Self-Perception Profile for Children--French Version

1992 ◽  
Author(s):  
Michel Boivin ◽  
Frank Vitaro ◽  
Claude Gagnon
Keyword(s):  
Self Perception ◽  
French Version

The Mimicker is a Mirror of Myself: Impact of Mimicking on Self-Consciousness and Social Anxiety

2011 ◽  
Vol 39 (6) ◽  
pp. 725-728 ◽  
Author(s):  
Nicolas Guéguen
Keyword(s):  
Social Anxiety ◽  
Self Perception ◽  
French Version ◽  
Private And Public ◽  
Public Self Consciousness

In this experiment, a confederate was asked to mimic the posture and movements of participants who, subsequently, completed the French version (Pelletier & Vallerand, 1990) of the Scheier and Carver (1985) Self-consciousness Scale. Results showed that mimicry was associated with increased private and public self-consciousness and decreased social anxiety. Such data confirmed that mimicry is associated not only with changes in perception about a mimicker but also has an effect on self-perception of the person mimicked.

A Reassessment of the Self-Perception Profile for Children: Factor Structure, Reliability, and Convergent Validity of a French Version among Second through Sixth Grade Children

1992 ◽  
Vol 15 (2) ◽  
pp. 275-290 ◽  
Author(s):  
Michel Boivin ◽  
Frank Vitaro ◽  
Claude Gagnon
Keyword(s):  
Factor Structure ◽  
Convergent Validity ◽  
Age Groups ◽  
Fourth Grade ◽  
Sixth Grade ◽  
The Self ◽  
Third Grade ◽  
Self Perception ◽  
French Version ◽  
Structure Reliability

The purpose of the present study was to evaluate the factor structure, reliability, and convergent validity of a French version of the Self-Perception Profile for Children among primary schoolchildren. The study was conducted during the spring term and entailed group administration of a French version of Harter's Self-Perception Profile for Children to 466 second grade, 350 third grade, 274 fourth grade children, and 247 sixth grade children. Teacher evaluations, individual sociometric interviews, and collective administration of a peer assessment measure were also collected but for second, third, and fourth grade samples only. The factor structure was evaluated by means of the confirmatory factor analytic procedure. The convergent validity of each subscale was tested by correlating self-assessment scores with teachers' and peers' assessments on similar dimensions for each age group. The results generally supported the five factor solution for all age groups (similar to the English version) although the magnitudes of the phi estimates indicated a substantial lack of self-concept differentiation among second and third grade children. The internal consistency values also indicated that each dimension could be reliably measured at each age level. Significant convergent validity was evidenced for all dimensions with the exception of physical appearance.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The French Version of the Revised Child Anxiety and Depression Scale (RCADS) in a Nonclinical Sample

2015 ◽  
Vol 74 (3) ◽  
pp. 119-127 ◽  
Author(s):  
Martine Bouvard ◽  
Anne Denis ◽  
Jean-Luc Roulin
Keyword(s):  
Factor Analysis ◽  
Anxiety Disorder ◽  
Confirmatory Factor Analysis ◽  
Generalized Anxiety Disorder ◽  
Child Anxiety ◽  
Depression Scale ◽  
Anxiety And Depression ◽  
Generalized Anxiety ◽  
French Version ◽  
Confirmatory Factor

This article investigates the psychometric properties of the Revised Child Anxiety and Depression Scale (RCADS). A group of 704 adolescents completed the questionnaires in their classrooms. This study examines potential confirmatory factor analysis factor models of the RCADS as well as the relationships between the RCADS and the Screen for Child Anxiety Related Emotional Disorders-Revised (SCARED-R). A subsample of 595 adolescents also completed an anxiety questionnaire (Fear Survey Schedule for Children-Revised, FSSC-R) and a depression questionnaire (Center for Epidemiological Studies Depression Scale, CES-D). Confirmatory factor analysis of the RCADS suggests that the 6-factor model reasonably fits the data. All subscales were positively intercorrelated, with rs varying between .48 (generalized anxiety disorder-major depression disorder) and .65 (generalized anxiety disorder-social phobia/obsessive-compulsive disorder). The RCADS total score and all the RCADS scales were found to have good internal consistency (> .70). The correlations between the RCADS subscales and their SCARED-R counterparts are generally substantial. Convergent validity was found with the FSSC-R and the CES-D. The study included normal adolescents aged 10 to 19. Therefore, the findings cannot be extended to children under 10, nor to a clinical population. Altogether, the French version of the RCADS showed reasonable psychometric properties.

Psychometrical Properties of a French Version of the General Self-Efficacy Short Scale (ASKU)

2020 ◽  
Vol 79 (1) ◽  
pp. 15-25
Author(s):  
Jean Philippe Décieux ◽  
Philipp Emanuel Sischka ◽  
Anette Schumacher ◽  
Helmut Willems
Keyword(s):  
Self Efficacy ◽  
Factor Model ◽  
German Version ◽  
French Version ◽  
Context Variable ◽  
Confirmatory Factor ◽  
French Speaking ◽  
German Speaking ◽  
Valid Instrument ◽  
General Self Efficacy

Abstract. General self-efficacy is a central personality trait often evaluated in surveys as context variable. It can be interpreted as a personal coping resource reflecting individual belief in one’s overall competence to perform across a variety of situations. The German-language Allgemeine-Selbstwirksamkeit-Kurzskala (ASKU) is a reliable and valid instrument to assess this disposition in the German-speaking countries based on a three-item equation. This study develops a French version of the ASKU and tests this French version for measurement invariance compared to the original ASKU. A reliable and valid French instrument would make it easy to collect data in the French-speaking countries and allow comparisons between the French and German results. Data were collected on a sample of 1,716 adolescents. Confirmatory factor analysis resulted in a good fit for a single-factor model of the data (in total, French, and German version). Additionally, construct validity was assessed by elucidating intercorrelations between the ASKU and different factors that should theoretically be related to ASKU. Furthermore, we confirmed configural and metric as well as scalar invariance between the different language versions, meaning that all forms of statistical comparison between the developed French version and the original German version are allowed.

The Difficulties in Emotion Regulation Scale (DERS)

2013 ◽  
Vol 72 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Elise S. Dan-Glauser ◽  
Klaus R. Scherer
Keyword(s):  
Emotion Regulation ◽  
Well Being ◽  
French Translation ◽  
French Version ◽  
Inappropriate Behaviors ◽  
Initial Validation ◽  
Difficulties In Emotion Regulation ◽  
Instrument Measuring ◽  
Highly Correlated ◽  
Psychopathological Disorders

Successful emotion regulation is a key aspect of efficient social functioning and personal well-being. Difficulties in emotion regulation lead to relationship impairments and are presumed to be involved in the onset and maintenance of some psychopathological disorders as well as inappropriate behaviors. Gratz and Roemer (2004 ) developed the Difficulties in Emotion Regulation Scale (DERS), a comprehensive instrument measuring emotion regulation problems that encompasses several dimensions on which difficulties can occur. The aim of the present work was to develop a French translation of this scale and to provide an initial validation of this instrument. The French version was created using translation and backtranslation procedures and was tested on 455 healthy students. Congruence between the original and the translated scales was .98 (Tucker’s phi) and internal consistency of the translation reached .92 (Cronbach’s α). Moreover, test-retest scores were highly correlated. Altogether, the initial validation of the French version of the DERS (DERS-F) offers satisfactory results and permits the use of this instrument to map difficulties in emotion regulation in both clinical and research contexts.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Adolescent Hero Identification: The Impact on Adolescent Self-Perception

2001 ◽  
Author(s):  
Melody A. Graham ◽  
Jennifer Borden ◽  
Gwen Decaluwe ◽  
Jenni Foemmel ◽  
Kelly Mcgraw
Keyword(s):  
Self Perception ◽  
The Impact

Accuracy and bias in self-perception of academic ability: One semester later

2011 ◽  
Author(s):  
Sun Park ◽  
Randall Colvin ◽  
Krista Hill ◽  
Jack Bauer
Keyword(s):  
Academic Ability ◽  
Self Perception
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