Adapted from the Smoker Self-Concept Scale (Shadel & Mermelstein, 1996 ), the Alcohol Self-Concept Scale (ASCS) is a five-item measure of drinking identity and was the counterpart to the Drinking Identity IAT. Participants rate their agreement (from −3 = strongly disagree to 3 = strongly agree) with statements on how much drinking plays a part in the individual’s life and personality, and others’ perceptions of the role of alcohol in one’s life (e.g., “Drinking is a part of ‘who I am’”). Alpha was .94.
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Mental Process
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Self Concept
Self Concept
Self-concept refers to an individual's perception and evaluation of their own personality, abilities, and place in the world.
It is a complex, multidimensional construct that includes physical, social, and emotional aspects of the self.
Understanding and accurately measuring self-concept is crucial for research in psychology, psychiatry, and related fields.
PubCompare.ai can help optimize your self-concept research by easily locating relevant protocols from literature, preprints, and patents, and using intelligent comparisons to identify the best protocols and products for your needs.
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It is a complex, multidimensional construct that includes physical, social, and emotional aspects of the self.
Understanding and accurately measuring self-concept is crucial for research in psychology, psychiatry, and related fields.
PubCompare.ai can help optimize your self-concept research by easily locating relevant protocols from literature, preprints, and patents, and using intelligent comparisons to identify the best protocols and products for your needs.
Streamline your research process and get more accurate results with this AI-driven platform.
Most cited protocols related to «Self Concept»
Alcohols
Self Concept
This prospective, consecutive, observational, noninterventional study included 113 patients with diagnosis of wet-type age-related macular degeneration (AMD) and diabetic macular edema (DME). None of the patients had known psychiatric conditions or used anxiolytic drugs. All subjects received intravitreal ranibizumab or bevacizumab injections performed by the same surgeon. To measure the level of anxiety, Spielberg's State-Trait Anxiety Inventory (STAI) questionnaire was used. All patients completed the questionnaire by themselves immediately before intravitreal injection.
STAI is the “gold standard” for measuring preoperative anxiety [2 , 3 (link), 4 (link)]. It comprises separate self-report scales for measuring two distinct anxiety concepts: state anxiety and trait anxiety. The reliability and validity of the STAI are well reported (Cronbach's alpha = 0.896). The STAI-T scale consists of 20 statements that ask people to describe how they generally feel. The STAI-S scale also consists of 20 statements, but the instructions require subjects to indicate how they feel at a particular moment in time. The STAI-S scale can be used to determine the actual levels of anxiety intensity induced by stressful procedures. The validity of the STAI rests upon the assumption that the examinee has a clear understanding of the “state” and “trait” instructions. Each question is rated on a 4-point scale (not at all, somewhat, moderately so, very much so). The range of possible scores for form Y of the STAI varies from a minimum score of 20 to a maximum score of 80 on both the STAI-T and STAI-S subscales. STAI scores are commonly classified as “no or low anxiety” (20-37), “moderate anxiety” (38-44), and “high anxiety” (45-80). We used form Y of STAI in English and had it translated into Turkish by an expert in the respective languages. The translated forms were then retranslated back to English. The retranslated sentences which most closely resembled the original English STAI form Y sentences were used for that language.
SPSS, version 18 (SPSS Inc., Chicago, IL, USA) was used for statistical analysis. Normality of the data was tested with a Kolmogorov-Smirnov test to indicate the appropriateness of parametric testing.
Values are presented as means ± standard deviation. A Mann-Whitney U test and Wilcoxon test were used for nonparametric data. Parametric data were analyzed using a Student t test. Pearson correlation and Spearman correlation tests were used to measure the linear association between two variables. A p value of less than 0.05 was considered to be statistically significant.
STAI is the “gold standard” for measuring preoperative anxiety [2 , 3 (link), 4 (link)]. It comprises separate self-report scales for measuring two distinct anxiety concepts: state anxiety and trait anxiety. The reliability and validity of the STAI are well reported (Cronbach's alpha = 0.896). The STAI-T scale consists of 20 statements that ask people to describe how they generally feel. The STAI-S scale also consists of 20 statements, but the instructions require subjects to indicate how they feel at a particular moment in time. The STAI-S scale can be used to determine the actual levels of anxiety intensity induced by stressful procedures. The validity of the STAI rests upon the assumption that the examinee has a clear understanding of the “state” and “trait” instructions. Each question is rated on a 4-point scale (not at all, somewhat, moderately so, very much so). The range of possible scores for form Y of the STAI varies from a minimum score of 20 to a maximum score of 80 on both the STAI-T and STAI-S subscales. STAI scores are commonly classified as “no or low anxiety” (20-37), “moderate anxiety” (38-44), and “high anxiety” (45-80). We used form Y of STAI in English and had it translated into Turkish by an expert in the respective languages. The translated forms were then retranslated back to English. The retranslated sentences which most closely resembled the original English STAI form Y sentences were used for that language.
SPSS, version 18 (SPSS Inc., Chicago, IL, USA) was used for statistical analysis. Normality of the data was tested with a Kolmogorov-Smirnov test to indicate the appropriateness of parametric testing.
Values are presented as means ± standard deviation. A Mann-Whitney U test and Wilcoxon test were used for nonparametric data. Parametric data were analyzed using a Student t test. Pearson correlation and Spearman correlation tests were used to measure the linear association between two variables. A p value of less than 0.05 was considered to be statistically significant.
Age-Related Macular Degeneration
Anxiety
Bevacizumab
Diagnosis
Edema, Macular
Feelings
Gold
Mental Disorders
Neuroses, Anxiety
Patients
Ranibizumab
REST protein, human
Self Concept
Student
Surgeons
Tranquilizing Agents
Acquired Immunodeficiency Syndrome
Child
Mental Health
Orphaned Children
Self Concept
Self Esteem
Tooth Attrition
Buffers
Coffee
Diabetes Mellitus
Diet
Dietary Modification
Face
Obesity
Self Concept
Teaching
The International Trauma Questionnaire (ITQ) (Cloitre et al., 2013 (link)) is a self-report measure of ICD-11 PTSD and CPTSD symptoms. This validation study evaluated the psychometric properties of 18 core items of the ITQ. A total of six PTSD core symptoms and three symptoms of functional impairment were used to assess PTSD symptomatology in the ITQ. Respondents are instructed to indicate how much they have been bothered by each of the core symptom in the past month , considering their most traumatic event, using a five-point Likert scale ranging from ‘Not at all’ (0) to ‘Extremely’ (4). Two symptoms reflect the ‘Re-experiencing’ (Re) cluster (i.e. Re1 upsetting dreams and Re2 feeling the experience is happening again in the here and now). Two core symptoms reflect the ‘Avoidance’ (Av) cluster (i.e. Av1 internal reminders and Av2 external reminders). Two core symptoms reflect the ‘Sense of Threat’ (Th) cluster (i.e. Th1 hypervigilance and Th2 exaggerated startle response). The internal reliability (Cronbach’s alpha) of the six PTSD items used for diagnostic purposes was satisfactory (α = .89), as were the reliabilities for the Re (α = .80), Av (α = .87), and Th (α = .86) clusters. Three additional items screened for functional impairment associated with these symptoms (Func1-Func3): (1) relationships and social life, (2) work or ability to work, and (3) other important aspects of life, such as parenting, school/college work, or other important activities.
To assess CPTSD symptomatology, participants are asked to respond to a set of six questions reflecting how theytypically feel, think about themselves, and relate to others, also using a five-point Likert scale ranging from ‘Not at all’ (0) to ‘Extremely’ (4). These symptom domains collectively represent disturbances in self-organisation (DSO) that is central to CPTSD diagnosis. Two items capture the ‘Affective Dysregulation’ (AD) cluster; one measures hyper-activation (AD1) (i.e. When I am upset, it takes me a long time to calm down) and another measures hypo-activation (AD2) (i.e. I feel numb or emotionally shut down). Two items capture the ‘Negative Self-concept’ (NSC) cluster (i.e. NSC1 I feel like a failure and NSC2 I feel worthless), and two items capture the ‘Disturbed Relationships’ (DR) cluster (i.e. DR1 I feel distant or cut off from people and DR2 I find it hard to stay emotionally close to people). The internal reliability of the six DSO items was satisfactory (α = .90), as were the reliability estimates for the AD (α = .67), NSC (α = .94), and DR (α = .87) clusters. As with the PTSD symptoms, there are three items that screen for functional impairment associated with CPTSD symptoms (Func4-Func6).
Diagnostic criteria for PTSD requires a score of ≥2 (‘Moderately’) for at least one of two symptoms from each of the Re, Av, and Th clusters. The diagnostic criteria for CPTSD includes satisfying PTSD criteria in addition to scoring ≥2 (‘Moderately’) for at least one symptom from each of the AD, NSC, and DR clusters. Diagnosis of PTSD and CPTSD also requires the endorsement of functional impairment. Based on the ICD-11 taxonomic structure, a person may only receive a diagnosis of PTSD or CPTSD, but not both.
To assess CPTSD symptomatology, participants are asked to respond to a set of six questions reflecting how they
Diagnostic criteria for PTSD requires a score of ≥2 (‘Moderately’) for at least one of two symptoms from each of the Re, Av, and Th clusters. The diagnostic criteria for CPTSD includes satisfying PTSD criteria in addition to scoring ≥2 (‘Moderately’) for at least one symptom from each of the AD, NSC, and DR clusters. Diagnosis of PTSD and CPTSD also requires the endorsement of functional impairment. Based on the ICD-11 taxonomic structure, a person may only receive a diagnosis of PTSD or CPTSD, but not both.
6-pyruvoyl-tetrahydropterin synthase deficiency
Affective Symptoms
Diagnosis
Dreams
Feelings
Hypervigilance
Lanugo
Psychometrics
Reflex, Startle
Self Concept
Wounds and Injuries
Most recents protocols related to «Self Concept»
Two of four reviewers independently charted the data (any two of CTP, SV, JH or KP) using a data extraction form piloted on a subsample of studies and then refined to include agreed final data items (see online supplemental file 3 ). For each extracted data point, it was noted where data were not reported/unclear and recorded where data were present. In addition, to identify gaps in current evidence, the themes/focus of the studies were mapped by two researchers (JH and validated by KP) onto concepts from Leventhal’s self-regulatory model of illness (SRMI).21 (link) This is a pragmatic framework for describing how symptoms and emotional experiences during a health threat or diagnosis influence how an individual perceives, interprets, responds and adjusts to such threats.22 (link) It has been widely applied within the context of cancer and other illnesses that affect women of childbearing age.23–25 (link) This conceptual model of illness cognitions and behaviours provided a framework to synthesise the mix of qualitative and quantitative studies and map the current scope of evidence on psychosocial coping and appraisal in women diagnosed with cancer during pregnancy as well as other important contextual factors affecting psychosocial well-being. Areas mapped included illness representations, coping behaviours and responses, physical and psychosocial outcomes, external resources/healthcare systems and internal/social resources. As this was a scoping review we did not assess the risk of bias of included studies.
Cognition
Malignant Neoplasms
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Physical Examination
Pregnancy
Self Concept
Woman
The evaluation program will be based upon the the evaluations from the first three phases and a consideration of the characteristics of the target population. Theories of behavior change such as the SCT we are using to support our educational program, show the focus of the intervention program and propose useful strategies to achieve the goals of change [54 ]. For example, the concept of self-esteem, and ways to increase it, will be taught to improve self-efficacy. Similarly, the intervention group will be trained with thinking traps and recognizing their thoughts to improve self-regulation skills, in order to control their emotions, as well as speed skills to monitor their emotions. Although there is some diversity in terms of education duration and topics [55 ] the available evidence suggests that empowering employees in the field of resilience skills is one of the important components of health promotion programs [56 (link)]. The effectiveness of an educational program is also dependent upon the application of educational theories, which can support the ability of the material to change the behavior of the target population [57 (link)]. Theories that explain adult learning suggest that collaboration and active involvement in the educational sessions are required, as well as positive reinforcement by timely feedback [58 (link)]. In view of this, some techniques, such as small-group discussions, role-plays, and questions and answers will be used to support good face-to-face teaching-learning practices. The educational sessions will also include video clips, podcasts, pamphlets and other purposeful handouts to support assimilation of the materials both during the sessions and as homework. This can help increase the learning of more contents during the education process [59 , 60 (link)].
Drawing on intervention studies that have published their experiences, it seems that an educational program consisting of 8–10 sessions, should be effective in developing basic resilience skills. Similarly, other interventions with educational training in weekly sessions of 60–90 min have been found to have sustainable positive outcomes [53 (link)]. Thus, the contents of the intervention program will proceed with 10 sessions, each approximately 60–90 min, with the contents shown in Table2 .
Drawing on intervention studies that have published their experiences, it seems that an educational program consisting of 8–10 sessions, should be effective in developing basic resilience skills. Similarly, other interventions with educational training in weekly sessions of 60–90 min have been found to have sustainable positive outcomes [53 (link)]. Thus, the contents of the intervention program will proceed with 10 sessions, each approximately 60–90 min, with the contents shown in Table
Contents of the educational intervention program sessions
| Sessions | Contents |
|---|---|
| 1 | Introduction. familiarization with the research objectives, groups, and participants |
| 2 | Resilience, familiarity with emotions |
| 3 | Cognitive traps |
| 4 | Cognitive traps |
| 5 | Problem-solving skills |
| 6 | Speed skills to control emotions |
| 7 | Effective communication skills |
| 8 | Effective communication skills |
| 9 | Self-esteem and self-efficacy skills |
| 10 | Self-esteem and self-efficacy skills |
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Adult
Clip
Emotions
Experiential Learning
Face
Positive Reinforcement
Programmed Learning
Self Concept
Self Esteem
Target Population
Teaching
Thinking
The BYI-II is a self-report measure which assess the child’s perceptions of depression, anxiety, anger, disruptive behavior, and self-concept. The Beck Depression Inventory (BDI), Anxiety Inventory (BAI), Anger Inventory (BANI), Disruptive Behavior Inventory (BDBI), and Self-concept Inventory (BSCI), each contains 20 statements, and the child is responding to the questionnaire to indicate the extent to which they think that a sentence characterizes them. They answer on a four-point Likert-scale (0 = never, 1 = sometimes, 2 = often and 3 = always). The five inventories are scored by adding up the 20 ratings. Each inventory can be used separately. The BYI-II can be filled out by children 7 years or older (26 ). The BYI-II is validated with Danish samples and shows acceptable internal consistency and test-retest reliability (27 (link)). Internal consistencies for the scales were good to excellent (BDI α = .95, BAI α = .92, BANI α = .94, BDBI α = .89, BSCI α = 88.) (27 (link)).
Anger
Anxiety
Child
Self Concept
Descriptive statistics at baseline for anthropometric and demographic data, media use, cardiovascular endurance, self-concept, and self-worth are reported as mean ± SD for continuous variables and as frequencies and percentages for categorical variables. Mean changes from baseline to program end are represented as and changes from program end to one year later are represented as . Mean differences in boys’ and girls’ baseline characteristics [39 (link)] were analyzed using independent two-tailed t-tests in a between-subjects design. Based on a within-subject design, paired two-tailed t-tests were conducted to detect significant differences from to and from to .
Backward stepwise multiple linear regression analysis with for variable removal was performed to examine the predictors of mean changes in BMI-SDS and BMI-SDS. The predictors included in the regression models are illustrated in TableS2 in the Online Resources, including a dichotomous variable to express the participants’ adolescence stage [40 (link)] so as to account for the nonlinearity of the relationship between physical self-concept and age [41 (link)].
To identify outliers, leverage values (< 0.2) [42 ], studentized excluded residuals (< 3 and > −3) and Cook distances (> 1) were analyzed. No extreme values were found. Homoscedasticity, linearity, and normal distribution are assumed, based on visual inspection of quantile–quantile and scatter plots of the unstandardized predicted values and studentized residuals [43 ]. It is furthermore presumed that no autocorrelation existed between the residuals, since the Durbin–Watson statistics for all models had values close to 2. No multicollinearity existed between the predictors, as the variance inflation factor values were less than 10 in all regression models [44 ].
For all statistical analyses, IBM SPSS version 28.0 was used, and significance was set at p < 0.05.
Backward stepwise multiple linear regression analysis with for variable removal was performed to examine the predictors of mean changes in BMI-SDS and BMI-SDS. The predictors included in the regression models are illustrated in Table
To identify outliers, leverage values (< 0.2) [42 ], studentized excluded residuals (< 3 and > −3) and Cook distances (> 1) were analyzed. No extreme values were found. Homoscedasticity, linearity, and normal distribution are assumed, based on visual inspection of quantile–quantile and scatter plots of the unstandardized predicted values and studentized residuals [43 ]. It is furthermore presumed that no autocorrelation existed between the residuals, since the Durbin–Watson statistics for all models had values close to 2. No multicollinearity existed between the predictors, as the variance inflation factor values were less than 10 in all regression models [44 ].
For all statistical analyses, IBM SPSS version 28.0 was used, and significance was set at p < 0.05.
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Boys
Cardiovascular System
Physical Examination
Physical Phenomena
Self Concept
Woman
For the assessment of physical self-concept and global self-worth, this study used two subscales that resulted from a German version of Harter’s Self-Perception Profile for Children [36 ] by Wünsche and Schneewind, named FSK-K (Fragebogen zur Erfassung von Selbst-und Kompetenzeinschätzungen bei Kindern) [37 ]. In the 30-item questionnaire, each item was rated on a scale of 1 to 4 in an alternative statement format, with a positive statement on one side (e.g., “I like my body the way it is”) and a negative statement on the other side (e.g., “I want my body to be different”). The child/adolescent decided which side of the description was kind of true/almost true/really true for him/her, sometimes with parental assistance. The test was conducted at all three measurement time points ( ). Results were adjusted to fall within a range of 0–100 and recoded so that high scores indicated high self-concept/self-worth. Cronbach’s was calculated for reliability analysis [38 ]. The internal consistencies of the subscales at baseline ( ) and follow-up ( ) were αt1 = 0.79; αt2 = 0.81; αt3 = 0.82 for physical self-concept (nt1 = 214; nt2 = 102; nt3 = 72) and αt1 = 0.71; αt2 = 0.80; αt3 = 0.81 for self-worth (nt1 = 210; nt2 = 209; nt3 = 74).
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Adolescent
Child
Human Body
Parent
Physical Examination
Physical Phenomena
Self-Perception
Self Concept
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More about "Self Concept"
Self-perception, self-image, self-worth, self-esteem, self-identity, self-evaluation, self-view, self-appraisal, personal identity, self-knowledge, self-schema, self-conception, self-attitudes, self-perception, self-description, self-reflections, self-beliefs, self-representations, self-perception, self-assessment, self-concept clarity, self-concept stability, self-concept differentiation.
Self-concept is a crucial construct in psychology, psychiatry, and related fields, as it encompasses an individual's holistic perception and evaluation of their own personality, abilities, and place in the world.
This multidimensional construct includes physical, social, and emotional aspects of the self.
Accurately measuring and understanding self-concept is essential for research and clinical applications.
PubCompare.ai is an AI-driven platform that can optimize your self-concept research by helping you easily locate relevant protocols from literature, preprints, and patents, and using intelligent comparisons to identify the best protocols and products for your needs.
This can streamline your research process and help you get more accurate results.
When conducting self-concept research, you may utilize various tools and software, such as SPSS Statistics (including versions 25.0, 26.0, 27, and 28.0), SPSS software, and 3T scanners, to collect and analyze data.
These resources can provide valuable insights and enhance the accuracy of your self-concept studies.
Self-concept is a crucial construct in psychology, psychiatry, and related fields, as it encompasses an individual's holistic perception and evaluation of their own personality, abilities, and place in the world.
This multidimensional construct includes physical, social, and emotional aspects of the self.
Accurately measuring and understanding self-concept is essential for research and clinical applications.
PubCompare.ai is an AI-driven platform that can optimize your self-concept research by helping you easily locate relevant protocols from literature, preprints, and patents, and using intelligent comparisons to identify the best protocols and products for your needs.
This can streamline your research process and help you get more accurate results.
When conducting self-concept research, you may utilize various tools and software, such as SPSS Statistics (including versions 25.0, 26.0, 27, and 28.0), SPSS software, and 3T scanners, to collect and analyze data.
These resources can provide valuable insights and enhance the accuracy of your self-concept studies.