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1

SELF-CONCEPT OF HIGH SCHOOL STUDENTS WITH VARIOUS LEVELS OF MATHEMATICAL GIFTEDNESS

100%
Rovan D., Vlahovic-Stetic V.
Studia Psychologica
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2008
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vol. 50
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issue 2
169-178
EN
The aim of this study was to explore the effect of level of mathematical giftedness and gender on students' self-concept (represented by personal competence perceptions, fear of negative evaluation and self-esteem), while taking into account their general school achievement. Participants in the study were high school students forming three groups: highly gifted (N = 62), moderately gifted (N = 99) and non-gifted students (N = 77). Mathematically gifted students did not differ from their non-gifted peers in their personal competence, fear of negative evaluation and their self-esteem evaluations. The effect of gender was significant only for the fear of negative evaluation, indicating that female students show more intense fear than their male peers. For the measure of self-esteem significant interaction between gender and mathematical giftedness level was found. For male students the highest self-esteem estimates were in the highly gifted students group and the lowest in the moderately gifted students group. Among the girls, moderately gifted girls had the highest self-esteem followed by highly gifted girls and then, with the lowest self-esteem, by non-gifted.
2

DOES MENTAL HEALTH PROMOTING SCHOOL PROGRAM (IN CENTRAL AND EASTERN EUROPEAN SCHOOLS) IMPROVE SELF-CONCEPT?

80%
Kobal-Grum D.
Studia Psychologica
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2006
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vol. 48
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issue 2
125-140
EN
Research studies show that a positive and stable self-concept is one of significant indicators of mental health. The aim of the present study is to determine the outcomes of psychological goal settings of a particular mental health enhancement program. We were interested in the influence of the program on students' self-concept and self-esteem, as well as on their dispositions towards school. The program consists of 18 hours of workshops, based mainly on definitions and discussions about mental health and self-concept, as well as about different stress-coping skills. An experimental and a control group were formed. Self-description questionnaires, self-esteem scales, as well as schoolwork questionnaires were administered to the students three times: before and after the program and six months after completion of the program. The data were analyzed with a general linear model for each repeated measure. The results show some statistically significant differences between the two groups, as well as within the experimental group but in general, the evaluated program did not influence structural changes in self-concept and related personality constructs.
3

Conversational relevance in the presentation of the self

80%
Norenzayan A., Schwarz R.
Polish Psychological Bulletin
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2006
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vol. 37
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issue 1
51-54
EN
Does the presentation of the self depend on participants' inferences about the researcher's interests? Participants were asked to complete 'I am...' statements while the researcher's affiliation was manipulated. As expected, participants were more likely to report social aspects of the self (e.g., ethnic identity, party affiliation) when the study was allegedly conducted by the Institute of Political Research than when it was conducted by the Institute of Psychological Research. Thus, participants focused on aspects of the self that they could consider most relevant to the researcher's interest. Theoretical and methodological implications are discussed.
4

PERSONALITY ASPECTS OF COPING WITH LOAD IN ADULT MEN

80%
Ruiselova Z., Ruisel I.
Studia Psychologica
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2003
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vol. 45
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issue 4
339-344
EN
The study is concerned with effective coping represented by a high level of a sense of coherence SOC - according to Antonovsky and personality orientations or types of personality according to Jung, in a sample of 86 adult males (aged 26-50 yrs) holding lower managerial posts. An analysis is also made of the relation between coping and the level of self-concept. The results bring out a connection between effective coping and preference of the functions E and J in terms of Jung's typology, as also a significant positive relation of the level of SOC to that of self-concept.
5

SELF-CONCEPT AND COMPETITIVENESS IN THREE NATIONAL CULTURES

80%
Kobal G. D., Kolenc J.
Studia Psychologica
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2008
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vol. 50
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issue 3
291-309
EN
Among the various studies on cross-cultural aspects of self-concept there is a huge lack on relation of self-concept to competition. In our study, we try to reject a stereotype, that competition is not a desired personal characteristic. The principal hypothesis is, therefore, that if competition is investigated in a context of self-concept, positive dimensions as well as correlations with self-concept areas can appear. As a consequence, a new model of self-concept, based on different kinds of competition, could be postulated. It could also be assumed that this model might differ from culture to culture. There were, accordingly, participants from three countries taking part in the study. The countries were chosen on basis of the political and cultural indicators in Eastern/Southern versus Western/Southern European transitions: Slovenia, Serbia and Spain. There are two particular aims to the research. The first one is to find out if there are any differences in self-concept and competition among participants from different countries. In accordance with the second aim, the investigation of the correlations between self-concept and competition within each national cultural group is underlined. The study comprised 169 Slovene, 99 Serbian and 140 Spanish participants. We found that the cultural indicator has a significant impact on self-concept and competition. What is more, it could be assumed that 'Southern' disposition predominates over Eastern as well as Western dimensions, which means that Slovenes could be among the more competitive participants, but have lower self-concept areas than their Southern peers.
6

GENDER DIFFERENCES IN THE STRUCTURE OF SELF-CONCEPT: ARE THE SELF-CONCEPTIONS ABOUT PHYSICAL ATTRACTIVENESS REALLY MORE IMPORTANT FOR WOMEN'S SELF-ESTEEM?

70%
Avsec A.
Studia Psychologica
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2006
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vol. 48
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issue 1
31-43
EN
A study was conducted to determine gender differences in the relation between self-esteem and body image. We hypothesized stronger connections between self-conceptions of physical attractiveness and self-esteem for women and consequently important gender differences in the structure of the self. For the purpose of this study 402 students completed three measures of self-concept and self-esteem. Exploratory factor analyses revealed important gender differences: in the women's sample, two physical appearance scales loaded on the first factor alongside three measures of general self, whereas in men, these two scales formed a separate factor together with two scales measuring physical ability or instrumental function of the body. The results are in accordance with the evolutionary theory and societal value placed on women's attractiveness.
7

GENDER DIFFERENCES IN SELF-CONCEPT AND SELF-ESTEEM COMPONENTS

70%
Marčič R., Kobal Grum D.
Studia Psychologica
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2011
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vol. 53
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issue 4
373 – 384
EN
Scientific study of gender differences and similarities is critical to understanding human behaviour. In this research the authors focus on some key concepts of human functioning that are related to a vast number of phenomena: self-concept and its components. They included concepts about gender differences that have not been extensively examined, such as instability and contingency of self-esteem. 339 participants, aged from 19 to 63 years, filled out the following questionnaires: Adult Sources of Self-Esteem Inventory, Rosenberg Self-Esteem Scale, Instability of Self-Esteem Scale and Contingent Self-Esteem Scale. The results show that males and females do not differ in independent self-concept, self-esteem (level, stability, or contingency). Significant differences appeared mainly in the interdependent self-concept, which seems to show the effect of fundamental bio-socio-psychological influences. Other significant differences were in one aspect of independent self-concept and one aspect of contingent self-esteem.
8

WHAT INDUCES PRIVATE SELF-CONSCIOUSNESS? EFFECTS ON/OF SELF-CONCEPT, SELF-ESTEEM, IRRATIONALITY AND BASIC BELIEFS

70%
Gurnakova J.
Studia Psychologica
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2004
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vol. 46
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issue 4
265-272
EN
A sample of 74 students of the Slovak Technical University (37 males, 37 females, mean age 21 and 19, respectively) were administered these methods: the Rumination-Reflection Questionnaire (RRQ, Trapnell, Campbell, 1999), the Self-Concept Complexity Scale (SCS, Gurnáková, 2004), The Masculinity-Feminity Scale (MFS, Kusá, 2000), the Self-oncept Clarity Scale (SCCS, Campbell et al., 1996), the Basic Belief Inventory (BBI, Epstein, 1990) and the Scale of Irrational Beliefs (IPA, Kondás, Kordacová, 2000). From intergroup comparisons it ensues that although four types of subjects with different intensity and modes of private self-consciousness do not significantly differ as regards the adjectives they use to describe themselves, they significantly differ at the level of affective relations towards themselves and the world about them. While rumination is connected with a lower level of self-esteem, more frequent irrational beliefs concerning higher vulnerability and hopelessness and, in general, with less positive basic beliefs about the world, (self-)reflection - with a certain risk of undue idealization - is connected with a more positive view of the world and self, whereby it can compensate, up to a certain degree, for the negative consequences of rumination.
9

CULTURAL DIFFERENCES IN MOTIVATION TO LEARN (Kulturalis kulonbsegek a tanulasi motivacioban)

61%
Gordon-Gyori J.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2009
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vol. 64
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issue 1
293-228
EN
As it was proven by a number of researches, learning motivations are cultural constructs. This article is reviewing some of the special cultural differences between the Euro-American and East-Asian culture in this field. East-Asian students have a less consistent self-concept and lower self-esteem than their Western peers have; however - despite the expectations based on Western constructs of motivation theory - their achievement is not influenced by these factors negatively. This fact shows that learning achievement and the previous factors are relatively independent in case of East-Asian students. In their achievement attribution East-Asian students tend to put a stronger stress on the importance of effort than on the importance of abilities; ability is rather a flexible entity according to their opinion. Furthermore, they connect their explanations on their achievement to their social context; their explanations are less individualistic then their Western peers' explanations. In case of East-Asian students, intrinsic and extrinsic motivation are less separable than in case of the Euro-American students. Multiple goal theory has a better explanatory value in East-Asian students' case compared to the Western students. Without overcoming the traditional dichotomy of the Western notion of intrinsic/extrinsic motivation, it is impossible to describe East-Asian students' motivational patterns. Also, social loafing as a typical response to group situations in the classroom is less evident among East-Asian students. All these examples prove that traditional Western approach to learning motivation is not sufficient to explain the East-Asian students' pattern in learning motivation, so it is seriously important to change on the ethnocentricism of the traditional Western approach in this field in time of globalization.
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