<p>The focus on how one is behaving, feeling, and thinking, provides a powerful source of self-knowledge. How is this self-knowledge utilized in the dynamic reconstruction of autobiographical memories? How, in turn, might autobiographical memories support identity and the self-system? I address these questions through a critical review of the literature on autobiographical memory and the self-system, with a special focus on the self-concept, self-knowledge, and identity. I then outline the methods and results of a prospective longitudinal study examining the effects of an identity change on memory for events related to that identity. Participant-rated memory characteristics, computer-generated ratings of narrative content and structure, and neutral-observer ratings of coherence were examined for changes over time related to an identity-change, as well as for their ability to predict an identity-change. The conclusions from this study are threefold: (1) when the rated centrality of an event decreases, the reported instances of retrieval, as well as the phenomenology associated with retrieval and the number of words used to describe the memory, also decrease; (2) memory accuracy (here, estimating past behaviors) was not influenced by an identity change; and (3) remembering is not unidirectional – characteristics of identity-relevant memories and the life story predict and may help support persistence with an identity (here, an academic trajectory).</p> / Dissertation

The exclusionary nature of colorism and how it affects personal awareness of self- identity behooves us to explore the socio-psychological interplay of life choices and racial socialization. This exploratory research is positioned within the context of black males’ relationship preferences and sought comprehension of how and why their perceptions inform their choices and inclination for lighter skin tones. The manifestations of colorism in these men’s experiences influence their interactions with women and how they perceive themselves. Findings of this phenomenological study informed the researcher of various dynamics that shape interactions of race, gender and colorism and utilized Black Feminist Thought as an epistemological framework. Purposeful sampling was used for recruitment and narrative interview methods highlighted perspectives and experiences of twenty, Atlanta black males, aged 21 and older for an overall essence of their phenomenon. Hopefully, this work will prompt analytical conversations to extend research of colorism within similar group dynamics.

Att pojkar presterar sämre i läsning än flickor i skolan är en trend som kunnat observeras över hela världen under en längre tid. Orsakerna kan vara biologiska eller sociokulturella. I min uppsats har jag undersökt hur pojkars självbild som läsare i gymnasiet ser ut. Jag har intervjuat fyra pojkar från olika årskurser i en svenskspråkig gymnasieskola i södra Finland om läsning och böcker. Utgående från en fenomenologisk livsvärldsansats och en hermeneutisk tolkning av materialet har jag sedan försökt ta reda på hur deras självbild ser ut, vad som format den samt vilka konsekvenser den får. Resultatet är att olika faktorer, både inre och yttre, format självbilden från fall till fall, samt även att självbilden kan ha en stark inverkan på läsprestation. Jag fann däremot att genus inte är av så stor betydelse när en självbild som läsare skapas.

This study is an attempt to obtain information on the self-concept and juvenile delinquency.

The primary purpose of the present study was to determine the interrelationships among guilt, certain indices of self-concept, and other variables of personality adjustment as they are reflected by graduate students in three academic disciplines.

The primary purpose of this study was to investigate the differences and changes in integrated and segregated white students' self-concepts, racial attitudes, and academic achievements.

This study considers the relationship between scores on the "Experimental Draw-A-Group Projective Technique for Measuring Interpersonal Responsivenesss" (DAG), and self-concept as indicated by scores on the Tennessee Self Concept Scale (TSCS). The study assumes a significantly positive relationship between interpersonal responsiveness and self-concept. The study further seeks to establish sound empirical data to justify the use of the DAG scale in the research of self-concept.

The major problem to be investigated consists of four phases: 1) the investigation of the relationship of sociempathic ability to self concept, sociometric status, mental ability, student teaching, and teaching effectiveness of elementary and secondary student teachers, and the relationship between sociometric status and self concept; 2) an investigation of the relationship of self concept and sociometric status to the teaching effectiveness of elementary and secondary student teachers; 3) a comparison of elementary and secondary student teachers on the strength of the relationships mentioned above, and on mean scores in self concept, sociempathic ability and mental ability; and 4) an investigation to determine if differences in self concept ratings exist among subject major groups of secondary student teachers, and to determine if there are differences between the sexes with regard to sociempathic ability.

The primary purpose of this study was to investigate the change in self-concept, personality adjustment, and measurable intelligence of delinquent boys after a period of training received in the State Training School for Boys operated by the Texas Youth Council at Gatesville, Texas. Inherent in the study was an attempt to isolate factors which can be assumed to identify those individuals who might be more likely to profit from the training received.

This study was conducted to compare changes in self-concept and dogmatism among high school subjects at three levels of manifest anxiety following group vocational counseling.