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self-assessment motive if one seeks out inaccurate compliments rather than honest feedback. Additionally, self-concept can motivate behavior because people tend to act in ways that reaffirm their self-concept, which is consistent with the idea of the self-verification motive. In particular, if people perceive the self a certain way and receive feedback contrary to this perception, a tension is produced that motivates them to reestablish consistency between environmental feedback and self-concept. For example, if someone believes herself to be outgoing, but someone tells her she is shy, she may be motivated to avoid that person or the environment in which she met that person because it is inconsistent with her self-concept of being an outgoing person. Further, another major motivational property of self-concept comes from the desire to eliminate the discrepancy between one's current self-concept and his or her ideal possible self. This is parallel with the idea of the self-improvement motive. For example, if one's current self-concept is that she is a novice at piano playing, though she wants to become a concert pianist, this discrepancy will generate motivation to engage in behaviors (like practicing playing piano) that will bring her closer to her ideal possible self (being a concert pianist).
635:. These ideas typically form in young children. According to the International Encyclopedia of Marriage and Family, gender identity is developed at an early age when the child starts to communicate; by the age of eighteen months to two years is when the child begins to identify as a girl or a boy. After this stage, some consider gender identity already formed, although some consider non-gendered identities more salient during that young of an age. Kohlberg noted gender constancy occurs by the ages of five to six, a child becomes well-aware of their gender identity. Both biological and social factors may influence identities such as a sense of individuality, identities of place as well as gendered identities. As part of environmental attitudes, some suggest women more than men care about the environment. Forms of gender stereotyping is also important to consider in clinical settings. For example, a study at Kuwait University with a small sample of 102 individuals with
743:, that person is more likely to have a positive self-identity, leading to better self-concept and psychological welfare. One example of this is in regards to consistency. One of the social norms within a Western, independent culture is consistency, which allows each person to maintain their self-concept over time. The social norm in a non-Western, interdependent culture has a larger focus on one's ability to be flexible and to change as the group and environment change. If this social norm is not followed in either culture, this can lead to a disconnection with one's social identity, which affects personality, behavior, and overall self-concept. Buddhists emphasize the impermanence of any self-concept.
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mathematics, science and technology and slightly stronger for women than men about language related skills. It is important to observe there is no link between self concepts and skills . Clearly, even small variations in perceived self-concepts tend to reflect gender stereotypes evident in some cultures . In recent years, more women have been entering into the STEM field, working in predominantly mathematics, technology and science related careers. Many factors play a role in variations in gender effects on self-concept to accumulate as attitudes to mathematics and science; in particular, the impact other people's expectations rather than role-models on our self-concepts .
845:, there are different forms of media spread throughout three-dimensional space. The closer one form of media is to another the more similar the source of media is to each other. The farther away from each form of media is in space, the least similar the source of media is. For example, mobile and cell phone are located closest in space where as newspaper and texting are farthest apart in space. The study further explained the relationship between self-concept and the use of different forms of media. The more hours per day an individual uses a form of media, the closer that form of media is to their self-concept.
812:' educational system, this caters to dominant culture groups in American society."A primary source of stereotyping is often the teachers education program itself. It is in these programs that teachers learn that poor students and students of color should be expected to achieve less than their 'mainstream' counterparts." These child-deficit assumptions that are built into the program that instructs teachers and lead to inadvertently testing all students on a "mainstream" standard that is not necessarily academic and that does not account for the social values and norms of non-"mainstream" students.
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building larger group relationships based on shared interests, threaten, boast, and call names. In mixed-sex pairs of children aged 33 months, girls were more likely to passively watch a boy play, and boys were more likely to be unresponsive to what the girls were saying. In some cultures, such stereotypical traits are sustained from childhood to adulthood suggesting a strong influence of expectations by other people in these cultures. The key impacts of social self-concepts on social behaviours and of social behaviours on social self-concepts is a vital area of ongoing research.
613:. Adolescents experience significant changes in general physical self-concept at the onset of puberty, about eleven years old for girls and about 15 years old for boys. The bodily changes during puberty, in conjunction with the various psychological changes of this period, makes adolescence especially significant for the development of physical self-concept. An important factor of physical self-concept development is participation in physical activities. It has even been suggested that adolescent involvement in competitive sports increases physical self-concept.
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attain their fullest potential, the person must have been raised in healthy surroundings which consist of "genuineness, acceptance, and empathy", however, the lack of relationships with people that have healthy personalities will stop the person from growing "like a tree without sunlight and water" and affect the individual's process to accomplish self- actualization. Rogers also hypothesized that psychologically healthy people actively move away from roles created by others' expectations, and instead look within themselves for validation. On the other hand,
549:. At this point, children are developmentally prepared to interpret their own feelings and abilities, as well as receive and consider feedback from peers, teachers, and family. In adolescence, the self-concept undergoes a significant time of change. Generally, self-concept changes more gradually, and instead, existing concepts are refined and solidified. However, the development of self-concept during adolescence shows a U-shaped curve, in which general self-concept decreases in early adolescence, followed by an increase in later adolescence.
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excluded from a group, that can affect how they form their identities. Growing social media is a place for not only expressing an already formed identity, but to explore and experiment with developing identities. In the United
Kingdom, a study about changing identities revealed that some people believe that partaking in online social media is the first time they have felt like themselves, and they have achieved their true identities. They also revealed that these online identities transferred to their offline identities.
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758:). The managers from the urban community followed the independent culture. When asked to describe themselves, they primarily used descriptions of their own personal traits without comparison to others within their group. When the independent, urban managers gave interdependent-type responses, most were focused on work or school, due to these being the two biggest groups identified within an independent culture. The kibbutz managers followed the interdependent culture. They used
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study, risk taking behavior was engaging with strangers. When it came to communication about personal views, half of the participants reported that it was easier to express these opinions online, because they felt an enhanced ability to be creative and meaningful. When it came to other's opinions, one subject reported finding out more about themselves, like openness to experience, because of receiving differing opinions on things such as relationships.
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students. For one group a stereotype threat was introduced while the other served as a control. The findings were that academic performance of the
African American students was significantly lower than their White counterparts when a stereotype threat was perceived after controlling for intellectual ability. Since the inception by Steele and Aronson of stereotype threat, other research has demonstrated the applicability of this idea to other groups.
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needs". Once the "deficiency needs" have been achieved, the person's goal is to accomplish the next step, which is the "being needs". Maslow noticed that once individuals reach this level, they tend to "grow as a person" and reach self-actualization. However, individuals who experienced negative events while being in the lower deficit needs level prevents them from ascending in the hierarchy of needs.
368:, and interacts with self-esteem, self-knowledge, and the social self to form the self as a whole. It includes the past, present, and future selves, where future selves (or possible selves) represent individuals' ideas of what they might become, what they would like to become, or what they are afraid of becoming. Possible selves may function as incentives for certain behaviour.
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variations in physical self-concepts appear slightly stronger for boys than girls. This includes self-concepts about movement, body, appearance and other physical attributes. Yet during periods of physical change such as infancy, adolescence and ageing, it is particularly useful to compare these self-concepts with measured skills before drawing broad conclusions
808:" that further marginalized minority groups. Hidden curriculum refers to a covert expression of prejudice where one standard is accepted as the "set and right way to do things". More specifically, the hidden curriculum is an unintended transmission of social constructs that operate in the social environment of an educational setting or classroom. In the
792:. The terminology that was settled upon Claude Steele and Joshua Aronson to describe this "situational predicament was 'stereotype threat.' This term captures the idea of a situational predicament as a contingency of their group identity, a real threat of judgment or treatment in the person's environment that went beyond any limitations within."
735:) roughly translates to "one's share of the shared life space"). Identity fusion can also harm one's self-concept because one's behaviors and thoughts must be able to change to continue to align with those of the overall group. Non-interdependent self-concepts can also differ between cultural traditions.
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examined self-concept, masculinity and femininity. Findings were that children who grew up on lower family bonds had lower self-concept. Clearly, it is important to consider the context of social and political attitudes and beliefs before drawing any conclusions about gender identities in relation to
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Additionally, teens begin to evaluate their abilities on a continuum, as opposed to the "yes/no" evaluation of children. For example, while children might evaluate themselves "smart", teens might evaluate themselves as "not the smartest, but smarter than average." Despite differing opinions about the
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The perception people have about their past or future selves relates to their perception of their current selves. The temporal self-appraisal theory argues that people have a tendency to maintain a positive self-evaluation by distancing themselves from their negative self and paying more attention to
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For example, the model of "teacher as the formal authority" is the orthodox teaching role that has been perpetuated for many years until the 21st-century teaching model landed on the scene. As part of the 5 main teaching style proposed by
Anthony Grasha, a cognitive and social psychologist until his
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states that the self-concept consists of at least two "levels": a personal identity and a social one. In other words, one's self-evaluation relies on self-perceptions and how others perceive them. Self-concept can alternate rapidly between one's personal and social identity. Children and adolescents
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Abraham Maslow applied his concept of self-actualization in his hierarchy of needs theory. In this theory, he explained the process it takes for a person to achieve self-actualization. He argues that for an individual to get to the "higher level growth needs", he must first accomplish "lower deficit
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In contrast, research suggest overall similarities for gender groups in self-concepts about academic work. In general, any variations are systematically gender-based yet small in terms of effect sizes. Any variations suggest overall academic self-concept are slightly stronger for men than women in
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to describe their traits, which is more frequently seen in interdependent cultures as these serve as a means of comparison with others in their society. There was also a large focus on residence, lending to the fact they share resources and living space with the others from the kibbutz. These types
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self-concept refers to the personal beliefs about their academic abilities or skills. Some research suggests that it begins developing from ages three to five due to influence from parents and early educators. By age ten or eleven, children assess their academic abilities by comparing themselves to
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will associate "geek-like" qualities to themselves). A collection of self-schemas makes up one's overall self-concept. For example, the statement "I am lazy" is a self-assessment that contributes to self-concept. Statements such as "I am tired", however, would not be part of someone's self-concept,
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Some say, girls tend to prefer one-on-one (dyadic) interaction, forming tight, intimate bonds, while boys prefer group activities. One study in particular found that boys performed almost twice as well in groups than in pairs, whereas girls did not show such a difference. In early adolescence, the
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Some researchers suggest that to raise academic self-concept, parents and teachers need to provide children with specific feedback that focuses on their particular skills or abilities. Others also state that learning opportunities should be conducted in groups (both mixed-ability and like-ability)
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Some studies suggest self-concept of social behaviours are substantially similar with specific variations for girls and boys. For instance, girls are more likely than boys to wait their turn to speak, agree with others, and acknowledge the contributions of others. It seems boys see themselves as
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When one's actions could negatively influence general assumptions of a stereotype, those actions are consciously emphasized. Instead of one's individual characteristics, one's categorization into a social group is what society views objectively – which could be perceived as a negative stereotype,
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and
Aronson described the idea of stereotype threat in their study of how this socio‐psychological notion affected the intellectual performance of African Americans. Steele and Aronson tested a hypothesis by administering a diagnostic exam between two different groups: African American and White
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A 2007 study was done on adolescents aged 12 to 18 to view the ways in which social media affects the formation of an identity. The study found that it affected the formation in three different ways: risk taking, communication of personal views, and perceptions of influences. In this particular
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In this day and age, social media is where people experience most of their communication. With developing a sense of self on a psychological level, feeling as part of a greater body such as social, emotional, political bodies can affect how one feels about themselves. If a person is included or
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and expectations set by parents for their children affect children's understanding of themselves by approximately age three. However, at this developmental stage, children have a very broad sense of self; typically, they use words such as big or nice to describe themselves to others. While this
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had major influence in popularizing the idea of self-concept in the west. According to Rogers, everyone strives to reach an "ideal self." He believed that a person gets to self-actualize when they prove to themself that they are capable enough to achieve their goals and desires, but in order to
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Some of these motives may be more prominent depending on the situation. In
Western societies, the most automatic is the self-enhancement motive, and may be dominant in some situations where motives contradict one another. For example, the self-enhancement motive may contradict and dominate the
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place particular importance on personal independence and on the expression of one's own attributes (i.e. the self is more important than the group). This is not to say those in an independent culture do not identify and support their society or culture, there is simply a different type of
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Cheong, P., Hwang, J., Elbirt, B., Chen, H., Evans, C., & Woelfel, J. (2010). Media use as a function of identity: The role of the self concept in media usage. In v. M. Hinner (Ed.), The role of communication in business transactions and relationships, Vol. 6: Freiberger Beiträge zur
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Self-concept is related to the form of media most used. If one considers oneself tech savvy, then one will use mobile phones more often than one would use a newspaper. If one considers oneself old fashioned, then one will use a magazine more often than one would instant message.
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of differences were also seen in a study done with
Swedish and Japanese adolescents. Typically, these would both be considered non-Western cultures, but the Swedish showed more independent traits, while the Japanese followed the expected interdependent traits.
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Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed.) S. Koch, Psychology: A study of a science. Vol. 3: Formulations of the person and the social context. New York: McGraw
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begin integrating social identity into their own self-concept in elementary school by assessing their position among peers. By age five, acceptance from peers significantly affects children's self-concept, affecting their behaviour and academic success.
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Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A (May 2008). "A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades".
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is also the basis for the
Buddhist view that the self has no substantial existence. It does not exist except in one's mind and what goes on in the mind, along with everything else, is impermanent. Life itself is in constant motion. Thus, there is
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thus creating a threat. "The notion that stereotypes held about a particular group may create psychologically threatening situations associated with fears of confirming judgment about one's group, and in turn, inhibit learning and performance."
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can have positive and negative consequences. Identity fusion can give people the sense that their existence is meaningful provided the person feels included within the society (for example, in Japan, the definition of the word for self
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Physical self-concept is the individual's perception of themselves in areas of physical ability and appearance. Physical ability includes concepts such as physical strength and endurance, while appearance refers to attractiveness and
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onset of self-concept development, researchers agree on the importance of one's self-concept, which influences people's behaviors and cognitive and emotional outcomes including (but not limited to) academic achievement, levels of
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describes the addition of information to an individual's concept of self. Self-expansion can occur during relationships. Expansion of self-concept can occur during relationships, during new challenging experiences.
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their positive one. In addition, people have a tendency to perceive the past self less favourably (e.g. "I'm better than I used to be") and the future self more positively (e.g. "I will be better than I am now").
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Additionally, one's social norms and cultural identities have a large effect on self-concept and mental well-being. When a person can clearly define their culture's norms and how those play a part in their
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people have "self-concepts that do not match their experiences. They are afraid to accept their own experiences as valid, so they distort them, either to protect themselves or to win approval from others."
2785:. This view of the 'not self,' or 'no self,' is the most difficult concept for non-Buddhists to understand, particularly because the self, individuality, and autonomy are so basic to Western sensibilities.
596:. Self-estimates of cognitive ability are most accurate when evaluating subjects that deal with numbers, such as math. Self-estimates were more likely to be poor in other areas, such as reasoning speed.
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since being tired is a temporary state and therefore cannot become a part of a self-schema. A person's self-concept may change with time as reassessment occurs, which in extreme cases can lead to
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that downplay social comparison, as too much of either type of grouping can have adverse effects on children's academic self-concept and the way they view themselves in relation to their peers.
361:: self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a fast runner").
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Trautwein, Ulrich; Lüdtke, Oliver; Marsh, Herbert W.; Nagy, Gabriel (2009). "Within-school social comparison: How students perceive the standing of their class predicts academic self-concept".
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Findlay, Leanne; Bowker, Anne (January 2009). "The Link between
Competitive Sport Participation and Self-Concept in Early Adolescence: A Consideration of Gender and Sport Orientation".
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Guimond, Serge; Chatard, Armand; Martinot, Delphine; Crisp, Richard J.; Redersdorff, Sandrine (2006). "Social comparison, self-stereotyping, and gender differences in self-construals".
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Wilson, Anne E.; Buehler, Roger; Lawford, Heather; Schmidt, Colin; Yong, An Gie (2012). "Basking in projected glory: The role of subjective temporal distance in future self-appraisal".
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Anit Somech, an organizational psychologist and professor, who carried a small study in Israel showed that the divide between independent and interdependent self-concepts exists
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view of the self: Interpersonal relationships are more important than one's individual accomplishments, and individuals experience a sense of oneness with the group. Such
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Tiedemann, Joachim (2000). "Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school".
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Freund, Philipp
Alexander; Kasten, Nadine (1 January 2012). "How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability".
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Zafar, Human; Nabeel, Tanzila; Khalily, Muhammad (June 2013). "Adolescents' Self-Concept and Their Attitudes Towards Parents, Teachers, and Police Authority".
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Grasha, Anthony (2010). "A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator, College Teaching".
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Usborne, Esther; Taylor, Donald M (2010). "The Role of Cultural Identity Clarity for Self-Concept Clarity, Self-Esteem, and Subjective Well-Being".
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483:, etc. are assessed and applied to self-schemas, which are ideas of oneself in a particular dimension (e.g., someone that considers themselves a
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interkulturellen und Wirtschaftskommunikation: A Forum for General and Intercultural Business Communication (pp. 365 – 381). Berlin: Peter Lang.
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represents the beginnings of self-concept, others suggest that self-concept develops later, in middle childhood, alongside the development of
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death in 2003, the authoritarian style is described as believing that there are "correct, acceptable, and standard ways to do things".
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Self-concept can have motivational properties. There are four types of motives in particular that are most related to self-concept:
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English, Tammy; Chen, Serena (2011). "Self-Concept Consistency and Culture: The Differential Impact of Two Forms of Consistency".
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The thoughts and feelings that arise when you think about the group you belong to form your social identity.
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Shapka, Jennifer; Keating, Daniel (April 2005). "Structure and Change in Self-Concept during Adolescence".
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Self-enhancement: desire to receive feedback that informs the self of positive or desirable characteristics
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Along with viewing one's identity as part of a group, another factor that coincides with self-concept is
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The Concept of Self in Hinduism, Buddhism, and Christianity and Its Implication for Interfaith Relations
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Swann, William B.; Jetten, Jolanda; Gómez, Ángel; Whitehouse, Harvey; Bastian, Brock (1 January 2012).
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where a person is prompted by a question like "Who are you?". Often when measuring changes to the self
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A commonly-asked question is "why do people choose one form of media over another?" According to the
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One's self-perception is defined by one's self-concept, self-knowledge, self-esteem, and social self.
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cultures as well. Researchers compared mid-level merchants in an urban community with those in a
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in order to define one's self-schemas. Changes in self-concept can be measured by spontaneous
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McLeod, S. A. (2008). Self Concept. Retrieved from www.simplypsychology.org/self-concept.html
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923:
893:
719:
640:
personality, particularly about mental health and issues around acceptable behaviours.
385:
342:
129:
2817:
652:
3463:
3257:
3171:
2940:
2425:
2246:
1626:
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1342:
1002:
943:
809:
793:
775:
740:
713:
Worldviews about one's self in relation to others differ across and within cultures.
181:
50:
3128:
2658:
2604:
2289:
1875:. Brent A. Mattingly, Kevin P. McIntyre, Gary W. Lewandowski. Cham: Springer. 2020.
1003:"Teacher–child interactions: relations with children's self-concept in second grade"
2919:
Sunny, Cijy (April 2017). "Stereotype Threat and Gender Differences in Chemistry".
2738:
1041:
938:
546:
3029:
1206:
2753:
2673:
2052:
Sadhwani, Indu (Spring 2012). "Effect of Self-Concept on Adolescent Depression".
1987:
1674:
Social Psychology in Action: Evidence-Based Interventions from Theory to Practice
1130:"Rejection sensitivity moderates the impact of rejection on self-concept clarity"
1798:
1125:
973:
948:
878:
510:
413:
398:
390:
381:
365:
358:
354:
155:
87:
3104:
3061:
3048:
Maccoby, EE (April 1990). "Gender and relationships. A developmental account".
2588:
1724:
1533:
1447:
1276:
1233:
1198:
1067:
540:
Researchers debate over when self-concept development begins. Some assert that
2932:
2852:
2461:
2409:
2273:
2172:
1890:
1691:
1610:
953:
883:
763:
691:
Self-assessment: desire to receive information about the self that is accurate
610:
516:
504:
424:
417:
406:
77:
3289:
3249:
3206:
3163:
3112:
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2642:
2596:
2477:
Koole, S. (2007). Self-Concept. In R. F. Baumeister & K. D. Vohs (Eds.),
2417:
2180:
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2022:
1995:
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17:
873:
565:
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2281:
2207:
2145:
2038:
1870:
1549:
1463:
1292:
1249:
1171:
1083:
700:
Self-improvement: desire to learn things that will help to improve the self
335:
about oneself. Generally, self-concept embodies the answer to the question
3441:"What Are The Effects of the Self-Concept Theory in High School Students?"
3077:
697:
Self-verification: desire to confirm what one already knows about the self
479:, skills and abilities, occupation and hobbies, physical characteristics,
588:
3214:
2087:
1938:
759:
751:
569:
3271:
Ertl, Bernhard; Luttenberger, Silke; Paechter, Manuela (17 May 2017).
2897:
1319:
2536:
2137:
1856:
1497:
632:
332:
3198:
1042:"Classroom social experiences as predictors of academic performance"
1018:
525:
The part of the self that is determined by members in social groups
2518:"When group membership gets personal: A theory of identity fusion"
451:
37:"Sense of self" redirects here. For the album by Mari Hamada, see
1803:
Development During Middle Childhood: The Years From Six to Twelve
3320:
3318:
1748:
The life span : human development for helping professionals
484:
58:
500:
Various theories identify different parts of the self include:
647:
592:
their peers. These social comparisons are also referred to as
1799:"Self-Understanding And Self-Regulation In Middle Childhood"
1040:
Flook, Lisa; Repetti, Rena L; Ullman, Jodie B (March 2005).
555:
can affect people's self-concept throughout a relationship.
3003:
Other People's Children: Cultural Conflict in the Classroom
1921:
Mattingly, Brent A.; Lewandowski, Gary W. (January 2014).
349:
is defined, consistent, and currently applicable to one's
1104:(10th ed.). New York: McGraw-Hill Higher Education.
1001:
Leflot, Geertje; Onghena, Patrick; Colpin, Hilde (2010).
30:"Self-construction" redirects here. For other uses, see
2392:
Meek, William R.; Sullivan, Diane M. (September 2018).
1347:
Journal of Educational, Health and Community Psychology
663:
3443:. Western Connecticut State University. Archived from
2345:. Springer Science & Business Media. p. 106.
3337:"The Effect of Social Media on Identity Construction"
1343:"Rediscovering Rogers's Self Theory and Personality"
774:. Many working names have been used for this term:
401:, the self-concept has three different components:
2304:
1185:Markus, H.; Nurius, P. (1986). "Possible selves".
2495:Reeve, J. (2018). The Self and Its Strivings. In
2334:
2332:
1128:; Gyurak, Anett; Luerssen, Anna (November 2009).
804:The presence of stereotype threat perpetuates a "
2806:International Journal of Intercultural Relations
1872:Interpersonal relationships and the self-concept
1563:Gerrig, Richard J.; Zimbardo, Philip G. (2002).
1479:
1477:
1475:
1473:
1368:. New York: Pearson Prentice Hall. p. 113.
460:The self-concept is an internal model that uses
2879:
2877:
2755:Freud and the Buddha: The Couch and the Cushion
1706:
1704:
730:
3043:
3041:
3039:
2342:Introduction to Behavioral Science in Medicine
1969:
1967:
1750:. Blewitt, Pamela. (Fourth ed.). Boston.
2799:
2797:
2795:
2793:
2678:. Eugene, Oregon: Wipf and Stock Publishers.
1954:I-Manager's Journal of Educational Psychology
288:
8:
3407:: CS1 maint: multiple names: authors list (
2960:Clinical Orthopaedics & Related Research
2511:
2509:
2507:
2505:
2439:
2437:
2435:
2303:Bukatko, Danuta; Daehler, Marvin W. (2004).
1595:"Defining and Measuring Self-Concept Change"
1436:Journal of Personality and Social Psychology
1265:Journal of Personality and Social Psychology
1222:Journal of Personality and Social Psychology
996:
994:
718:relationship. Non-Western cultures favor an
1782:) CS1 maint: multiple names: authors list (
1593:Gore, Jonathan S.; Cross, Susan E. (2011).
1364:Aronson, E.; Wilson, T.; Akert, R. (2007).
1095:
1093:
3433:. Valdosta, GA: Valdosta State University.
2711:Personality and Social Psychology Bulletin
2631:Personality and Social Psychology Bulletin
1778:: CS1 maint: location missing publisher (
1746:C., Broderick, Patricia (6 January 2014).
1134:Personality and Social Psychology Bulletin
295:
281:
45:
3352:
3298:
3288:
2578:
2481:(Vol. 2, pp. 797–798). SAGE Publications.
2398:Journal of Developmental Entrepreneurship
2127:
2109:
2107:
2105:
2011:British Journal of Educational Psychology
1927:Social and Personality Psychology Compass
1657:
1161:
1057:
341:The self-concept is distinguishable from
3341:Mediterranean Journal of Social Sciences
2758:. Abingdon: Routledge (published 2018).
1676:. Springer Link: Springer Nature. 2020.
3373:Foresight Government Office for Science
1845:Canadian Journal of Behavioural Science
990:
251:
210:
189:
168:
147:
116:
95:
64:
57:
3400:
2307:Child Development: A Thematic Approach
1896:
1771:
1408:
1406:
1404:
1402:
1391:
1389:
1387:
1385:
423:What one wishes one were really like (
412:How much value one places on oneself (
3384:
3382:
3366:
3364:
2704:
2702:
2624:
2622:
2620:
2618:
2616:
2614:
2499:(7th ed., pp. 255–282). essay, Wiley.
2491:
2489:
2487:
2473:
2471:
1916:
1914:
1797:Markus, Hazel; Nurius, Paula (1984).
1588:
1586:
1308:European Journal of Social Psychology
7:
3435:(on self-concept versus self-esteem)
2956:"What We Don't Know We Are Teaching"
2954:Gofton, Wade; Regehr, Glenn (2006).
2497:Understanding Motivation and Emotion
1646:British Journal of Social Psychology
27:One's internal beliefs about oneself
2444:Taher, Naeema S. (1 January 2007).
1976:Learning and Individual Differences
1640:Turner, John; Oakes, Penny (1986).
1341:Ahmad, Nik; Ismail, Hisham (2015).
3431:Educational Psychology Interactive
3242:10.1023/B:SERS.0000015555.40976.e6
3156:10.1023/B:SERS.0000011077.10040.9a
2972:10.1097/01.blo.0000224024.96034.b2
2239:10.1023/B:SERS.0000011077.10040.9a
1659:10.1111/j.2044-8309.1986.tb00732.x
32:Self-construction (disambiguation)
25:
2479:Encyclopedia of Social Psychology
2221:Klomsten, Anne; Skaalvik, Einar;
2161:Journal of Educational Psychology
1713:Journal of Educational Psychology
1565:"Glossary of Psychological Terms"
1486:Journal of Educational Psychology
364:Self-concept is made up of one's
357:. Self-concept also differs from
2262:Journal of Youth and Adolescence
2054:Journal of Psychosocial Research
651:
2841:Social Behavior and Personality
2450:Social Behavior and Personality
345:, which is the extent to which
2886:School Science and Mathematics
1826:Pakistan Journal of Psychology
219:Personal identity (philosophy)
1:
3030:10.1080/87567555.1994.9926845
2818:10.1016/S0147-1767(99)00030-9
405:The view one has of oneself (
2311:. Houghton Mifflin. p.
1988:10.1016/j.lindif.2009.12.007
1007:Infant and Child Development
536:Social emotional development
513:How much you value yourself
1805:. National Research Council
959:Self-knowledge (psychology)
731:
507:The view one has of oneself
73:Self-knowledge (psychology)
3496:
3335:Gündüz, Uğur (Fall 2017).
3105:10.1037/0012-1649.42.2.272
3062:10.1037/0003-066X.45.4.513
2752:Hoffer, Axel, ed. (2015).
2589:10.1037/0033-295X.98.2.224
1725:10.1037/0022-0663.92.1.144
1534:10.1037/0012-1649.44.3.625
1448:10.1037/0022-3514.90.2.221
1277:10.1037/0022-3514.82.5.792
1234:10.1037/0022-3514.80.4.572
1199:10.1037/0003-066X.41.9.954
1068:10.1037/0012-1649.41.2.319
929:Self-categorization theory
864:
623:Gender self-identification
620:
533:
437:self-categorization theory
109:Self-categorization theory
36:
29:
3050:The American Psychologist
2933:10.1007/s11251-016-9395-8
2853:10.2224/sbp.2007.35.2.269
2462:10.2224/sbp.2007.35.4.469
2410:10.1142/S1084946718500188
2274:10.1007/s10964-007-9244-9
2173:10.1037/0022-0663.83.1.17
2076:Psychology in the Schools
1611:10.1007/s12646-011-0067-0
1571:. Boston: Allyn and Bacon
1353:– via ResearchGate.
889:Identity (social science)
224:Identity (social science)
3290:10.3389/fpsyg.2017.00703
3093:Developmental Psychology
2723:10.1177/0146167211400621
2643:10.1177/0146167210372215
2023:10.1348/000709910X503501
1801:. In Collins, WA (ed.).
1522:Developmental Psychology
1146:10.1177/0146167209343969
1100:Myers, David G. (2009).
1046:Developmental Psychology
790:stereotype vulnerability
631:is a sense of one's own
169:As applied to activities
161:True self and false self
3480:Epistemology of science
3277:Frontiers in Psychology
683:Motivational properties
264:Respectability politics
3470:Educational psychology
3354:10.1515/mjss-2017-0026
2672:Shin, Kiseong (2017).
2116:Psychological Bulletin
1903:: CS1 maint: others (
660:This section is empty.
553:Romantic relationships
457:
244:Social identity threat
239:In-group and out-group
234:Social identity theory
125:Self-perception theory
3427:"Self and self-views"
2921:Instructional Science
1599:Psychological Studies
1187:American Psychologist
455:
331:) is a collection of
39:Sense of Self (album)
3391:China Media Research
2567:Psychological Review
2525:Psychological Review
786:stigma vulnerability
756:collective community
709:Cultural differences
104:Neural basis of self
3475:Conceptions of self
1569:Psychology And Life
909:Psyche (psychology)
899:Personal boundaries
576:, self-esteem, and
519:What you wish to be
229:Collective identity
3439:Maruscsak, Lance.
3425:Huitt, W. (2011).
2868:Issues of Our Time
2088:10.1002/pits.20169
1939:10.1111/spc3.12080
934:Self-consciousness
574:social integration
542:gender stereotypes
458:
309:psychology of self
269:Political identity
140:Self-consciousness
3187:Child Development
2898:10.1111/ssm.12260
2554:on 13 April 2015.
2352:978-1-4612-5452-2
2322:978-0-618-33338-7
1882:978-3-030-43747-3
1683:978-3-030-13790-8
1366:Social Psychology
1320:10.1002/ejsp.1863
1140:(11): 1467–1478.
1102:Social psychology
914:Self (psychology)
904:Personal identity
806:hidden curriculum
772:stereotype threat
680:
679:
578:life-satisfaction
475:Features such as
317:self-construction
305:
304:
260:Identity politics
16:(Redirected from
3487:
3456:
3454:
3452:
3434:
3413:
3412:
3406:
3398:
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3377:
3376:
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3358:
3356:
3332:
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3322:
3313:
3312:
3302:
3292:
3268:
3262:
3261:
3236:(3–4): 241–252.
3225:
3219:
3218:
3182:
3176:
3175:
3150:(1–2): 119–127.
3139:
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3132:
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3018:College Teaching
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2669:
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2626:
2609:
2608:
2582:
2562:
2556:
2555:
2553:
2547:. Archived from
2537:10.1037/a0028589
2522:
2513:
2500:
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2482:
2475:
2466:
2465:
2441:
2430:
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2138:10.1037/a0026556
2131:
2111:
2100:
2099:
2068:
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2043:
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2006:
2000:
1999:
1971:
1962:
1961:
1949:
1943:
1942:
1918:
1909:
1908:
1902:
1894:
1867:
1861:
1860:
1857:10.1037/h0087247
1840:
1834:
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1794:
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1777:
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1431:
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1413:
1410:
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1116:
1115:
1097:
1088:
1087:
1061:
1037:
1031:
1030:
998:
734:
715:Western cultures
675:
672:
662:You can help by
655:
648:
637:gender dysphoria
462:self-assessments
325:self-perspective
297:
290:
283:
203:Self-concealment
46:
21:
3495:
3494:
3490:
3489:
3488:
3486:
3485:
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3460:
3459:
3450:
3448:
3447:on 4 April 2005
3438:
3424:
3421:
3419:Further reading
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2580:10.1.1.320.1159
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2301:
2297:
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2215:
2202:(174): 407–19.
2193:
2192:
2188:
2158:
2157:
2153:
2129:10.1.1.473.5659
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1099:
1098:
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1059:10.1.1.590.5750
1039:
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1034:
1019:10.1002/icd.672
1000:
999:
992:
988:
983:
969:Self-reflection
964:Self-perception
919:Self-assessment
869:
867:Outline of self
863:
839:
822:
782:stigma pressure
725:identity fusion
711:
685:
676:
670:
667:
646:
629:gender identity
625:
619:
617:Gender identity
606:
586:
538:
532:
523:Social identity
498:
490:identity crises
470:self-evaluation
450:
378:
301:
198:Self-disclosure
177:Self-assessment
135:Self-reflection
42:
35:
28:
23:
22:
15:
12:
11:
5:
3493:
3491:
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3420:
3417:
3415:
3414:
3378:
3360:
3327:
3314:
3263:
3220:
3193:(3): 557–569.
3177:
3134:
3099:(2): 272–282.
3083:
3056:(4): 513–520.
3035:
3024:(4): 142–149.
3008:
2993:
2946:
2927:(2): 157–175.
2911:
2892:(1–2): 61–69.
2873:
2858:
2847:(2): 269–286.
2831:
2812:(2): 161–172.
2789:
2764:
2744:
2717:(6): 838–849.
2698:
2684:
2664:
2637:(7): 883–897.
2610:
2573:(2): 224–253.
2557:
2531:(3): 441–456.
2501:
2483:
2467:
2456:(4): 469–478.
2431:
2404:(3): 1850018.
2384:
2371:
2358:
2351:
2328:
2321:
2295:
2252:
2213:
2186:
2151:
2122:(2): 296–321.
2101:
2082:(5): 537–552.
2063:
2044:
2001:
1982:(5): 522–531.
1963:
1944:
1910:
1881:
1862:
1835:
1816:
1789:
1756:
1738:
1719:(1): 144–151.
1700:
1682:
1665:
1652:(3): 237–252.
1632:
1605:(1): 135–141.
1582:
1555:
1528:(3): 625–636.
1511:
1492:(4): 853–866.
1469:
1442:(2): 221–242.
1426:
1414:
1398:
1381:
1374:
1356:
1333:
1314:(3): 342–353.
1298:
1271:(5): 792–803.
1255:
1228:(4): 572–584.
1212:
1193:(9): 954–969.
1177:
1117:
1111:978-0073370668
1110:
1089:
1032:
1013:(4): 385–405.
989:
987:
984:
982:
981:
979:Theory of mind
976:
971:
966:
961:
956:
951:
946:
941:
936:
931:
926:
924:Self-awareness
921:
916:
911:
906:
901:
896:
894:Moral identity
891:
886:
881:
876:
870:
865:Main article:
862:
859:
838:
835:
821:
818:
777:stigmatization
720:interdependent
710:
707:
702:
701:
698:
695:
692:
684:
681:
678:
677:
658:
656:
645:
642:
621:Main article:
618:
615:
605:
602:
594:self-estimates
585:
582:
557:Self-expansion
531:
528:
527:
526:
520:
514:
508:
497:
494:
449:
446:
429:
428:
421:
410:
386:Abraham Maslow
380:Psychologists
377:
374:
347:self-knowledge
343:self-awareness
329:self-structure
303:
302:
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277:
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165:
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158:
150:
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148:Value judgment
145:
144:
143:
142:
137:
132:
130:Self-awareness
127:
119:
118:
114:
113:
112:
111:
106:
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55:
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2765:9780429913969
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2032:
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2024:
2020:
2016:
2012:
2005:
2002:
1997:
1993:
1989:
1985:
1981:
1977:
1970:
1968:
1964:
1959:
1955:
1948:
1945:
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1936:
1932:
1928:
1924:
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1757:9780132942881
1753:
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1371:
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1103:
1096:
1094:
1090:
1085:
1081:
1077:
1073:
1069:
1065:
1060:
1055:
1052:(2): 31–327.
1051:
1047:
1043:
1036:
1033:
1028:
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1020:
1016:
1012:
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1004:
997:
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967:
965:
962:
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947:
945:
944:Self-efficacy
942:
940:
937:
935:
932:
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927:
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922:
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917:
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868:
860:
858:
854:
850:
846:
844:
843:Galileo Model
836:
834:
830:
826:
820:Gender issues
819:
817:
813:
811:
810:United States
807:
802:
798:
795:
791:
787:
783:
779:
778:
773:
768:
765:
761:
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749:
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736:
733:
727:
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721:
716:
708:
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696:
693:
690:
689:
688:
682:
674:
671:November 2022
665:
661:
657:
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454:
447:
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442:
439:developed by
438:
433:
426:
422:
419:
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411:
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404:
403:
402:
400:
397:According to
395:
392:
387:
383:
375:
373:
369:
367:
362:
360:
356:
352:
348:
344:
339:
338:
334:
330:
326:
322:
321:self-identity
318:
315:(also called
314:
310:
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293:
291:
286:
284:
279:
278:
276:
275:
270:
267:
265:
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258:
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222:
220:
217:
216:
215:
214:
209:
204:
201:
199:
196:
195:
194:
193:
190:Interpersonal
188:
183:
182:Self-efficacy
180:
178:
175:
174:
173:
172:
167:
162:
159:
157:
154:
153:
152:
151:
146:
141:
138:
136:
133:
131:
128:
126:
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122:
121:
120:
115:
110:
107:
105:
102:
101:
100:
99:
94:
89:
86:
84:
81:
79:
76:
74:
71:
70:
69:
68:
63:
60:
56:
52:
48:
47:
44:
40:
33:
19:
18:Self identity
3449:. Retrieved
3445:the original
3430:
3403:cite journal
3394:
3390:
3372:
3347:(5): 85–92.
3344:
3340:
3330:
3280:
3276:
3266:
3233:
3229:
3223:
3190:
3186:
3180:
3147:
3143:
3137:
3096:
3092:
3086:
3053:
3049:
3021:
3017:
3011:
3002:
2996:
2963:
2959:
2949:
2924:
2920:
2914:
2889:
2885:
2867:
2861:
2844:
2840:
2834:
2809:
2805:
2782:
2778:Impermanence
2777:
2776:
2769:. Retrieved
2754:
2747:
2714:
2710:
2689:. Retrieved
2674:
2667:
2634:
2630:
2570:
2566:
2560:
2549:the original
2528:
2524:
2496:
2478:
2453:
2449:
2401:
2397:
2387:
2374:
2361:
2341:
2306:
2298:
2268:(1): 29–40.
2265:
2261:
2255:
2230:
2226:
2223:Espnes, Geir
2216:
2199:
2195:
2189:
2167:(1): 17–27.
2164:
2160:
2154:
2119:
2115:
2079:
2075:
2072:Rubie-Davies
2066:
2057:
2053:
2047:
2017:(1): 59–77.
2014:
2010:
2004:
1979:
1975:
1957:
1953:
1947:
1933:(1): 30–40.
1930:
1926:
1871:
1865:
1851:(2): 83–96.
1848:
1844:
1838:
1829:
1825:
1819:
1807:. Retrieved
1802:
1792:
1747:
1741:
1716:
1712:
1695:
1673:
1668:
1649:
1645:
1635:
1602:
1598:
1573:. Retrieved
1568:
1558:
1525:
1521:
1514:
1489:
1485:
1439:
1435:
1429:
1417:
1365:
1359:
1350:
1346:
1336:
1311:
1307:
1301:
1268:
1264:
1258:
1225:
1221:
1215:
1190:
1186:
1180:
1137:
1133:
1126:Ayduk, Ozlem
1120:
1101:
1049:
1045:
1035:
1010:
1006:
939:Self-control
855:
851:
847:
840:
831:
827:
823:
814:
803:
799:
789:
785:
781:
776:
769:
747:
745:
737:
723:
712:
703:
686:
668:
664:adding to it
659:
626:
607:
598:
593:
587:
562:
551:
547:self-control
539:
499:
474:
459:
434:
430:
396:
379:
370:
366:self-schemas
363:
355:dispositions
340:
337:"Who am I?".
336:
328:
324:
320:
316:
313:self-concept
312:
306:
83:Self-concept
82:
43:
2196:Adolescence
974:Self-schema
949:Self-esteem
879:Future self
764:preferences
627:A person's
530:Development
511:Self-esteem
477:personality
466:self-report
441:John Turner
414:self-esteem
399:Carl Rogers
382:Carl Rogers
359:self-esteem
156:Self-esteem
88:Self-schema
3464:Categories
3005:: 167–183.
2771:15 October
2691:15 October
2233:: 119–27.
1891:1156101130
1692:1182516016
986:References
954:Self-image
884:Ideal self
611:body image
534:See also:
517:Ideal self
505:Self-image
425:ideal self
418:self-worth
407:self-image
78:Self-image
65:Constructs
3397:: 99–109.
3258:144393272
3250:0360-0025
3230:Sex Roles
3207:0009-3920
3172:144257373
3164:0360-0025
3144:Sex Roles
3113:0012-1649
3070:0003-066X
2980:0009-921X
2966:: 20–27.
2941:151919352
2906:0036-6803
2826:0147-1767
2597:1939-1471
2575:CiteSeerX
2426:158670007
2418:1084-9467
2247:144257373
2227:Sex Roles
2181:0022-0663
2124:CiteSeerX
2096:0033-3085
2060:: 147–52.
2031:2044-8279
1996:1041-6080
1899:cite book
1774:cite book
1766:858749675
1733:1939-2176
1627:144222471
1619:0033-2968
1542:0012-1649
1506:1939-2176
1456:1939-1315
1328:1099-0992
1285:0022-3514
1242:0022-3514
1154:1552-7433
1076:0012-1649
1054:CiteSeerX
1027:1522-7219
874:Ego death
566:happiness
351:attitudes
117:Processes
3451:30 March
3309:28567022
3129:15754277
3121:16569166
2988:16735868
2870:: 59–60.
2731:21398583
2659:45197124
2651:20519575
2605:13606371
2545:22642548
2290:23442548
2282:19636789
2208:19764275
2146:22181852
2039:21391964
1960:: 38–45.
1832:: 15–35.
1575:14 March
1550:18473632
1464:16536648
1293:12003478
1250:11316222
1172:19713567
1084:15769188
861:See also
644:Measures
604:Physical
589:Academic
584:Academic
391:neurotic
311:, one's
252:Politics
96:Theories
59:The Self
51:a series
49:Part of
3300:5434750
3283:: 703.
3215:1128222
3078:2186679
2783:no self
2739:9708510
1163:4184908
760:hobbies
752:kibbutz
570:anxiety
376:History
333:beliefs
307:In the
3307:
3297:
3256:
3248:
3213:
3205:
3170:
3162:
3127:
3119:
3111:
3076:
3068:
2986:
2978:
2939:
2904:
2824:
2762:
2737:
2729:
2682:
2657:
2649:
2603:
2595:
2577:
2543:
2424:
2416:
2349:
2319:
2288:
2280:
2245:
2206:
2179:
2144:
2126:
2094:
2037:
2029:
1994:
1889:
1879:
1809:9 July
1764:
1754:
1731:
1690:
1680:
1625:
1617:
1548:
1540:
1504:
1462:
1454:
1372:
1326:
1291:
1283:
1248:
1240:
1207:550525
1205:
1170:
1160:
1152:
1108:
1082:
1074:
1056:
1025:
794:Steele
748:within
633:gender
481:gender
211:Social
3254:S2CID
3211:JSTOR
3168:S2CID
3125:S2CID
2937:S2CID
2735:S2CID
2655:S2CID
2601:S2CID
2552:(PDF)
2521:(PDF)
2422:S2CID
2286:S2CID
2243:S2CID
1623:S2CID
1396:Hill.
1203:S2CID
837:Media
732:jibun
496:Parts
448:Model
3453:2005
3409:link
3305:PMID
3246:ISSN
3203:ISSN
3160:ISSN
3117:PMID
3109:ISSN
3074:PMID
3066:ISSN
2984:PMID
2976:ISSN
2902:ISSN
2822:ISSN
2773:2018
2760:ISBN
2727:PMID
2693:2018
2680:ISBN
2647:PMID
2593:ISSN
2541:PMID
2414:ISSN
2347:ISBN
2317:ISBN
2278:PMID
2204:PMID
2177:ISSN
2142:PMID
2092:ISSN
2035:PMID
2027:ISSN
1992:ISSN
1905:link
1887:OCLC
1877:ISBN
1811:2021
1784:link
1780:link
1762:OCLC
1752:ISBN
1729:ISSN
1688:OCLC
1678:ISBN
1615:ISSN
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