At present, consumers in emerging economies are becoming more conscious about environmental well‐being. Therefore, organizations compete to make their products and practices more eco‐friendly. ...Several studies have tried to explain the relationship between green consumerism and an individual's buying behaviour using traditional theories. However, there is quite a challenge in understanding the influence of green self‐concept (GSC) and green self‐identity (GSI) in predicting the green purchase intention (GPI) of consumers. Therefore, the authors developed six hypotheses to assess the relation between self‐concept and the GPI. The survey was conducted, and the responses were evaluated through the partial least square (PLS) method. The authors analysed the measurement model results (n = 717) and the direct and indirect mediating effect of the latent variable contributing to GPI. The measurement model results show that a significant relationship exists in the proposed model, namely, GSCs → green purchasing intentions, product self‐concept (PSC) → green purchasing intentions and GSI → green purchasing intentions. Further, the GSI acted as a mediator for the measurement model. The implications of the study can be used to understand the green consumer behavior in developing new strategies and policies for the organizational practice in emerging economies.
The moral self-concept (MSC) is an early indicator of how children view themselves as moral agents. It has been proposed that an important feature of an established self-concept (SC) is sufficient ...coherency in how one views oneself. Furthermore, the MSC is expected to develop into a multidimensional, hierarchical construct which is stable over time. Investigating these theoretical hypotheses, this study aims to take three aspects into account to get a deeper insight into when and how the MSC first emerges: emergence of coherency, stability, and a differentiated structure. Preschoolers were presented with a puppet-interview at two measurement points (T1: M = 4.21 years, T2: M = 5.43 years, N = 108-133; 51%-57% female, largely Caucasian). The interview comprises three moral (helping, sharing, comforting), a physical, and a verbal self-concept scale. To investigate whether children had an established SC and therefore answered coherently, we analyzed children's response patterns resulting in a coherency-score: The greater answers vary within scales, the lower children score. Coherency of the MSC rose significantly across preschool period: At age 5, children answered largely coherently. Coherency of children's MSC related to its stability, meaning that the MSC was mostly stable for children with high coherency at T1. Factor analysis confirmed a multidimensional structure of the MSC at age 5, but not at age 4. The results demonstrate that a coherent and differentiated MSC is acquired within the preschool period. This offers a new approach to investigate the emergence of the SC in early development by integrating the important aspect of coherency into the area of SC research.
Public Significance StatementThe current study investigates the early emergence of the moral self-concept (MSC). It provides the first empirical insight into when children's concept of themselves as moral agents emerges in early childhood and furthers our understanding of how the MSC develops from early on. Results show that at age 5, the majority of children have developed a coherent MSC which is structured according to the three prosocial domains of helping, sharing, and comforting.
Identity work in organizations and occupations Caza, Brianna Barker; Vough, Heather; Puranik, Harshad
Journal of organizational behavior,
09/2018, Letnik:
39, Številka:
7
Journal Article
Recenzirano
Odprti dostop
Understanding how, why, and when individuals create particular self-meanings has preoccupied scholars for decades, leading to an explosion of research on identity work. We conducted a wide-ranging ...review of this literature with the aim of presenting an overarching framework that comprehensively summarizes and integrates the vast amount of recent research in this domain. Drawing on our analysis of the empirical literature, we present an enhanced conceptual understanding of identity work. We then summarize the four dominant theoretical approaches researchers have used to explain how, when, and why individuals engage in identity work. This side-by-side comparison of these theoretical perspectives allows us to parse out the unique contribution of each theoretical lens and highlights how these theories can be integrated into a holistic view of an inherently multifaceted concept. Lastly, we critically analyze the state of the field and lay a detailed roadmap for future researchers to draw from to expand our current understanding of how individuals work on their identities in occupations and organizations.
Academic self-concept and achievement have been found to be reciprocally related across time. However, existing research has focused on self-concept and achievement scores that have been averaged ...over long time-periods. For the first time, the present study examined intraindividual (within-person) relations between momentary (state) self-concept and lesson-specific perceived achievement (i.e., self-reported comprehension) in students' everyday school life in real time using intensive longitudinal data. We conducted an experience-sampling (e-diary) study with 372 German secondary school students in Grades 9 and 10 over a period of 3 weeks after each mathematics lesson. Multilevel confirmatory factor analyses confirmed a two-factor between-level and within-level structure of the state measures. We used dynamic structural equation modeling to specify a multilevel first-order vector autoregressive model to examine the dynamic relations between self-concept and perceived achievement. We found significant reciprocal effects between academic self-concept and perceived achievement on a lesson-to-lesson basis. Further, we found that these relations were independent of students' gender, reasoning ability, or mathematics grades. We discuss implications for methodology, theory, and practice in self-concept research and educational psychology more generally.
Educational Impact and Implications Statement
This study suggests that students' momentary perception of their mathematics ability (i.e., their state mathematics self-concept) directly influences their lesson-specific comprehension (i.e., perceived achievement) from mathematics lesson to mathematics lesson. In turn, state mathematics self-concept is itself influenced by students' previous perceived achievement (i.e., in showing reciprocal relations). Therefore, our results indicate that students' state mathematics self-concept makes a substantial contribution to their academic development in their everyday life at school.
This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model ...(REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from achievement to self-concept, (2) the generalizability of reciprocal relations when using school grades and standardized achievement test scores as achievement indicators, and (3) the invariance of findings across secondary school achievement tracks. Math self-concept, school grades in math, and math achievement test scores were measured once each school year with a representative sample of 3,425 German students. Students' gender, IQ, and socioeconomic status (SES) were controlled in all analyses. The findings supported the assumption of developmental equilibrium for reciprocal effects between self-concept and achievement across time. The pattern of results was found to be invariant across students attending different achievement tracks and could be replicated when using school grades and achievement test scores in separate and in combined models. The findings of this study thus underscore the generalizability and robustness of the REM.
Aim
To discuss the actual public image of nurses and other factors that influence the development of nurses' self‐concept and professional identity.
Background
Nurses have become healthcare ...professionals in their own right who possess a great deal of knowledge. However, the public does not always value the skills and competences nurses have acquired through education and innovation.
Design
Discussion paper.
Data sources
We identified 1216 relevant studies by searching MEDLINE, CINAHL and PsycINFO databases in the period 1997–2010. Finally, 18 studies met our inclusion criteria.
Discussion
The included studies show that the actual public image of nursing is diverse and incongruous. This image is partly self‐created by nurses due to their invisibility and their lack of public discourse. Nurses derive their self‐concept and professional identity from their public image, work environment, work values, education and traditional social and cultural values.
Implications for nursing
Nurses should work harder to communicate their professionalism to the public. Social media like the Internet and YouTube can be used to show the public what they really do.
Conclusion
To improve their public image and to obtain a stronger position in healthcare organizations, nurses need to increase their visibility. This could be realized by ongoing education and a challenging work environment that encourages nurses to stand up for themselves. Furthermore, nurses should make better use of strategic positions, such as case manager, nurse educator or clinical nurse specialist and use their professionalism to show the public what their work really entails.
In 1956, Brazilian artist Flavio de Carvalho carried out Experience number 4, an artistic and anthropological journey to meet and interact with indigenous tribes in the Amazon. In the following text, ...we want to analyze Carvalhos trip as an exceptional experiment on the borders between art and science. Arquivos de Patricia Frajmund; A imagem-grafia mostra um grupo de homens e mulheres brancos subindo em uma canoa indigena carregada pelos materials da viagem e pronta para navegar. A "Experiencia numero 2" aconteceu em 1931 em Sao Paulo e teve como base a provocacao de uma multidao dos fieis durante a procissao de Corpus Christi. Carvalho dessa vez fez uma provocacao colocando um vestido que ele mesmo projetou e desfilou pelas ruas da cidade. A "Experiencia numero 4", que trato neste texto, se caracteriza pela mistura da intervencao social, obra de arte e pesquisa antropologica. A segunda imagem mostra Flavio de Carvalho segurando o queixo do indio em um gesto autoritario diante das lentes da camera. No entanto, aproveitou esta situacao para tentar implementar um projeto cinematografico que pudesse ser descrito como um paradocumentario experimental na area que combina arte e antropologia. Todo o projeto, alem de seu aspecto documentario, iria servir entao como cenario para-documentario2 performatico, cujo tema principal seria o contato entre as culturas e a performance do sequestro da mulher branca pelo povo indigena. (Stigger, 2018, p. 96) As atrizes deveriam ser uma especie de alter ego duplo da mulher sequestrada antigamente. Veronica Stigger, em sua analise da "Experiencia", explica: A ideia de Flavio de Carvalho era unir arte e investigacao cientifica: queria, por um lado, estudar os aspectos etnograficos, psicologicos e artisticos dos indios com os quais teria contato e, por outro, produzir um filme livremente inspirado na historia de Umbelina Valeria, que seria, como o Diario de S. Paulo definiu na epoca, uma especie de "semidocumentario": "um ilm de longa metragem, em Cinemascope (colorido), que alem de documentar o modo de vida dos selvicolas no sen 'habitat' focalizara o episodio da fuga da 'deusa' Umbelina Valeria para a civilizacao" (Stigger, 2018, p. 93) Ela(s) iria(m) realmente encontrar os indios, repetindo numa forma "performatica" os fatos acontecidos na Amazonia. Participou de palestras organizadas, em Sao Paulo, por Paul Rivet.
Socioeconomic status and the structure of the self‐concept Easterbrook, Matthew J.; Kuppens, Toon; Manstead, Antony S. R.
British journal of social psychology,
January 2020, 2020-Jan, 2020-01-00, 20200101, Letnik:
59, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Individuals have a myriad of potential identities that they can use to define who they are, yet little research has investigated which types of identities people tend to prioritize within their ...self‐concepts, and how this may vary across individuals. We analyse data from two large UK social surveys (Ns = 16,966 and 44,903) that assessed the importance respondents attached to various identities within their self‐concepts, and find that social class plays a crucial role. Our results show that respondents attached high importance to identities that are indicative of their social class (income, education, and professional), and at least as much importance as they gave to identities more commonly studied by psychologists (such as ethnicity, nationality, or gender). Furthermore, respondents’ objective social class was one of the strongest predictors of the importance they attached to different types of identities: Higher class respondents placed greater importance on identities that are indicative of their social class, but less importance on identities based on basic demographics, chosen communities, or their sociocultural orientation. Our results suggest that social class plays an important role in structuring the self‐concept, and that researchers should pay more attention to the importance of social class to self and identity processes.
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