Self-concept - Knowledge

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self-assessment motive if one seeks out inaccurate compliments rather than honest feedback. Additionally, self-concept can motivate behavior because people tend to act in ways that reaffirm their self-concept, which is consistent with the idea of the self-verification motive. In particular, if people perceive the self a certain way and receive feedback contrary to this perception, a tension is produced that motivates them to reestablish consistency between environmental feedback and self-concept. For example, if someone believes herself to be outgoing, but someone tells her she is shy, she may be motivated to avoid that person or the environment in which she met that person because it is inconsistent with her self-concept of being an outgoing person. Further, another major motivational property of self-concept comes from the desire to eliminate the discrepancy between one's current self-concept and his or her ideal possible self. This is parallel with the idea of the self-improvement motive. For example, if one's current self-concept is that she is a novice at piano playing, though she wants to become a concert pianist, this discrepancy will generate motivation to engage in behaviors (like practicing playing piano) that will bring her closer to her ideal possible self (being a concert pianist).

635:. These ideas typically form in young children. According to the International Encyclopedia of Marriage and Family, gender identity is developed at an early age when the child starts to communicate; by the age of eighteen months to two years is when the child begins to identify as a girl or a boy. After this stage, some consider gender identity already formed, although some consider non-gendered identities more salient during that young of an age. Kohlberg noted gender constancy occurs by the ages of five to six, a child becomes well-aware of their gender identity. Both biological and social factors may influence identities such as a sense of individuality, identities of place as well as gendered identities. As part of environmental attitudes, some suggest women more than men care about the environment. Forms of gender stereotyping is also important to consider in clinical settings. For example, a study at Kuwait University with a small sample of 102 individuals with 743:, that person is more likely to have a positive self-identity, leading to better self-concept and psychological welfare. One example of this is in regards to consistency. One of the social norms within a Western, independent culture is consistency, which allows each person to maintain their self-concept over time. The social norm in a non-Western, interdependent culture has a larger focus on one's ability to be flexible and to change as the group and environment change. If this social norm is not followed in either culture, this can lead to a disconnection with one's social identity, which affects personality, behavior, and overall self-concept. Buddhists emphasize the impermanence of any self-concept. 833:

mathematics, science and technology and slightly stronger for women than men about language related skills. It is important to observe there is no link between self concepts and skills . Clearly, even small variations in perceived self-concepts tend to reflect gender stereotypes evident in some cultures . In recent years, more women have been entering into the STEM field, working in predominantly mathematics, technology and science related careers. Many factors play a role in variations in gender effects on self-concept to accumulate as attitudes to mathematics and science; in particular, the impact other people's expectations rather than role-models on our self-concepts .

845:, there are different forms of media spread throughout three-dimensional space. The closer one form of media is to another the more similar the source of media is to each other. The farther away from each form of media is in space, the least similar the source of media is. For example, mobile and cell phone are located closest in space where as newspaper and texting are farthest apart in space. The study further explained the relationship between self-concept and the use of different forms of media. The more hours per day an individual uses a form of media, the closer that form of media is to their self-concept. 812:' educational system, this caters to dominant culture groups in American society."A primary source of stereotyping is often the teachers education program itself. It is in these programs that teachers learn that poor students and students of color should be expected to achieve less than their 'mainstream' counterparts." These child-deficit assumptions that are built into the program that instructs teachers and lead to inadvertently testing all students on a "mainstream" standard that is not necessarily academic and that does not account for the social values and norms of non-"mainstream" students. 829:

building larger group relationships based on shared interests, threaten, boast, and call names. In mixed-sex pairs of children aged 33 months, girls were more likely to passively watch a boy play, and boys were more likely to be unresponsive to what the girls were saying. In some cultures, such stereotypical traits are sustained from childhood to adulthood suggesting a strong influence of expectations by other people in these cultures. The key impacts of social self-concepts on social behaviours and of social behaviours on social self-concepts is a vital area of ongoing research.

613:. Adolescents experience significant changes in general physical self-concept at the onset of puberty, about eleven years old for girls and about 15 years old for boys. The bodily changes during puberty, in conjunction with the various psychological changes of this period, makes adolescence especially significant for the development of physical self-concept. An important factor of physical self-concept development is participation in physical activities. It has even been suggested that adolescent involvement in competitive sports increases physical self-concept. 389:

attain their fullest potential, the person must have been raised in healthy surroundings which consist of "genuineness, acceptance, and empathy", however, the lack of relationships with people that have healthy personalities will stop the person from growing "like a tree without sunlight and water" and affect the individual's process to accomplish self- actualization. Rogers also hypothesized that psychologically healthy people actively move away from roles created by others' expectations, and instead look within themselves for validation. On the other hand,

549:. At this point, children are developmentally prepared to interpret their own feelings and abilities, as well as receive and consider feedback from peers, teachers, and family. In adolescence, the self-concept undergoes a significant time of change. Generally, self-concept changes more gradually, and instead, existing concepts are refined and solidified. However, the development of self-concept during adolescence shows a U-shaped curve, in which general self-concept decreases in early adolescence, followed by an increase in later adolescence. 453: 853:

excluded from a group, that can affect how they form their identities. Growing social media is a place for not only expressing an already formed identity, but to explore and experiment with developing identities. In the United Kingdom, a study about changing identities revealed that some people believe that partaking in online social media is the first time they have felt like themselves, and they have achieved their true identities. They also revealed that these online identities transferred to their offline identities.

758:). The managers from the urban community followed the independent culture. When asked to describe themselves, they primarily used descriptions of their own personal traits without comparison to others within their group. When the independent, urban managers gave interdependent-type responses, most were focused on work or school, due to these being the two biggest groups identified within an independent culture. The kibbutz managers followed the interdependent culture. They used 653: 857:

study, risk taking behavior was engaging with strangers. When it came to communication about personal views, half of the participants reported that it was easier to express these opinions online, because they felt an enhanced ability to be creative and meaningful. When it came to other's opinions, one subject reported finding out more about themselves, like openness to experience, because of receiving differing opinions on things such as relationships.

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students. For one group a stereotype threat was introduced while the other served as a control. The findings were that academic performance of the African American students was significantly lower than their White counterparts when a stereotype threat was perceived after controlling for intellectual ability. Since the inception by Steele and Aronson of stereotype threat, other research has demonstrated the applicability of this idea to other groups.

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needs". Once the "deficiency needs" have been achieved, the person's goal is to accomplish the next step, which is the "being needs". Maslow noticed that once individuals reach this level, they tend to "grow as a person" and reach self-actualization. However, individuals who experienced negative events while being in the lower deficit needs level prevents them from ascending in the hierarchy of needs.

368:, and interacts with self-esteem, self-knowledge, and the social self to form the self as a whole. It includes the past, present, and future selves, where future selves (or possible selves) represent individuals' ideas of what they might become, what they would like to become, or what they are afraid of becoming. Possible selves may function as incentives for certain behaviour. 825:

variations in physical self-concepts appear slightly stronger for boys than girls. This includes self-concepts about movement, body, appearance and other physical attributes. Yet during periods of physical change such as infancy, adolescence and ageing, it is particularly useful to compare these self-concepts with measured skills before drawing broad conclusions

808:" that further marginalized minority groups. Hidden curriculum refers to a covert expression of prejudice where one standard is accepted as the "set and right way to do things". More specifically, the hidden curriculum is an unintended transmission of social constructs that operate in the social environment of an educational setting or classroom. In the 792:. The terminology that was settled upon Claude Steele and Joshua Aronson to describe this "situational predicament was 'stereotype threat.' This term captures the idea of a situational predicament as a contingency of their group identity, a real threat of judgment or treatment in the person's environment that went beyond any limitations within." 735:) roughly translates to "one's share of the shared life space"). Identity fusion can also harm one's self-concept because one's behaviors and thoughts must be able to change to continue to align with those of the overall group. Non-interdependent self-concepts can also differ between cultural traditions. 639:

examined self-concept, masculinity and femininity. Findings were that children who grew up on lower family bonds had lower self-concept. Clearly, it is important to consider the context of social and political attitudes and beliefs before drawing any conclusions about gender identities in relation to

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Additionally, teens begin to evaluate their abilities on a continuum, as opposed to the "yes/no" evaluation of children. For example, while children might evaluate themselves "smart", teens might evaluate themselves as "not the smartest, but smarter than average." Despite differing opinions about the

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The perception people have about their past or future selves relates to their perception of their current selves. The temporal self-appraisal theory argues that people have a tendency to maintain a positive self-evaluation by distancing themselves from their negative self and paying more attention to

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For example, the model of "teacher as the formal authority" is the orthodox teaching role that has been perpetuated for many years until the 21st-century teaching model landed on the scene. As part of the 5 main teaching style proposed by Anthony Grasha, a cognitive and social psychologist until his

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states that the self-concept consists of at least two "levels": a personal identity and a social one. In other words, one's self-evaluation relies on self-perceptions and how others perceive them. Self-concept can alternate rapidly between one's personal and social identity. Children and adolescents

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Abraham Maslow applied his concept of self-actualization in his hierarchy of needs theory. In this theory, he explained the process it takes for a person to achieve self-actualization. He argues that for an individual to get to the "higher level growth needs", he must first accomplish "lower deficit

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In contrast, research suggest overall similarities for gender groups in self-concepts about academic work. In general, any variations are systematically gender-based yet small in terms of effect sizes. Any variations suggest overall academic self-concept are slightly stronger for men than women in

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to describe their traits, which is more frequently seen in interdependent cultures as these serve as a means of comparison with others in their society. There was also a large focus on residence, lending to the fact they share resources and living space with the others from the kibbutz. These types

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self-concept refers to the personal beliefs about their academic abilities or skills. Some research suggests that it begins developing from ages three to five due to influence from parents and early educators. By age ten or eleven, children assess their academic abilities by comparing themselves to

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will associate "geek-like" qualities to themselves). A collection of self-schemas makes up one's overall self-concept. For example, the statement "I am lazy" is a self-assessment that contributes to self-concept. Statements such as "I am tired", however, would not be part of someone's self-concept,

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Some say, girls tend to prefer one-on-one (dyadic) interaction, forming tight, intimate bonds, while boys prefer group activities. One study in particular found that boys performed almost twice as well in groups than in pairs, whereas girls did not show such a difference. In early adolescence, the

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Some researchers suggest that to raise academic self-concept, parents and teachers need to provide children with specific feedback that focuses on their particular skills or abilities. Others also state that learning opportunities should be conducted in groups (both mixed-ability and like-ability)

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Some studies suggest self-concept of social behaviours are substantially similar with specific variations for girls and boys. For instance, girls are more likely than boys to wait their turn to speak, agree with others, and acknowledge the contributions of others. It seems boys see themselves as

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When one's actions could negatively influence general assumptions of a stereotype, those actions are consciously emphasized. Instead of one's individual characteristics, one's categorization into a social group is what society views objectively – which could be perceived as a negative stereotype,

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and Aronson described the idea of stereotype threat in their study of how this socio‐psychological notion affected the intellectual performance of African Americans. Steele and Aronson tested a hypothesis by administering a diagnostic exam between two different groups: African American and White

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A 2007 study was done on adolescents aged 12 to 18 to view the ways in which social media affects the formation of an identity. The study found that it affected the formation in three different ways: risk taking, communication of personal views, and perceptions of influences. In this particular

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In this day and age, social media is where people experience most of their communication. With developing a sense of self on a psychological level, feeling as part of a greater body such as social, emotional, political bodies can affect how one feels about themselves. If a person is included or

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and expectations set by parents for their children affect children's understanding of themselves by approximately age three. However, at this developmental stage, children have a very broad sense of self; typically, they use words such as big or nice to describe themselves to others. While this

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had major influence in popularizing the idea of self-concept in the west. According to Rogers, everyone strives to reach an "ideal self." He believed that a person gets to self-actualize when they prove to themself that they are capable enough to achieve their goals and desires, but in order to

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Some of these motives may be more prominent depending on the situation. In Western societies, the most automatic is the self-enhancement motive, and may be dominant in some situations where motives contradict one another. For example, the self-enhancement motive may contradict and dominate the

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place particular importance on personal independence and on the expression of one's own attributes (i.e. the self is more important than the group). This is not to say those in an independent culture do not identify and support their society or culture, there is simply a different type of

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Cheong, P., Hwang, J., Elbirt, B., Chen, H., Evans, C., & Woelfel, J. (2010). Media use as a function of identity: The role of the self concept in media usage. In v. M. Hinner (Ed.), The role of communication in business transactions and relationships, Vol. 6: Freiberger Beiträge zur

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Self-concept is related to the form of media most used. If one considers oneself tech savvy, then one will use mobile phones more often than one would use a newspaper. If one considers oneself old fashioned, then one will use a magazine more often than one would instant message.

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of differences were also seen in a study done with Swedish and Japanese adolescents. Typically, these would both be considered non-Western cultures, but the Swedish showed more independent traits, while the Japanese followed the expected interdependent traits.

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Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed.) S. Koch, Psychology: A study of a science. Vol. 3: Formulations of the person and the social context. New York: McGraw

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begin integrating social identity into their own self-concept in elementary school by assessing their position among peers. By age five, acceptance from peers significantly affects children's self-concept, affecting their behaviour and academic success.

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Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A (May 2008). "A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades".

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is also the basis for the Buddhist view that the self has no substantial existence. It does not exist except in one's mind and what goes on in the mind, along with everything else, is impermanent. Life itself is in constant motion. Thus, there is

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thus creating a threat. "The notion that stereotypes held about a particular group may create psychologically threatening situations associated with fears of confirming judgment about one's group, and in turn, inhibit learning and performance."

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can have positive and negative consequences. Identity fusion can give people the sense that their existence is meaningful provided the person feels included within the society (for example, in Japan, the definition of the word for self

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Physical self-concept is the individual's perception of themselves in areas of physical ability and appearance. Physical ability includes concepts such as physical strength and endurance, while appearance refers to attractiveness and

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onset of self-concept development, researchers agree on the importance of one's self-concept, which influences people's behaviors and cognitive and emotional outcomes including (but not limited to) academic achievement, levels of

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describes the addition of information to an individual's concept of self. Self-expansion can occur during relationships. Expansion of self-concept can occur during relationships, during new challenging experiences.

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their positive one. In addition, people have a tendency to perceive the past self less favourably (e.g. "I'm better than I used to be") and the future self more positively (e.g. "I will be better than I am now").

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Additionally, one's social norms and cultural identities have a large effect on self-concept and mental well-being. When a person can clearly define their culture's norms and how those play a part in their

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people have "self-concepts that do not match their experiences. They are afraid to accept their own experiences as valid, so they distort them, either to protect themselves or to win approval from others."

2785:. This view of the 'not self,' or 'no self,' is the most difficult concept for non-Buddhists to understand, particularly because the self, individuality, and autonomy are so basic to Western sensibilities. 596:. Self-estimates of cognitive ability are most accurate when evaluating subjects that deal with numbers, such as math. Self-estimates were more likely to be poor in other areas, such as reasoning speed. 2366: 488:

since being tired is a temporary state and therefore cannot become a part of a self-schema. A person's self-concept may change with time as reassessment occurs, which in extreme cases can lead to

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that downplay social comparison, as too much of either type of grouping can have adverse effects on children's academic self-concept and the way they view themselves in relation to their peers.

361:: self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a fast runner"). 1484:

Trautwein, Ulrich; Lüdtke, Oliver; Marsh, Herbert W.; Nagy, Gabriel (2009). "Within-school social comparison: How students perceive the standing of their class predicts academic self-concept".

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Findlay, Leanne; Bowker, Anne (January 2009). "The Link between Competitive Sport Participation and Self-Concept in Early Adolescence: A Consideration of Gender and Sport Orientation".

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Guimond, Serge; Chatard, Armand; Martinot, Delphine; Crisp, Richard J.; Redersdorff, Sandrine (2006). "Social comparison, self-stereotyping, and gender differences in self-construals".

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Wilson, Anne E.; Buehler, Roger; Lawford, Heather; Schmidt, Colin; Yong, An Gie (2012). "Basking in projected glory: The role of subjective temporal distance in future self-appraisal".

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Anit Somech, an organizational psychologist and professor, who carried a small study in Israel showed that the divide between independent and interdependent self-concepts exists

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view of the self: Interpersonal relationships are more important than one's individual accomplishments, and individuals experience a sense of oneness with the group. Such

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Tiedemann, Joachim (2000). "Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school".

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LEHNE, GREGORY K. "Gender Identity." International Encyclopedia of Marriage and Family,edited by James J. Ponzetti Jr., Gale, 2nd edition, 2003. Credo Reference,

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Craven, Rhonda G.; Marsh, Herbert W. Marsh (1991). "Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept".

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Zafar, Human; Nabeel, Tanzila; Khalily, Muhammad (June 2013). "Adolescents' Self-Concept and Their Attitudes Towards Parents, Teachers, and Police Authority".

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Ross, Michael; Wilson, Anne E (May 2002). "It feels like yesterday: self-esteem, valence of personal past experiences, and judgments of subjective distance".

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Klomsten, Anne Torhild; Skaalvik, Einar M.; Espnes, Geir Arild (1 January 2004). "Physical Self-Concept and Sports: Do Gender Differences Still Exist?".

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Skaalvik, Sidsel; Skaalvik, Einar M. (1 February 2004). "Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation".

2194:Çaglar, Emine (Summer 2009). "Similarities and Differences in Physical Self-Concept of Males and Females during Late Adolescence and Early Adulthood". 3016:

Grasha, Anthony (2010). "A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator, College Teaching".

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represents the beginnings of self-concept, others suggest that self-concept develops later, in middle childhood, alongside the development of

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Meador, Audrey (3 January 2018). "Examining Recruitment and Retention Factors for Minority STEM Majors Through a Stereotype Threat Lens".

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death in 2003, the authoritarian style is described as believing that there are "correct, acceptable, and standard ways to do things".

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Benenson, Joyce F; Heath, Anna (March 2006). "Boys withdraw more in one-on-one interactions, whereas girls withdraw more in groups".

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Self-concept can have motivational properties. There are four types of motives in particular that are most related to self-concept:

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English, Tammy; Chen, Serena (2011). "Self-Concept Consistency and Culture: The Differential Impact of Two Forms of Consistency".

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The thoughts and feelings that arise when you think about the group you belong to form your social identity.

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Self-enhancement: desire to receive feedback that informs the self of positive or desirable characteristics

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Along with viewing one's identity as part of a group, another factor that coincides with self-concept is

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The Concept of Self in Hinduism, Buddhism, and Christianity and Its Implication for Interfaith Relations

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1904: 928: 622: 472:, whether a person has a positive or negative opinion of oneself, is measured instead of self-concept. 468:

where a person is prompted by a question like "Who are you?". Often when measuring changes to the self

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A commonly-asked question is "why do people choose one form of media over another?" According to the

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One's self-perception is defined by one's self-concept, self-knowledge, self-esteem, and social self.

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Beddington, Sir John (2013). "Future Identities Changing Identities in the UK: the next 10 years".

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cultures as well. Researchers compared mid-level merchants in an urban community with those in a

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https://link.gale.com/apps/doc/CX3456300032/GVRL?u=lincclin_pbcc&sid=GVRL&xid=123255e1

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in order to define one's self-schemas. Changes in self-concept can be measured by spontaneous

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personality, particularly about mental health and issues around acceptable behaviours.

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Worldviews about one's self in relation to others differ across and within cultures.

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Researchers debate over when self-concept development begins. Some assert that

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Self-assessment: desire to receive information about the self that is accurate

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Koole, S. (2007). Self-Concept. In R. F. Baumeister & K. D. Vohs (Eds.),

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Self-improvement: desire to learn things that will help to improve the self

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about oneself. Generally, self-concept embodies the answer to the question

3441:"What Are The Effects of the Self-Concept Theory in High School Students?" 3077: 697:

Self-verification: desire to confirm what one already knows about the self

479:, skills and abilities, occupation and hobbies, physical characteristics, 1125: 973: 948: 878: 510: 413: 398: 390: 381: 365: 358: 354: 155: 87: 2158: 652: 3214: 2087: 1938: 953: 883: 610: 516: 504: 424: 417: 406: 77: 3271:

Ertl, Bernhard; Luttenberger, Silke; Paechter, Manuela (17 May 2017).

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The part of the self that is determined by members in social groups

2518:"When group membership gets personal: A theory of identity fusion" 37:"Sense of self" redirects here. For the album by Mari Hamada, see 1803:

Development During Middle Childhood: The Years From Six to Twelve

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The life span : human development for helping professionals

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Various theories identify different parts of the self include:

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their peers. These social comparisons are also referred to as

3315: 1799:"Self-Understanding And Self-Regulation In Middle Childhood" 1040:

Flook, Lisa; Repetti, Rena L; Ullman, Jodie B (March 2005).

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can affect people's self-concept throughout a relationship.

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Other People's Children: Cultural Conflict in the Classroom

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Mattingly, Brent A.; Lewandowski, Gary W. (January 2014).

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is defined, consistent, and currently applicable to one's

1104:(10th ed.). New York: McGraw-Hill Higher Education. 1001:

Leflot, Geertje; Onghena, Patrick; Colpin, Hilde (2010).

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Meek, William R.; Sullivan, Diane M. (September 2018).

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Journal of Educational, Health and Community Psychology

3443:. Western Connecticut State University. Archived from 3141: 2345:. Springer Science & Business Media. p. 106. 2220: 2008: 1973: 3337:"The Effect of Social Media on Identity Construction" 2113: 1920: 1343:"Rediscovering Rogers's Self Theory and Personality" 3090: 774:. Many working names have been used for this term: 401:, the self-concept has three different components: 2838: 2304: 1823: 1363: 1262: 1185:Markus, H.; Nurius, P. (1986). "Possible selves". 2495:Reeve, J. (2018). The Self and Its Strivings. In 2334: 2332: 1128:; Gyurak, Anett; Luerssen, Anna (November 2009). 804:The presence of stereotype threat perpetuates a " 3461: 3227: 2806:International Journal of Intercultural Relations 2064: 1872:Interpersonal relationships and the self-concept 1563:Gerrig, Richard J.; Zimbardo, Philip G. (2002). 1479: 1477: 1475: 1473: 1368:. 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Non-Western cultures favor an 3178: 3036: 2708: 1964: 1782:) CS1 maint: multiple names: authors list ( 1639: 1593:Gore, Jonathan S.; Cross, Susan E. (2011). 1427: 1364:Aronson, E.; Wilson, T.; Akert, R. (2007). 1357: 1340: 1095: 1093: 3433:. Valdosta, GA: Valdosta State University. 3388: 3370: 2790: 2711:Personality and Social Psychology Bulletin 2631:Personality and Social Psychology Bulletin 2558: 2152: 1778:: CS1 maint: location missing publisher ( 1746:C., Broderick, Patricia (6 January 2014). 1134:Personality and Social Psychology Bulletin 682: 295: 281: 3352: 3298: 3288: 2578: 2502: 2481:(Vol. 2, pp. 797–798). SAGE Publications. 2432: 2398:Journal of Developmental Entrepreneurship 2127: 2109: 2107: 2105: 2011:British Journal of Educational Psychology 2002: 1927:Social and Personality Psychology Compass 1710: 1657: 1592: 1299: 1213: 1178: 1161: 1057: 991: 341:The self-concept is distinguishable from 3341:Mediterranean Journal of Social Sciences 2758:. Abingdon: Routledge (published 2018). 2051: 1676:. Springer Link: Springer Nature. 2020. 1512: 1118: 1090: 1033: 451: 3373:Foresight Government Office for Science 3047: 1845:Canadian Journal of Behavioural Science 1256: 708: 14: 3462: 3334: 3015: 3000: 2883: 2865: 2803: 2751: 2307:Child Development: A Thematic Approach 2193: 2102: 1408: 1406: 1404: 1402: 1391: 1389: 1387: 1385: 423:What one wishes one were really like ( 412:How much value one places on oneself ( 3438: 3424: 3384: 3382: 3366: 3364: 2918: 2704: 2702: 2624: 2622: 2620: 2618: 2616: 2614: 2499:(7th ed., pp. 255–282). essay, Wiley. 2491: 2489: 2487: 2473: 2471: 2443: 1916: 1914: 1797:Markus, Hazel; Nurius, Paula (1984). 1588: 1586: 1308:European Journal of Social Psychology 1099: 3435:(on self-concept versus self-esteem) 2956:"What We Don't Know We Are Teaching" 2954:Gofton, Wade; Regehr, Glenn (2006). 2671: 2497:Understanding Motivation and Emotion 1646:British Journal of Social Psychology 647: 27:One's internal beliefs about oneself 2444:Taher, Naeema S. (1 January 2007). 1976:Learning and Individual Differences 1640:Turner, John; Oakes, Penny (1986). 1399: 1382: 1341:Ahmad, Nik; Ismail, Hisham (2015). 24: 3431:Educational Psychology Interactive 3418: 3379: 3361: 3264: 3242:10.1023/B:SERS.0000015555.40976.e6 3221: 3156:10.1023/B:SERS.0000011077.10040.9a 2972:10.1097/01.blo.0000224024.96034.b2 2699: 2611: 2484: 2468: 2239:10.1023/B:SERS.0000011077.10040.9a 1911: 1745: 1659:10.1111/j.2044-8309.1986.tb00732.x 1583: 616: 32:Self-construction (disambiguation) 25: 3491: 2479:Encyclopedia of Social Psychology 2221:Klomsten, Anne; Skaalvik, Einar; 2161:Journal of Educational Psychology 1713:Journal of Educational Psychology 1565:"Glossary of Psychological Terms" 1486:Journal of Educational Psychology 364:Self-concept is made up of one's 357:. Self-concept also differs from 2262:Journal of Youth and Adolescence 2054:Journal of Psychosocial Research 819: 651: 3328: 3135: 3009: 2994: 2947: 2912: 2859: 2841:Social Behavior and Personality 2832: 2745: 2665: 2450:Social Behavior and Personality 2385: 2372: 2359: 2296: 2253: 2214: 2187: 2045: 1945: 1863: 1836: 1817: 1790: 1739: 1556: 1415: 345:, which is the extent to which 2886:School Science and Mathematics 1826:Pakistan Journal of Psychology 1334: 529: 219:Personal identity (philosophy) 13: 1: 3030:10.1080/87567555.1994.9926845 2818:10.1016/S0147-1767(99)00030-9 985: 405:The view one has of oneself ( 2311:. Houghton Mifflin. p. 1988:10.1016/j.lindif.2009.12.007 1007:Infant and Child Development 536:Social emotional development 513:How much you value yourself 7: 1805:. National Research Council 959:Self-knowledge (psychology) 860: 731: 643: 603: 583: 507:The view one has of oneself 73:Self-knowledge (psychology) 10: 3496: 3335:Gündüz, Uğur (Fall 2017). 3105:10.1037/0012-1649.42.2.272 3062:10.1037/0003-066X.45.4.513 2752:Hoffer, Axel, ed. (2015). 2589:10.1037/0033-295X.98.2.224 1725:10.1037/0022-0663.92.1.144 1534:10.1037/0012-1649.44.3.625 1448:10.1037/0022-3514.90.2.221 1277:10.1037/0022-3514.82.5.792 1234:10.1037/0022-3514.80.4.572 1199:10.1037/0003-066X.41.9.954 1068:10.1037/0012-1649.41.2.319 929:Self-categorization theory 864: 623:Gender self-identification 620: 533: 437:self-categorization theory 375: 109:Self-categorization theory 36: 29: 3050:The American Psychologist 2933:10.1007/s11251-016-9395-8 2853:10.2224/sbp.2007.35.2.269 2462:10.2224/sbp.2007.35.4.469 2410:10.1142/S1084946718500188 2274:10.1007/s10964-007-9244-9 2173:10.1037/0022-0663.83.1.17 2076:Psychology in the Schools 1611:10.1007/s12646-011-0067-0 1571:. Boston: Allyn and Bacon 1353:– via ResearchGate. 889:Identity (social science) 224:Identity (social science) 3290:10.3389/fpsyg.2017.00703 3093:Developmental Psychology 2723:10.1177/0146167211400621 2643:10.1177/0146167210372215 2023:10.1348/000709910X503501 1801:. In Collins, WA (ed.). 1522:Developmental Psychology 1146:10.1177/0146167209343969 1100:Myers, David G. (2009). 1046:Developmental Psychology 836: 790:stereotype vulnerability 631:is a sense of one's own 495: 447: 169:As applied to activities 161:True self and false self 3480:Epistemology of science 3277:Frontiers in Psychology 683:Motivational properties 264:Respectability politics 3470:Educational psychology 3354:10.1515/mjss-2017-0026 2672:Shin, Kiseong (2017). 2116:Psychological Bulletin 1903:: CS1 maint: others ( 660:This section is empty. 553:Romantic relationships 457: 244:Social identity threat 239:In-group and out-group 234:Social identity theory 125:Self-perception theory 3427:"Self and self-views" 2921:Instructional Science 1599:Psychological Studies 1187:American Psychologist 455: 331:) is a collection of 39:Sense of Self (album) 3391:China Media Research 2567:Psychological Review 2525:Psychological Review 786:stigma vulnerability 756:collective community 709:Cultural differences 104:Neural basis of self 3475:Conceptions of self 1569:Psychology And Life 909:Psyche (psychology) 899:Personal boundaries 576:, self-esteem, and 519:What you wish to be 229:Collective identity 3439:Maruscsak, Lance. 3425:Huitt, W. (2011). 2868:Issues of Our Time 2088:10.1002/pits.20169 1939:10.1111/spc3.12080 934:Self-consciousness 574:social integration 542:gender stereotypes 458: 309:psychology of self 269:Political identity 140:Self-consciousness 3187:Child Development 2898:10.1111/ssm.12260 2554:on 13 April 2015. 2352:978-1-4612-5452-2 2322:978-0-618-33338-7 1882:978-3-030-43747-3 1683:978-3-030-13790-8 1366:Social Psychology 1320:10.1002/ejsp.1863 1140:(11): 1467–1478. 1102:Social psychology 914:Self (psychology) 904:Personal identity 806:hidden curriculum 772:stereotype threat 680: 679: 578:life-satisfaction 475:Features such as 317:self-construction 305: 304: 260:Identity politics 16:(Redirected from 3487: 3456: 3454: 3452: 3434: 3413: 3412: 3406: 3398: 3386: 3377: 3376: 3368: 3359: 3358: 3356: 3332: 3326: 3322: 3313: 3312: 3302: 3292: 3268: 3262: 3261: 3236:(3–4): 241–252. 3225: 3219: 3218: 3182: 3176: 3175: 3150:(1–2): 119–127. 3139: 3133: 3132: 3088: 3082: 3081: 3045: 3034: 3033: 3018:College Teaching 3013: 3007: 3006: 2998: 2992: 2991: 2951: 2945: 2944: 2916: 2910: 2909: 2881: 2872: 2871: 2863: 2857: 2856: 2836: 2830: 2829: 2801: 2788: 2787: 2774: 2772: 2749: 2743: 2742: 2706: 2697: 2696: 2694: 2692: 2669: 2663: 2662: 2626: 2609: 2608: 2582: 2562: 2556: 2555: 2553: 2547:. 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