The theories of cognitive dissonance (Festinger, 1957) and self-perception (Bern, 1965) are reviewed in terms of the "insufficient justification" and "observer replication" laboratory paradigms. The controversy generated by their competing explanatory claims was evaluated in three separate contexts: as debate, theory, and metatheory. In a debating context it was concluded that Ben got the better of the controversy by observing the input requirements of his theory and marshalling against his critics evidence generated by their own failure to do likewise. Analytical and epistemological errors committed by the dissonance theory advocates were major factors in this csnclusion. With respect to the more substantive context of theory-testing, it was concluded that Bern failed to establish the plausibility of the cognitive process postulated by the self-perception theory. A unique counter-instance was cited to demonstrate that self-perception is not a wholly viable alternative analysis of cognitive dissonance phenomena. In addition, an examination of Bern's adherence to a functional analysis in conjunction with a simulation methodology raised doubts that such a strategy could deliver the desired information concerning plausibility of the self-perception process. When viewed at the level of metatheory, however, Bern was considered to have had a substantial influence upon the working commitments of a small community of his colleagues. This conclusion was derived from a metaphorical application of Kuhn's (1962) thesis concerning scientific revolutions to events in the recent history of Social Psychology. In this view, the self-perception theory is an historical marker which brings clearly into focus the transition of attitudinal research from a motivational-consistency "paradigm" to an information processing/attributional "paradigm". Three experiments are reported which make use of Bern's credibility cueing procedure to articulate the newer "paradigm". The first experiment provides support for a fundamental hypothesis derived from the self-perception theory. Subjects' recall of a task was systematically influenced by external discriminative stimuli for self-credibility when internal memory cues were relatively weak, but net when such cues were relatively strong. The use of a statistic which takes into account subjects' differential guessing strategies increased confidence in the self-perception interpretation of these results. The second experiment attempted to extend the credibility cueing effect beyond the traditional impersonal cueing situation to one involving interpersonal discriminative stimuli for self-credibility. Although procedural insights rendered the results inconclusive, a serendipitous observation was made. The results suggested a novel hypothesis that different stimulus persons could have differential effects on subjects' self-credibility. A third experiment provided support for this hypothesis. When one live interviewer was manipulated as a discriminative stimulus for self-credibility, subjects' recall of a task was systematically influenced in accord with self-perception predictions. These effects did net occur in the presence of a second live interviewer. Speculation was advanced concerning the psychological basis for differential credibility cueing properties of parties to social interactions with particular reference to the credibility cueing potential of police interrogations. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.

Circumscription and Compromise theory suggests self-concept and sex stereotype explain occupational preferences, including preferences for science, technology, engineering and mathematics (STEM). Support exists for sex differences between males and females in both science degrees and science careers. The main thrust of observed sex differences in science lies in the development of occupational interest, as it has been suggested females are encouraged away from science due to stereotypes and social pressure. The present study evaluates high school juniors and seniors (n = 295) to explore their preference for science as indicated by science motivation, attitude, academic experience, and interest. Latent Profile Analysis was used to model profiles of preferences for science with a person-centered approach. Then, the impact of self-concept variables was explored and four profiles of science interest were identified. Sex differences were identified based on science interest, but were not always in favor of males. Covariate analysis indicates vocabulary ability and personality as significantly different for students in the high science interest profile. Implications of these results and future research directions are discussed.

The thesis will deal with the relationship of adolescents' self-concept according to their life plans. The work focuses on the issue of their own self-professional concept in their third term of vocational school and fourth term of secondary vocational school. The aim of this work is to describe the relation of the students of the vocational school and secondary vocational school to themselves, how they evaluate themselves, as well as their relation to self-professional concept, to their future goals related to their professional life and further education. The theoretical part deals with their own understanding of self-concept, its development from childhood to adolescence, of the development of themselves and self-professional concept, the importance of life plans for the future life of adolescents on the basis of professional Czech and foreign literature. At the end of the theoretical part, there will be laid theoretical foundations for the research, which will be the content of the practical part of this work. The empirical part of the thesis will analyze the survey made at secondary schools, which focuses on themselves and self-professional concept of selected pupils of the fourth term of secondary vocational schools and the third term of vocational schools. A combination of qualitative and...

Thesis (M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Current research has shown pediatric cancer patients to be at greater risk for lowered selfesteem, altered body image, and an overall change in self-concept. Even if patients are only at an increased risk, the development of a tool to identify these problems is necessary. Periodic screening of all patients would be beneficial and when problems are identified, intervention can take place. Research previously conducted with various tools concluded that cancer patients may select answers that allow them to appear "normal" or "supernormal" and therefore defensively deny their cancer (Puuko 1997). Currently there is not a unifonn instrument used to test these factors. To this end, a protocol was devised to evaluate the use of Harter's Self-Perception Manual in the pediatric cancer population and to test the current theories. Dr. Susan Harter's Self-perception Questionnaires have previously been used for prospective research in various pediatric populations and are designed specifically to allow patients to answer truthfully. The questionnaires have been determined to be a valid, reliable instrument to measure a child's self-perception of their self-concept. Further data (to come from the prospective study) is needed to determine if the scale is useful for pediatric cancer patients. In addition, the retrospective use of Harter's scale will be piloted in this protocol in order to determine how children really felt during trea1ment. In an effort to compensate for developmental advances/processes and issues with accurate recall specific limits have been placed on retrospective participants. / 2031-01-01

What this study proposes to do is to study the relationship between self-concept and sociometric status.

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.