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Relevant bibliographies by topics / Self-perception. Self-perception Attitude (Psychology)

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Academic literature on the topic 'Self-perception. Self-perception Attitude (Psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Self-perception. Self-perception Attitude (Psychology)"

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Leach, Mark, Michael Hennessy, and Martin Fishbein. "Perception of Easy–Difficult: Attitude or Self-Efficacy?" Journal of Applied Social Psychology 31, no. 1 (January 2001): 1–20. http://dx.doi.org/10.1111/j.1559-1816.2001.tb02478.x.

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Slavin, Roberta L. "Perception of Self, Attitude toward One's College Class, Cohesion, and Grade." Perceptual and Motor Skills 83, no. 1 (August 1996): 211–17. http://dx.doi.org/10.2466/pms.1996.83.1.211.

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Relationships between measures of self-perception, attitude within a particular class, cohesion, and final grade were examined. College students completed Self-perception scales (forced and free-choice), Attitude-Toward-Class scale, and a cohesion scale, scores on which correlated with final grades. Analysis indicated that students clearly differentiated themselves into the three designated self-perceived types; however, the perceptive types were not significantly differentiated from each other, with the exception of the Objective Thinker for Category 5 (Evaluation of Others). Subjects were not different in their perceptions of the class-setting except for the Objective Thinker on the Danger/Safety subscale. Each self-perceived type also perceived different scores on cohesion. Self-perception, attitude toward class, and cohesion did not significantly affect class grade. Although there was little direct relationship among these three variables with final grade, the data encourage further exploration of self-perception and class climate.

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Molinari, Enrico, and Giuseppe Riva. "Self-Others Perception in a Clinical Sample of Obese Women." Perceptual and Motor Skills 80, no. 3_suppl (June 1995): 1283–89. http://dx.doi.org/10.2466/pms.1995.80.3c.1283.

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The purpose of this research, using correspondence analysis on responses to semantic differential scores, was both to examine self-perception in a clinical sample of 120 obese women and to compare this with their attitudes toward obese, thin, and normal persons. Analyses allow us to conclude that, if obese women, as reported previously, consider obesity as a largely negative condition, they have an ambivalent attitude towards themselves. Even though they share the negative connotations socially attributed to obesity, emotionally these obese women not only tend not to recognize their “abnormality” but strongly desire it.

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Silvia, Paul J., and Guido H. E. Gendolla. "On Introspection and Self-Perception: Does Self-Focused Attention Enable Accurate Self-Knowledge?" Review of General Psychology 5, no. 3 (September 2001): 241–69. http://dx.doi.org/10.1037/1089-2680.5.3.241.

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How is introspection related to accurate self-perception? Self-focused attention is said to facilitate accurate judgments of cognitive aspects (attitudes, standards, and attributions) and somatic aspects (sensations, arousal, physical symptoms, emotions) of self. The present skeptical review concludes that the “perceptual accuracy hypothesis” is unsupported. There is simply little direct evidence, and the indirect evidence is better explained by objective self-awareness theory's core tenet: Self-focus increases consistency motivation. Most studies have also failed to appreciate the complexity of establishing the accuracy of self-judgment. The authors discuss some conceptual issues that future work should recognize, such as the logics of accuracy research, the role of honesty standards in accurate self-reports, differences in self-perception and object perception, and the implications of different self-theories for accuracy.

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Lee, Kyunghee, Mi Jung Kim, Tae Hee Park, and Ivy Lynne Alcazar-Bejerano. "Effects of a Ubiquitous Mentoring Program on Self-Esteem, School Adaptation, and Perceived Parental Attitude." Social Behavior and Personality: an international journal 43, no. 7 (August 16, 2015): 1193–208. http://dx.doi.org/10.2224/sbp.2015.43.7.1193.

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We examined the impact of a ubiquitous mentoring program on self-esteem, school adaptation flexibility, and perception of parental attitude toward child rearing of elementary students from low socioeconomic status families. We selected 23 elementary-school students whom we had identified as high-risk and each student was paired with a trained mentor for 20 sessions of a mentoring program. Ubiquitous mentoring significantly changed the students' perception of parental attitudes about child rearing and their perception of parents using democratic and authoritative styles of parenting had increased after 20 weeks of mentoring. Social self-esteem rapidly declined from baseline to the 20th week and an increase in family self-esteem was noted on the 20th week of the program. A rapid decline in school adaptation flexibility was noted from baseline to the end of the mentoring program. The data indicate that a ubiquitous mentoring program can serve as a support system for vulnerable children. We found that outcomes were greatly influenced by the length and quality of the mentoring and these factors should be considered as topics for future study.

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Lam, Brian Trung. "Self-construal and socio-emotional development among Vietnamese-American adolescents: An examination of different types of self-construal." International Journal of Behavioral Development 30, no. 1 (January 2006): 67–75. http://dx.doi.org/10.1177/0165025406062125.

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This study examined how four different types of self-construal affected perception of socio-emotional adjustment (i.e., anxiety, depression, distress, self-esteem, family cohesion, peer support, pro-substance abuse attitude) and perception of relationship with community (i.e., sense of community, adverse neighborhood) in a sample of 152 Vietnamese-American high-school adolescents. Using cluster analysis, the four-type self-construal model postulated by Kim, Hunter, Miyahara, Horvath, Bresnahan, & Yoon (1996) was replicated in this sample. The bicultural students (i.e., those with strong interdependent and independent self-construal) reported greater perceived adjustment across all measures except anxiety when compared to other groups (marginal, interdependent, and independent) in the study. Implications of the findings are discussed.

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Wang, Ling, Chia-Wen Lee, Timothy Mantz, and Huang-Chia Hung. "Effects of Flow and Self-Construal on Player Perception of Brand Personality in Advergames." Social Behavior and Personality: an international journal 43, no. 7 (August 16, 2015): 1181–92. http://dx.doi.org/10.2224/sbp.2015.43.7.1181.

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We explored the effect of racing advergames on player perception of brand personality and investigated the roles of flow and self-construal in this effect. Participants were 202 male students at colleges in the United States and Taiwan, and they completed pretest and posttest scales relating to their feeling and attitude toward brands before and after playing the racing advergame. The results showed that, when playing advergames, flow and self-construal interacted to influence perception of brand personality. Gamers experiencing high flow during the game provided positive feedback on brand personality, whereas gamers experiencing low flow provided negative feedback. Gamers with an interdependent self-construal reported higher scores for evaluation of brand personality after playing advergames than did gamers with an independent self-construal.

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Kim, Myung-Soo, and In-Chul Cho. "Self-Monitoring and Perception of Performance Norms of Sport Teams." Perceptual and Motor Skills 83, no. 1 (August 1996): 129–30. http://dx.doi.org/10.2466/pms.1996.83.1.129.

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An analysis was carried out of influence of self-monitoring on perception of performance norms, the attitudes shared among team members about how high a performance the group should achieve. High self-monitoring individuals have a higher mean perception of performance norms, whereas the low self-monitoring individuals have lower mean perception of norms.

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Volkova, E. N., A. V. Miklyaeva, A. N. Kosheleva, and V. V. Khoroshikh. "Self-Perception of Giftedness in Adolescents Selected for Gifted Education Programmes." Психологическая наука и образование 25, no. 3 (2020): 49–63. http://dx.doi.org/10.17759/pse.2020250305.

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Specialized support for gifted children and adolescents should be based on the specifics of their social situation of development which is largely determined by the fact of identifying a person as gifted. ‘Labeling giftedness’ has a significant impact on the system of interpersonal relationships and self-attitude of children and adolescents. However, there is no holistic construct of the phenomenon of ‘self-perception of giftedness’ in psychology today, therefore, we defined the theoretical and empirical development of this construct as the goal of our study. The paper presents the results of this study which describes the construct of ‘self-perception of giftedness’ basing on the survey of 422 adolescents aged 15—17 years who had been selected for gifted education programmes. Using factor analysis we identify the main dimensions of the construct typical for late adolescence: giftedness resources/risks assessment; environment of risks and resources manifestation (internal/external); localization of conditions for high achievement (internal — external).Basing on the analysis of the significance of differences, we outline the perspectives of using the construct to reveal gender specifics of self-perception of giftedness in older adolescents enrolled in gifted education programmes.

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Jiang, Qiaolei. "Off the Hook: Exploring Reasons for Quitting Playing Online Games in China." Social Behavior and Personality: an international journal 46, no. 12 (December 1, 2018): 2097–112. http://dx.doi.org/10.2224/sbp.7103.

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China is now one of the biggest online game markets, and the games are seen as both an economic opportunity and a social threat, especially to the young. I investigated the nature of, reasons for, and influences of online game quitting in China with 176 participants selected using deviant case sampling. I examined the relationships between the attitudes of those who were quitting playing toward online games, their perception of media portrayal of online games, family pressure, peer influence, functional alternatives, self-esteem, loneliness, online game quitting, and satisfaction with life after quitting. Results showed that the more negatively the participants felt about online games, the more likely they were to quit, and perception of peers' negative attitude toward online gaming, perception of alternatives, and lower income were significant predictors of online game quitting. These findings could help policy makers rethink healthy gaming and antiaddiction strategies.

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Dissertations / Theses on the topic "Self-perception. Self-perception Attitude (Psychology)"

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Perkins, Andrew Wayne. "The implicit self-concept : the structure of the self-concept and its influence on attitude formation at an unconscious level /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/8741.

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McLaurin, Joan. "Paternal attachment and loss of self in late adolescent females." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1782.

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Siu, Cho-kei Aaron, and 邵礎基. "Self concept and coping with stress: a study of junior secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956713.

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Au, Ka-keung, and 區家強. "The repetition of form five: an exploratory study on the self-perception of the repeaters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959209.

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Greaves, Curtis K. "Outcome and efficacy expectancies in college student drinking." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-09122009-040522/.

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DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.

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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.

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Hensley, Alice M. "Transition to middle school : self concept and student perceptions in fourth and fifth-graders." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536747.

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The transition from elementary to middle school is a significant period of change for adolescents and is remarkable for several reasons, including the opportunity for new experiences and the potential for other developmental changes to occur simultaneously. Existing literature on transition includes both positive and negative outcomes for adolescents in areas of achievement, peer relations, self-esteem, and self concept, with gender differences including more negative outcomes for girls. The possibility of multiple transitions occurring simultaneously (i.e. puberty and academic transition), along with literature suggesting that the elimination of the middle school model and replacing it with a K-8 building configuration would reduce negative student outcomes, provided the rationale for the current study: an examination of early adolescents either making an academic transition following the fourth grade or remaining in a K-8 building, and the potential influence on self concept. In addition, student perceptions of school related issues were surveyed. A repeated measures multivariate analysis of variance revealed no significant interactions of time and either group status or gender on self concept. The information from the student perception survey suggested students in the Transition group were more likely to report school as being very different before and after transition. Environmental factors, such as having a locker and more choices in the cafeteria, were more important to students than making new friends or facing increased difficulty in academics. The findings of the current study lend support to academic transition occurring at an earlier age and suggest a greater emphasis on environmental aspects of transition and protective factors in facilitating positive outcomes.
Department of Educational Psychology

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Campbell, Jennifer Lea. ""My Teacher Says I'm an Overachiever, but I Think He's an Overexpecter" : Teacher Expectations, Self-Concept, and Academic Success." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4546.

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This study explores the relationship between student judgments of teacher expectations and academic success, student self-concept and academic success, and student judgments of discrimination experiences and academic success. In the winter of 2018, a sample of 176 communication students at a northwestern university completed revised versions of the Teacher Treatment Inventory (TTI) and the Self-Description Questionnaire III (SDQ III), as well as the original Everyday Discrimination Scale (EDS). College-age students found the TTI confusing, and many participants said they did not have a relationship with their college professors. The hypothesis that suggested student judgments of teacher expectations would positively correlate with anticipated course grade was not supported, and no significant differences were found between male and female students' judgments of teacher expectations, as well as no significant differences among students of different races on judgments of teacher expectations. The hypothesis that student self-concept would positively correlate with anticipated course grades was partially supported. While some participants did judge themselves to have experienced forms of discrimination, those discriminatory experiences did not result in a significantly negative correlation with anticipated course grades. Implications for understanding expectancy effects and student self-concept as a pedagogical tool for increasing academic success are discussed.

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Gardner, Janet Rose. "Authenticating & repairing personhood : the experiences of opioid dependent back pain sufferers." Monash University, Dept. of Community Medicine, 2003. http://arrow.monash.edu.au/hdl/1959.1/5574.

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Sinatra, Anne. "Differences in Academically Gifted Honors and Non-Honors Students." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1000.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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Books on the topic "Self-perception. Self-perception Attitude (Psychology)"

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Brassel-Moser, Ruedi. Vorurteil im Feindbild, Vorbild im Feindurteil: Überlegungen zu Vorurteilen, Selbst- und Feindbildern in der Schweiz. Basel: Friedensforum Verlag, 1989.

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Millicent, Poole, ed. Young adults: Self-perceptions and life contexts. London: Falmer Press, 1991.

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Kang, Yong-ju. Chaa insik, chaa suyong kŏmsa tʻadanghwa yŏnʼgu. Kyŏnggi-do Sŏngnam-si: Hanʼguk Changaein Koyong Chʻokchin Kongdan Koyong Kaebarwŏn, 2008.

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1932-, Krippner Stanley, ed. The mythic path: Discovering the guiding stories of your past--creating a vision of your future. New York: G.P. Putnam's Sons, 1997.

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Ness-Berlin, Shirly. Le-natseaḥ et ha-hergel: Shiḥrur me-hergelim maziḳim be-emtsaʻut ḥashivah ḥiyuvit. Moshav Ben Shemen: Modan, 2009.

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Ness-Berlin, Shirly. Le-natseaḥ et ha-hergel: Shiḥrur me-hergelim maziḳim be-emtsaʻut ḥashivah ḥiyuvit. Moshav Ben Shemen: Modan, 2009.

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1932-, Krippner Stanley, ed. Personal mythology: The psychology of your evolving self--using ritual, dreams, and imagination to discover your inner story. Los Angeles: Jeremy P. Tarcher, 1988.

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Feinstein, David. Personal mythology: The psychology of your evolving self : using ritual, dreams, and imagination to discover your inner story. London: Unwin Paperbacks, 1989.

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1932-, Krippner Stanley, ed. Personal mythology: The psychology of your evolving self : using ritual, dreams, and imagination to discover your inner story. Los Angeles: J.P. Tarcher, Inc., 1988.

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Khurshida. Tazhalli: Sheʺrlar. Toshkent: Ghafur Ghulom nomidagi nashriët-matbaa izhodiĭ uĭi, 2006.

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Book chapters on the topic "Self-perception. Self-perception Attitude (Psychology)"

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Marques, Leonel Garcia, and José Manuel Palma Oliveira. "National Identities and Levels of Categorization: Self-Stereotypes, Attitudes and Perception of Other Nationalities." In Environmental Social Psychology, 312–19. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2802-2_27.

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Schofield, Cathy, and Lucy Start. "Self-perception." In Psychology for Dancers, 29–57. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315111469-2.

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Adams, Bridget, and Barbara Bromley. "Perception of self and others." In Psychology for Health Care, 226–45. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26634-0_15.

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Galluccio, Carla, Rosa Fabbricatore, and Daniela Caso. "Exploring the intention to walk: a study on undergraduate students using item response theory and theory of planned behaviour." In Proceedings e report, 153–58. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.30.

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Physical activity is one of the most basic human functions, and it is an important foundation of health throughout life. Physical activity apports benefit on both physical and mental health, reducing the risk of several diseases and lowering stress reactions, anxiety and depression. More specifically, physical activity is defined as "any bodily movement produced by skeletal muscles that require energy expenditure" (World Health Organization), including in this definition several activities. Among them, walking has been shown to improve physical and mental well-being in every age group. Despite that, insufficient walking among university students has been increasingly reported, requiring walking promotion intervention. In order to do this, dividing students based on their intention to walk might be useful since the intention is considered as the best predictor of behaviour. In this work, we carried out a study on university students' intention to walk and some of its predictors by exploiting Item Response Theory (IRT) models. In particular, we inspected the predictors of intention by mean of Rating Scale Graded Response Model (RS-GRM). Then we used the Latent Class IRT model to divide students according to their intention to walk, including predictors' scores as covariates. We chose the intention's predictors according to an extension of the Theory of Planned Behaviour (TPB), with both classic and additional variables. The formers are attitude toward behaviour, subjective norms, and perceived behavioural control, whereas we used risk perception, self-efficacy, anticipation, self-identity and anticipated regret as additional variables. Data was collected administrating a self-report questionnaire to undergraduate students enrolled in the Psychology course at Federico II University of Naples.

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Montgomery, Robert L., and Frances M. Haemmerlie. "Self-Perception Theory and Heterosocial Anxiety." In Social Processes in Clinical and Counseling Psychology, 139–52. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_11.

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Frank, Till. "Applications in Clinical Psychology." In Determinism and Self-Organization of Human Perception and Performance, 407–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28821-1_10.

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Reiss, Diana, and Rachel Morrison. "Reflecting on mirror self-recognition: A comparative view." In APA handbook of comparative psychology: Perception, learning, and cognition., 745–63. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000012-033.

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Gonder-Frederick, Linda A., and Daniel J. Cox. "Symptom Perception and Blood Glucose Feedback in the Self-Treatment of IDDM." In Contributions to Psychology and Medicine, 155–74. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3290-2_8.

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Owen, Dean H., and Rik Warren. "Perception And Control Of Self-Motion: Implications For Visual Simulation Of Vehicular Locomotion." In Recent Research in Psychology, 40–70. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4756-2_4.

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Molouki, Sarah, and Emily Pronin. "Self and other." In APA handbook of personality and social psychology, Volume 1: Attitudes and social cognition., 387–414. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14341-013.

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Conference papers on the topic "Self-perception. Self-perception Attitude (Psychology)"

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Gang, Getrude C. Ah, and Jaimond Lambun. "FOSTERING POSITIVE ATTITUDES TOWARDS SELF-CARE AMONG THE YOUTH IN BONGOL VILLAGE DURING THE RECOVERY MOVEMENT CONTROL ORDER." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact042.

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"One of the major concerns among the relevant public authorities during the 2019 coronavirus disease (Covid-19) pandemic is the attitude and behavior of the Malaysian society regarding compliance with self-care Covid-19. Although the number of Covid-19 cases is decreasing, public authorities, such as the Malaysian Ministry of Health continually remind people to adhere to the Standard Operating Procedure (SOP) for Covid-19 to reduce the number of cases. To support the authorities’ efforts, a one-day self-care Covid-19 programme involving 10 youths (3 males & 7 females) with a mean age of 17.35 (SD=3.36) was implemented in Bongol village, Tamparuli. To adhere the Covid-19 SOP regulation which prohibits a large number of people from gathering in a confined, crowded and closed spaces, only a few participants were involved. The programme, which was conducted at the Bongol village community hall, involved various organized activities emphasising the three elements of attitude: cognitive, affective, and psychomotor. Before the programme began, all the participants were registered, and their body temperatures scanned to ensure that they were free from any Covid-19 symptoms. Each participant was given a mask and a small bottle of hand sanitiser that could be used throughout the programme. The activities comprised an ice-breaker, a talk on personal self-hygiene, a 20.02-minute self-care video produced by 28 psychology students, personal self-reflections by the participants, a group exercise, a community song, and a two-way discussion on self-care. The Covid-19 self-care programme, implemented with guidance from the Yale Attitude Change Model, emphasizes the practical issue of ‘who says what to whom and with what effects. The participants’ attitude was measured before and after they completed the one-day programme. The results of a Wilcoxon signed-ranked test study showed that there is a significant difference between the participants’ pre- and post-study attitudes towards self-care. The study results showed that the Covid-19 self-care programme, which is based on the social psychology approach, can help foster positive youth attitudes towards self-care. In regard to the authorities’ efforts to lower the number of Covid-19 cases to zero, it is suggested that each party needs (either governmental and non-governmental agencies) to support the Covid-19 campaign and programme by sharing and delivering self-care messages in creative ways to Malaysian communities, especially those in rural areas."

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Pyankova, Svetlana D. "Influence Of Genetic Factors On Perception Of Self-Similar Objects." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.69.

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Nuankaew, Pratya, Direk Teeraputon, Wongpanya Nuankaew, Kanakarn Phanniphong, Sasithon Imwut, and Sittichai Bussaman. "Perception and Attitude Toward Self-Regulated Learning in Educational Data Mining." In 2019 6th International Conference on Technical Education (ICTechEd6). IEEE, 2019. http://dx.doi.org/10.1109/icteched6.2019.8790875.

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CAZAN, ANA-MARIA, and STEFANIA ALEXANDRA DUMITRESCU. "Exploring the relationship between adolescent resilience, self-perception and locus of control." In Psychology and the realities of the contemporary world. Romanian Society of Experimental Applied Psychology, 2016. http://dx.doi.org/10.15303/rjeap.2016.si1.a61.

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Udachina, Polina. "Interconnection of self-attitude and eating behavior of women 30-35 years old in the positive period." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-31.

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The study is devoted to the problem of dependence of eating disorders in women on their psychological characteristics and indicators of self-attitude in particular. Empirical research has revealed the specificity of eating disorders and self-attitude indicators of women 30-35 years old, with children and are on maternity leave. The relationship of specific eating disorders with the components of self-attitude was also revealed.

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Kuznetsova, A. S., and M. S. Luzianina. "Psychology of rest and problems of human functional states’ self-regulation^ proactive and reactive approaches." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.581.593.

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The different attitudes to rest and recovery are discussed and analyzed on the base of the empirical study. The aim of the study — to identify the link between employees attitudes to rest and the typical means of human functional states’ (HFS) self-regulation in dynamic organizational environment. Employees of different service organizations with flexible work schedule participated in the study. The diagnostic set included: special check-lists for peculiarities of rest and recovery planning; the semantic differential test; questionnaires to get data about typical self-regulation and coping means, used under work pressure. The obtained data helped to reveal that attitudes towards rest and recovery are tightly connected with proactive or reactive approaches to rest planning. Employees with proactive approach to rest planning demonstrated better recovery in comparison with employees with reactive approach. “Proactive” employees tend to use various types of self-regulation and coping means under work tension. For “reactive” employees typical self-regulation and coping means are related with emotional abreaction and communications with colleagues.

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Berges, Manuel Segura. "Analysis Of Motor Competence Via Coordination, Self-Perception Of Motor Competence In Primary Education Pupils." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.21.

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Shui Ng, Wing. "Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3663.

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Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.

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Zlokazov, Kirill V. "Development of extremist attitudes among teenagers and the change of their perception of social environment." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-35.

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Potanina, A. M., and V. I. Morosanova. "Individual-typological profiles of stylistic features of conscious self-regulation in middle and high school students." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.225.238.

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The article analyzes individual-typological profiles of conscious selfregulation of learning activity in three age periods: 5–6 grades; 7–8 grades; 9–11 grades. An introduction gives a brief description of the current state of typological approach and its application in Russian and foreign psychology. The relevance and novelty of the presented research is justified. The results of the analysis of individual-typological profiles of conscious self-regulation in middle and high school students are presented. We analyzed the frequency of occurrence of harmonious and accentuated profiles in students of three age periods (N = 943) with different development of conscious self-regulation of learning activity. We found a differentiation of the regulatory system from middle to high school, as evidenced by the appearance of structurally new profiles in each subsequent age period and an increase in their variability. At the same time the results showed a significant but small decrease in the average level of conscious self-regulation of learning activity across the samples. Apparently, it is due to a more normative behavior and attitude to educational activities in grades 5–6, as well as the predominant use of regulatory resources for personal self-determination in middle adolescents and for solving problems of professional self-determination in the final grades.

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Reports on the topic "Self-perception. Self-perception Attitude (Psychology)"

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.

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