Background
The cross‐lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self‐concept and achievement. Criticisms of the CLPM ...are that causal paths are over‐estimated as they fail to discriminate between‐ and within‐person variation. The random‐intercept cross‐lagged panel model (RI‐CLPM) is one alternative that extends the CLPM by partialling out between‐person variance.
Aims
We compare analyses from a CLPM and a RI‐CLPM which examine the reciprocal relationships between self‐concept, self‐efficacy, and achievement and determine the extent CLPM estimates are inflated by between‐person variance.
Sample(s)
Participants (n = 314) were first‐year undergraduate psychology students recruited as part of the STudent Engagement with Education and Learning (STEEL) project.
Methods
Participants completed measures of self‐efficacy and self‐concept prior to completing fortnightly quiz assessments.
Results
Cross‐Lagged Panel (regression) Model estimates are likely over‐estimated in comparison with RI‐CLPM estimates. Cross‐Lagged Panel (regression) Model analyses identified a reciprocal effects relationship between self‐concept and achievement, confirming established literature. In RI‐CLPM analyses, these effects were attenuated and a skill development association between achievement and self‐concept was supported. A reciprocal relationship between self‐efficacy and achievement was supported. Better model fit was reported for the RI‐CLPM analyses.
Conclusions
Prior findings relating to the reciprocal effects of self‐concept and achievement need to be reconsidered. Whilst such a relationship was supported in a CLPM analysis in this study, within an RI‐CLPM framework, only achievement predicted self‐concept. However, in both CLPM and RI‐CLPM models a reciprocal effects model of self‐efficacy and achievement was supported.
Given extensive pertinent disease factors and evolving medical treatments, this systematic review explores qualitative and quantitative cystic fibrosis (CF) research surrounding self‐concept, an ...overarching perception of self. Research methodologies, self‐concept dimensions, prominent self‐concept findings and clinical recommendations are identified. Preferred Reporting Items for Systematic Review and Meta‐analyses guidelines were applied. PubMed, Scopus, Medline, Psycinfo, CINAHL (ebsco), and CENTRAL Cochrane electronic databases were searched from 2012 to 2022. Methodological quality was assessed using the critical appraisal skills program. Data‐based convergent synthesis was applied to analyze and report on qualitative and quantitative studies in parallel. Thirty‐seven publications met the inclusion criteria, most of which employed a cross‐sectional, single‐center design within an adolescent and adult population. Self‐efficacy, self‐esteem, and self‐identity studies were dimensions of self‐concept identified, with studies relating to self‐efficacy surrounding physical health management most prevalent. All three dimensions were positively associated with improved treatment adherence and psychosocial health. Efficacy tested intervention programs to enhance self‐concept are limited; however, an extensive range of clinical recommendations are offered, highlighting the importance of clinician self‐concept awareness, quality clinician–patient conversations and online CF peer‐support. Self‐concept is an important mechanism to optimize patient outcomes. Further CF self‐concept research is required, particularly multicenter, longitudinal, and interventional studies. Early childhood, post lung transplant and the older adult CF population in particular, lack research attention. Given the potential impact of rapidly evolving CF transmembrane conductance regulator modulator drugs on many aspects of self, future self‐concept research beyond the dimension of self‐efficacy may be beneficial.
This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 ...constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy.
Educational Impact and Implications Statement
Positive self-beliefs are a central construct in educational psychology, and self-concept and self-efficacy are the most widely used and theoretically important representations of positive self-beliefs. In Educational Psychology, much effort has been expended in trying to distinguish between self-concept and self-efficacy. Nevertheless, in practice and theory the distinction remains murky. We critique previous conceptual attempts to distinguish the two constructs-arguing against some distinctions that have been offered in the past and offering some new theoretical distinctions and new empirical approaches to testing support for these distinctions.
Objective
The current study examined a theoretical model (the identity disruption model) linking negative early life experiences to body dissatisfaction and disordered eating via self‐concept clarity ...and sociocultural factors (internalization of beauty ideals and appearance comparison tendencies).
Method
1,023 participants (52% women) completed a series of questionnaires online, including measures of negative early life experiences and childhood abuse, self‐concept clarity, internalization of beauty ideals, appearance comparison tendencies, sociocultural pressure to improve one's appearance, body dissatisfaction, and disordered eating.
Results
Structural equation modeling indicated that self‐reported early adversity was associated with lower self‐concept clarity, which in turn was associated with greater internalization of beauty ideals and more frequent appearance comparisons. Internalization and appearance comparisons were associated with body image concerns, which in turn were associated with disordered eating and exercise behaviors. There were few sex differences in these paths.
Discussion
These findings provide initial conceptual support for the identity disruption model and extend previous models of body dissatisfaction and disordered eating to include processes that occur earlier in life. This model opens up the possibility for new interventions that are targeted toward those who are most vulnerable to developing body dissatisfaction and disordered eating.
Awe has been theorized as a collective emotion, one that enables individuals to integrate into social collectives. In keeping with this theorizing, we propose that awe diminishes the sense of self ...and shifts attention away from individual interests and concerns. In testing this hypothesis across 6 studies (N = 2137), we first validate pictorial and verbal measures of the small self; we then document that daily, in vivo, and lab experiences of awe, but not other positive emotions, diminish the sense of the self. These findings were observed across collectivist and individualistic cultures, but also varied across cultures in magnitude and content. Evidence from the last 2 studies showed that the influence of awe upon the small self accounted for increases in collective engagement, fitting with claims that awe promotes integration into social groups. Discussion focused on how the small self might mediate the effects of awe on collective cognition and behavior, the need to study more negatively valenced varieties of awe, and other potential cultural variations of the small self.
Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). ...However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of whether these effects are consistent across the potentially volatile early-to-middle adolescence. Hence, focusing on mathematics, we evaluate reciprocal effects models (REMs) over the first 4 years of secondary school (grades 5-8), relating effort, achievement (test scores and school grades), ASC, and ASC × Effort interactions for a representative sample of 3,144 German students (Mage = 11.75 years at Wave 1). ASC, effort, and achievement were positively correlated at each wave, and there was a clear pattern of positive reciprocal positive effects among ASC, test scores, and school grades-each contributing to the other, after controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had nonsignificant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC × Effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword.
Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the ...stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood.
Educational Impact and Implications Statement
Findings of this longitudinal study with 867 students followed from the beginning of Grade 7 to adulthood showed 4 stable motivational subtypes: students with (a) high, (b) medium, (c) low motivational beliefs, and (d) students with moderate math self-concept and importance value, but low interest in math. Negative motivational changes in early adolescence were buffered if students perceived their teachers as friendly and fair. The motivational subtypes predicted the choice of math-related college majors and occupations in adulthood. By identifying different motivational subtypes among adolescents, findings emphasize that classrooms are characterized by high motivational heterogeneity of students that needs to be addressed in instructional settings. If these findings can be replicated in other studies, teachers should consider implementing personalized tasks that match in the motivational orientation of individual students.
JOHNSON M., COWIN L.S., WILSON I. & YOUNG H. (2012) Professional identity and nursing: contemporary theoretical developments and future research challenges. International Nursing Review
Aim: We ...propose that the conceptual orientation of professional identity is a logical consequence of self‐concept development by focusing on career and its meaning and presents a measurable set of concepts that can be manipulated to improve retention of student and registered nurses within health service.
Background: Although professional identity is a term that is commonly written of in nursing literature, its theoretical origins remain unclear, and available empirical evidence of its presence or ability to change is omitted from nursing research.
Sources of evidence: We present a professional identity pathway and explore the factors that influence professional identity throughout a career in nursing.
Discussion: Nurses' professional identities develop throughout their lifetimes, from before entering nursing education, throughout their years of study and clinical experience, and continue to evolve during their careers. Education is, however, a key period as it is during this time students gain the knowledge and skills that separate nurses as professional healthcare workers from lay people.
Conclusion: Finally, a call for longitudinal studies of students to graduates, using conceptually derived and psychometrically proven instruments capable of detecting the subtle changes in the construct over time, is recommended. Further empirical research into the theoretical concepts that underline professional identity, and the factors that influence changes in this important construct in nursing, is required. Ultimately, the practical relevance of such research will lie in the potential it provides for enhanced nursing career support and improved workforce policies.
In the current increasingly complex environment, people often hold multiple social identities. For example, an Asian American may identify as both an American and an Asian descendant, and a ...mixed-race person may simultaneously identify with both races. Whenever the different identities are simultaneously activated and give conflicting behavioral direction, people experience social identity conflict. Seven studies, using both measured and manipulated social identity conflict in surveys, secondary data, and controlled experiments, showed that social identity conflict shortens one's planning horizon in future-oriented choices. This effect occurs because the conflict between one's multiple social identities undermines the clarity in self-perception, and in turn weakens the enduring sense of self in the temporal dimension. Consequently, it anchors people's planning horizon to a more proximate future.
Markus and Kitayama's (1991) theory of independent and interdependent self-construals had a major influence on social, personality, and developmental psychology by highlighting the role of culture in ...psychological processes. However, research has relied excessively on contrasts between North American and East Asian samples, and commonly used self-report measures of independence and interdependence frequently fail to show predicted cultural differences. We revisited the conceptualization and measurement of independent and interdependent self-construals in 2 large-scale multinational surveys, using improved methods for cross-cultural research. We developed (Study 1: N = 2924 students in 16 nations) and validated across cultures (Study 2: N = 7279 adults from 55 cultural groups in 33 nations) a new 7-dimensional model of self-reported ways of being independent or interdependent. Patterns of global variation support some of Markus and Kitayama's predictions, but a simple contrast between independence and interdependence does not adequately capture the diverse models of selfhood that prevail in different world regions. Cultural groups emphasize different ways of being both independent and interdependent, depending on individualism-collectivism, national socioeconomic development, and religious heritage. Our 7-dimensional model will allow future researchers to test more accurately the implications of cultural models of selfhood for psychological processes in diverse ecocultural contexts.
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