1%), African-American (32%), Caucasian (60%), Hispanic (1%), Pacific Islander (>1%), Biracial (3%), Multiracial (1%), and other (>1%) participants. All questionnaire sessions were conducted in a group format during a pre-selected class period (i.e., Health, English, or Science classes). Participants were administered a demographic information form, the Reynold's Adolescent Depression Scale (RADS), the Multidimensional Anxiety Scale for Children (MASC), the Harter Self-Perception Profile for Adolescents (SPPA), an Ethnic Evaluations instrument, the Acculturation Scale, the Dubow Social Support Scale for Adolescents, the How I Coped Under Pressure Scale for Children (HICUPS), and the Life events scale.
Results revealed that self-concept and global self-worth were significantly and inversely correlated with depression scores. In addition, a newly created measure of ethnic evaluations proved to be a concurrently valid measure of self-concept for all participants and demonstrated differing rates of significance with depression for Caucasian and African-American participants. An examination of the proposed model for African-American adolescents revealed that social support, negative life events, physical appearance, athletic competence, and inter-ethnic evaluations were most significant in predicting depression. Results of the regression analysis for Caucasian adolescents revealed social support, negative life events, social acceptance, athletic competence, physical appearance, and global self-worth as accounting for the greatest amount of variance. / Ph. D.
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