PurposeSubstantial research has examined the self-concept, but little work has investigated the contents and structure of the self-concept in combination within performance settings, particularly ...from a within-person perspective. Thus, this research developed and examined a conceptual framework based on Greenwald et al. (2002) to understand how core self-evaluations (CSE) and self-concept clarity (SCC) interact to influence motivational orientation with implications for performance dimensions.Design/methodology/approachFull-time employees (N = 138) completed daily measures of CSE, SCC, motivational orientation, organizational citizenship behaviors (OCBs) and counterproductive work behaviors (CWBs) over the course of three weeks.FindingsMultilevel modeling indicated CSE influences motivational orientation, SCC can moderate these relationships and motivational orientation relates to OCBs and counterproductive work behaviors.Originality/valueThis work contributes to this research area by developing and examining an integrative conceptual framework involving aspects of self-concept, motivation and performance from a within-person perspective.
Believing that one is either a "math person" or a "language person" can have important implications for students' engagement and performance in different activities and for their educational and ...career choices. One important source of information children use to form such self-relevant motivational beliefs is dimensional comparisons; that is, students engage in intraindividual comparisons of their subjective abilities across domains such as math and language arts when making self-evaluations. Despite their fundamental impact on students' educational outcomes, our understanding of when dimensional comparisons begin to influence children's self-perceptions, how this influence might change as children grow older, and whether the pattern varies across different types of motivational beliefs is still limited. A meta-analysis of 142 independent samples, 210,954 participants, and 426 effect sizes showed that the correlations between students' math- and language-related motivational beliefs decreased from r = .32, 95% CI .26, .37 for Grades 1-4 to r = −.01, 95% CI −.07, .04 for Grades 9-12/13. A meta-regression revealed a significant moderating effect of students' grade level on the association between students' math- and language-related motivational beliefs, b = −.06, 95% CI −.06, −.05, indicating an increasing differentiation in these beliefs. Findings generalized over samples across the world and studies using different research designs and held true for motivational constructs such as ability self-concepts and interests. Our results suggest that dimensional comparisons are involved in the formation of students' domain-specific motivational beliefs across the childhood and adolescent years and that their relative importance increases over the school years.
Public Significance Statement
Dimensional comparisons-that is, intraindividual comparisons of a person's relative and subjective strengths and weaknesses across different domains-are an important source of information people use to determine what they are good at and what they like. This meta-analysis shows that students' reliance on dimensional comparisons across the math and verbal domains increases over the school years. The role of dimensional comparisons is strongest in the high school years, a time when students form specialized identities (e.g., a "math person") and make achievement-related choices with long-term consequences for their educational and career trajectories.
Self-concept clarity and self-esteem are powerful determinants of people's thoughts, feelings, and behaviors. Yet, even after over 30 years of research, the conceptual and empirical ties between ...these two self-aspects remain understudied, and little is known about the nature and function of their relationship. The present study aimed at discerning the empirical similarities and differences between self-concept clarity and self-esteem in order to examine whether they can be considered sibling constructs that are conceptually and empirically related, but not identical. Specifically, we used multivariate eight-wave longitudinal data from two cohorts of young adults (Cohort 1, N = 460; Cohort 2, N = 412) to examine the structural, cross-sectional, and longitudinal links between self-concept clarity and self-esteem, as well as their incremental validity and within-person transactions over time. We found strong evidence that self-concept clarity and self-esteem are not the same but sibling constructs. Specifically, both self-aspects were as follows: (a) structurally different and (b) cross-sectionally related, (c) shared similar but not identical developmental trajectories, (d) codeveloped over time, (e) demonstrated incremental validity in the prediction of important life outcomes, and (f) demonstrated distinctive within-person associations over time. Overall, the present study provides the most comprehensive demonstration that self-concept clarity and self-esteem are similar but different in several meaningful ways, which is of crucial importance for theory, research, and practice.
The association between academic self-concept and achievement is assumed to be reciprocal. Typically, the association is analyzed by variants of the classical cross-lagged panel model. Results with ...more recently developed methodological approaches, for example, the random intercept cross-lagged panel model, its continuous-time implementation, and the latent change score model, are not available so far. The present study aimed to test the association between reading self-concept and reading achievement with different models to evaluate whether positive cross-lagged effects can be demonstrated with the alternative models. Drawing on a sample of 2,014 elementary students from Grade 1 to Grade 4, results of alternative models yielded noticeable differences. Support for reciprocal effects between reading self-concept and reading achievement was found using the classical and the full-forward cross-lagged panel models. No such effects were found in the other models. Thus, the reciprocal effect model can be called into question for elementary schoolchildren. The results are discussed with regard to the theoretical assumptions and appropriate methodological approaches.
In this study, we analyzed how secondary school tracking relates to students' self-beliefs (i.e., their academic self-concepts in different domains and their beliefs regarding their labor market ...chances) and school disengagement during a time period that has received little attention in educational psychological research on tracking: when students are at the end of schooling and on the verge of entering the labor market. In doing so, we disentangled 2 distinguishing features of tracking: tracks as social contexts (operationalized via track level and the mean achievement of students' schoolmates) and tracks as pathways to different future opportunities (operationalized via educational certificates). Using questionnaire, achievement, and administrative school data from 2,155 students from 29 low-track schools, 23 intermediate-track schools, and 35 comprehensive schools in Berlin, Germany, we found educational certificates to be the most important factor shaping students' self-beliefs and school disengagement. Irrespective of their individual achievement, their schoolmates' achievement, and their track level, students who received the intermediate school-leaving certificate had higher academic self-concepts, believed that their certificate would give them better chances of success in the labor market, and were less disengaged from school than students who received the low school-leaving certificate. In contrast, students' track level did not serve as a predictor for the outcomes considered. The achievement of students' schoolmates (i.e., the big-fish-little-pond effect) was only relevant for students' academic self-concepts and not for students' self-beliefs regarding labor market entry or their school disengagement.
A growing body of leadership literature focuses on leader and follower identity dynamics, levels, processes of development and outcomes. Despite the importance of the phenomena, there has been ...surprisingly little effort to systematically review the widely dispersed literature on leader and follower identity. In this review we map existing studies on a multilevel framework that integrates levels-of-the self (individual, relational and collective) with the levels-of-analysis (intrapersonal, interpersonal and group) on which leader or follower identity work takes place. We also synthesize work from multiple research paradigms, such as social psychology experimental studies, narrative accounts of leaders' identity work and field studies on antecedents, outcomes, mediating mechanisms and boundary conditions. Finally, we outline implications for leadership development and call attention to key themes we see ripe for future research.
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.
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.
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