社交网站真实自我呈现对生活满意度的影响:线上积极反馈和一般自我概念的链式中介作用

为探讨社交网站真实自我呈现、线上积极反馈、一般自我概念和青少年生活满意度的关系,采用社交网站真实自我呈现问卷、线上积极反馈问卷、一般自我概念量表和生活满意度量表对554名中学生进行调查,结果发现:(1)社交网站真实自我呈现、线上积极反馈、一般自我概念和生活满意度两两之间显著正相关;(2)社交网站真实自我呈现对生活满意度没有直接预测作用,但能通过三条路径的间接作用影响青少年生活满意度:通过线上积极反馈的中介作用;通过一般自我概念的中介作用;通过线上积极反馈和一般自我概念的链式中介作用。研究结果进一步揭示社交网站真实自我呈现对生活满意度的作用机制,能为社交网络时代的青少年发展自我概念与提升生活满意度提供有益建议。     

Assessing the Structure of Self-concept: Evidence for Self-defensive Processes by Using a Sentence Priming Task

It was assumed that the definition of traits that are central to the individual self-concept is adapted to individual competencies (self-concept immunization), i.e., skills that individuals believe themselves to be good at are conceived as diagnostic whereas skills that individuals do not possess are considered as less diagnostic. The mental representation of traits was investigated by semantic priming. Targets were self-relevant traits whereas the primes described observable skills that were either semantically related to the target or not. Corresponding to the hypothesis, priming effects were observed for skills that participants believed themselves to possess and that were related to traits central to the self-concept. The pattern was reversed for participants with low self-esteem, thereby underscoring a coping-theoretical interpretation.     

自拍照编辑与女大学生主观幸福感的关系:积极反馈与自我概念的中介作用

该研究基于自我差异理论与自我验证理论探究自拍照编辑与女大学生主观幸福感的关系,以及积极反馈与自我概念的中介作用。采用自拍照编辑问卷、线上自拍照积极反馈问卷、一般自我概念量表、主观幸福感量表对550名女大学生进行调查研究,结果发现：（1）自拍照编辑的频率、积极反馈、自我概念、主观幸福感两两之间均呈显著正相关;（2）自拍照编辑的频率通过三条中介路径影响女大学生主观幸福感：通过积极反馈的中介作用;通过自我概念的中介作用;通过积极反馈及自我概念的链式中介作用;（3）积极反馈与自我概念在自拍照编辑的频率与女大学生主观幸福感的关系中起完全中介作用。研究结果进一步揭示自拍照编辑对主观幸福感影响的作用机制,为女大学生健康使用社交网站及社交网站的功能完善提供依据。     

Linking superiority bias in the interpersonal and intergroup domains

The author conducted 2 studies to explore the link between superiority bias in the interpersonal and intergroup domains. Australian university students evaluated the extent to which various personality traits were more or less applicable to themselves than to other Australian university students in general. They then evaluated the extent to which the same traits were more or less applicable to Australians than to people from other countries in general. As expected, the more participants evaluated themselves as superior to other university students, the more they evaluated Australians as a whole as superior to people from other countries. This link between interpersonal and intergroup superiority biases explained 22.1% of variance in Study I and 33.6% of variance in Study 2. The author interprets the results of the 2 studies as support for fundamental principles of social identity theory: (a) that self-concept consists of not only one's personal self but also the social groups to which one belongs and (b) that people are motivated to view both levels of self in a relatively positive fashion.     

The embodied self: Making a fist enhances men’s power-related self-conceptions

In line with recent theories of embodied cognition, the authors propose that the self-concept may be embodied in sensory-motor representations. To test this notion, two studies investigated the effects of bodily feedback from a gesture associated with power (making a fist) on the self-concept. As expected, making a fist led male participants to perceive themselves as more assertive and esteemed (Study 1) and to display stronger associations between the self-concept and power (Study 2), while these effects were absent among female participants. The gender difference may reflect that men are more prone to use physical force to gain social influence. The results indicate that people’s conceptions of themselves are partly grounded in bodily experiences.     

Interrelationships among students' study activities,self-concept of academic ability,and achievement as a function of characteristics of high-school biology courses

This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship.     

Students' Self-Concept and Academic Achievement in Zimbabwe: A Preliminary Study

Students' personal beliefs about their capabilities to learn influence their motivation and learning. This study determined the relationship between self-concept and academic achievement of Zimbabwean primary school students. A qualitative approach was used to collect data from 75 pupils (36 girls, 39 boys: age range 9–12 years). Data were also collected from five of the students' teachers. Pupils' perceptions of comments or feedback from classmates and teachers comprised the self-concept measures. Academic achievement was measured using teachers' ratings of pupils' academic performance. Pupils who reported receiving positive comments from classmates and teachers were more likely to be rated by their teachers as having higher academic achievement compared to those who perceived themselves to be less favourably regarded by teachers.     

Downward comparison, prejudice, and evaluations of others: effects of self-esteem and threat

In two studies, we explored the effects of trait self-esteem and threats to the self-concept on evaluations of others. In Study 1, subjects high, moderate, and low in self-esteem received either success, failure, or no feedback on a test and later evaluated three pairs of targets: in-groups and out-groups based on a minimal intergroup manipulation, those who scored above average and those who scored below average on the test, and themselves and the average college student. Study 2 explored the effects of self-esteem and threat on in-group favoritism in a real-world setting, campus sororities. Together, the results of these studies indicate that individuals high in self-esteem, but not those low in self-esteem, respond to threats to the self-concept by derogating out-groups relative to the in-group when the group boundaries have evaluative implications.     

Immunizing the self: self-concept stabilization through reality-adaptive self-definitions

Processes of self-concept immunization are introduced as a way of reconciling self-concept protection against threatening information with the necessity of acknowledging own failure or losses. Self-immunization works by adaptively changing the subjective operationalization of personal traits, such that skills that individuals believe themselves to be good at are conceived as highly diagnostic, whereas skills that persons do not believe they possess are considered less diagnostic. Three studies are presented to investigate this stabilizing process. Correlational as well as experimental and longitudinal data support the assumption that self-immunization stabilizes central and abstract aspects of the self-concept without ignoring negative information on concrete skills.     

自我提高还是自我增强？解释水平理论的观点

以概念启动和情境启动的方式分别激活了可能自我知觉和当前自我知觉,借以检验对自我提高动机和自我增强动机的影响。结果发现：（1）相对于当前自我,可能自我启动后,个体对自我的评价更低,更乐意接受反馈,也更能注意到测试对自己的帮助;（2）一年级学生在读了明星学生的新闻后对自己的评价更低,对明星的评价更高;四年级学生则相反。这表明,消极反馈和可能自我的同时出现引发了自我提高动机,消极反馈和当前自我共同激活了自我提高动机。     

Linking Superiority Bias in the Interpersonal and Intergroup Domains

Abstract

The author conducted 2 studies to explore the link between superiority bias in the interpersonal and intergroup domains. Australian university students evaluated the extent to which various personality traits were more or less applicable to themselves than to other Australian university students in general. They then evaluated the extent to which the same traits were more or less applicable to Australians than to people from other countries in general. As expected, the more participants evaluated themselves as superior to other university students, the more they evaluated Australians as a whole as superior to people from other countries. This link between interpersonal and intergroup superiority biases explained 22.1% of variance in Study 1 and 33.6% of variance in Study 2. The author interprets the results of the 2 studies as support for fundamental principles of social identity theory: (a) that self-concept consists of not only one's personal self but also the social groups to which one belongs and (b) that people are motivated to view both levels of self in a relatively positive fashion.     

自我概念与商品形象的一致性和仿制商品消费及使用的关系:作用与反作用

通过一个相关研究和一个实验研究探索自我概念与仿制商品形象的一致性与消费者对仿制商品消费意愿的关系,以及反过来个体在使用仿制商品后对其行为的影响。研究一中,呈现给被试三组同一品牌的正品和仿制商品,让被试评价,相对于正品,其自我概念与仿制商品形象一致的程度以及对仿制商品的购买意愿,结果发现被试评价其自我概念与仿制商品形象一致性程度越高,其对仿制商品的购买意愿越高;研究二中,被试被要求使用正品或仿品钢笔完成矩阵谜题任务,并根据成绩自行兑换奖励,结果发现,相比使用正品钢笔,被试使用仿制商品后更倾向于谎报成绩,表现出与仿制商品相一致的虚假欺骗属性。以上研究结果说明,自我概念的影响贯穿于消费行为始终,自我概念和仿制商品形象的一致性会促进消费行为,而对仿制商品的消费也会反过来作用于自我,使消费者的行为倾向和仿制商品的负面特征趋于一致。     

自我概念一致性与幸福感间的关系：文化的调节作用

自我概念一致性已经被证明对于享乐的和自我实现的幸福感具有促进作用。然而文化可以影响它们之间的关系。西方人崇尚个人主义, 具有独立型自我构念和低水平的辩证思维, 因此他们的自我概念一致性较高, 且对幸福感具有强烈的促进作用。而东方人崇尚集体主义, 具有互依型自我构念和高水平的辩证思维, 因此他们的自我概念一致性较低, 且对幸福感的促进作用微弱。未来的研究需要在特质以外的人格水平上, 检验不同分类标准下的自我概念一致性与文化和多种类型的幸福感间的关系。并且探索文化发挥作用的其他机制, 解析文化与自我概念相互作用, 共同影响幸福感的深层机制。     

人际关系和自我概念对生命意义的影响：一项追踪研究

对1087名大学生进行为期1年的追踪研究,考察人际关系和自我概念对生命意义的影响,以及自我概念在人际关系与生命意义间的中介效应。结果显示：(1)人际关系、自我概念和生命意义之间存在同时性和继时性正相关;(2)在时间点1和时间点2,人际关系、自我概念和生命意义均两两相互预测;(3)人际关系和自我影响均影响生命意义,以及在人际关系与生命意义的关系中,自我概念起部分中介作用。即人际关系通过自我概念进而影响生命意义体验。结果表明,可以通过改善人际关系和提高自我概念来提升个体的生命意义感。即带着一颗自我肯定之心,积极参与到社会互动中去。     

两种自我保护机制：记忆忽视和自我免疫

当自我概念的稳定性受到威胁时,人们有时会采取自我保护手段来加以应对。在诸多自我保护方式中,记忆忽视加工是指个体在接触具威胁性的信息时进行选择性记忆,自然地忽视此类信息而不让其进入精加工,以消除该信息对自我概念的伤害;自我免疫加工是指个体通过对具威胁性信息的适宜操作界定来强调自己的优势能力,并重新评估自己的弱点,从而策略性地实现自我概念的稳定。文章从两种加工的认知机制角度来介绍和评述该领域的研究概况、研究方法与研究展望,借以引起对自我保护机制研究新进展的关注     

Instruction in developmental psychology and its influence on self-concept

This study was designed to explore the influence of a unit of instruction in developmental psychology upon the self-concept and academic achievement of 13-year-old adolescents. Participants were 82 junior high school students in British Columbia. Forty-three students received ten 45-minute instructional sessions dealing with the principles of adolescent development; 39 students served as a control group. It was concluded that the unit of instruction did not significantly improve self-concept. The short duration of treatment was identified as the most probable factor in the failure to achieve change. A positive relationship was established between the achievement scores on the knowledge test of developmental psychology and self-concept.     

When a grandiose self-image is threatened: narcissism and self-concept clarity as predictors of negative emotions and aggression following ego-threat

Two studies examined the relation between narcissism, self-concept clarity, negative emotions, and aggression based on theoretical assumptions proposed by Baumeister, Smart, and Boden (1996). Narcissism and self-concept clarity were examined as predictors for anger, depression, and verbal aggression following ego-threat, which was operationalized by a bogus performance feedback on an intelligence test. The second study also examined the mediating effects of participants' negative emotions to provide an additional explanation for the aggressive reactions after failure. As expected, narcissism and self-concept clarity were significant predictors of negative emotions and aggression after failure. In accordance with our hypothesis, high narcissists with low self-concept clarity reacted with anger and aggression after failure, whereas less narcissistic individuals with high self-concept clarity showed feelings of depression and no aggression. The results also indicated that aggression was always directed toward the source of the ego-threatening feedback. Additionally, anger and depression could predict the aggressive response after failure but they did not mediate the relation between narcissism, self-concept clarity, performance feedback, and aggression.     

Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement

One cause proposed for boys’ relatively lower academic achievement is a “feminisation” of schools that might result in a lack of fit between boys’ self-concept and academic engagement. Research so far has investigated math-male and language-female stereotypes, but no school-female stereotypes. Our study tested for implicit gender stereotyping of school and its impact on boys’ achievement in N?=?122 ninth-graders from a large city in Western Germany using the Go/No-go Association Task (GNAT). Gender role self-concept and grades in math (representing an academic domain stereotyped as male) and German (domain stereotyped as female) were assessed using written questionnaires. It was found that, overall, students associated school more strongly with female than with male, and that this association of school with female was related to boys’ academic achievement. The more strongly boys associated school with female and the more they ascribed negative masculine traits to themselves, the lower their grades in German were. Boys’ academic achievement in math was unrelated to the extent to which they perceived school as feminine and themselves as masculine. Girls’ grades in both German and math were unrelated to their gender stereotyping of school. These findings emphasize the importance of fit between a student’s gender, gender role self-concept and gender stereotyping of school for academic achievement. Strategies to improve this fit are discussed.     

Manipulating Self-Complexity with Communication Role Assignment: Evidence for the Flexibility of Self-Concept Structure

This article reports an experimental technique for manipulating self-complexity, a characteristic of self-concept organization related to affective reactivity. The assignment of different communication roles is examined as a possible manipulation of self-complexity. In Experiment 1, participants who expected to transmit information about themselves (transmit group) had lower self-complexity than participants who expected to receive information about themselves (receive group). In Experiment 2, an additional communication role condition was included as a control group. Following the self-complexity manipulation and assessment, we observed affective reactions to feedback on academic ability. The mean self-complexity of the receive and control groups did not differ, and both exceeded the mean of the transmit group. Affective reactivity did not differ among the groups and was not significantly correlated with self-complexity. The implications of the self-complexity manipulation are discussed in terms of the flexibility and functionality of self-concept structure.