scholarly journals Adult Attachment for Reconstructing Adolescents’ Learning Identity and Awareness

2019 ◽  
Vol 3 (1) ◽  
pp. 1-18
Author(s):  
Ratna Sari Dewi ◽  
Nurhayati Nurhayati
Keyword(s):  
Adult Attachment ◽  
Self Esteem ◽  
Reciprocal Relationship ◽  
Self Concept ◽  
Learning Approaches ◽  
Learner Identity ◽  
Self Perceptions ◽  
Self Development ◽  
Learning Identity ◽  
The Way

This study explored how adolescents reconstructed their roles as learners through learning identity and awareness by adult involvement in Sukma Bangsa Pidie (SBP) School. In order to monitor students’ attitudes and learning aspects’ progress, this research employed several observations and interviews (groups and individuals) either by videotaping or voice recording, also students’ database records from school information system (called SISTO). The previous findings advocated that there were variations in the way adolescents performed their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In the other study, the authors also found that students in SBP School were in various categories regarding their levels of learning awareness. It was exhibited by how students dealt with their own learning approaches and how high their existing willingness to learn was. The different levels of learning awareness were survival, establishing stability, approval, and loving to learn. Both learner identity and learner awareness level were almost similar in the way that adolescents experienced. As argued by previous well-known researchers, the child would grow as a good learner with positive improvement of self-concept and self-esteem. Also, the formation of positive self-esteem in adolescence became a bridge towards their success as demanding learners. Furthermore, adult (in this case teachers and parents) involvement with adolescents’ learning approaches may embolden the learners to become less or more autonomous people. Positive adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception. This study ultimately confirmed that there was a reciprocal relationship between learner identity (motivation, self-perceptions, autonomy, self-development) and learner awareness (survival, establishing stability, approval, loving to learn), then further will support the integrated effects on learner autonomy.

scholarly journals Adolescents’ Identity Formation as Learners in Sukma Bangsa School Pidie, Aceh, Indonesia

2017 ◽  
Vol 1 (2) ◽  
pp. 249-280
Author(s):  
Nurhayati Nurhayati ◽  
Ratna Sari Dewi ◽  
Eero Ropo ◽  
Pekka Räihä
Keyword(s):  
Identity Formation ◽  
Adult Attachment ◽  
School Environment ◽  
Self Efficacy ◽  
Self Esteem ◽  
Self Concept ◽  
Average Level ◽  
Self Development ◽  
Learning Identity ◽  
The Way

This study aimed to explore how adolescents performed towards their identity as learners in Sukma Bangsa School Pidie (SBP) through a phenomenographic approach. More specifically, the research had purpose to understand the way adolescents construct their learning identity in a school environment. The findings suggested that there were variations in the way adolescents experienced their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In this study, students exhibited a high level of self-efficacy and self-development, an average level of self-esteem and autonomy, and close to an average level of self-concept and motivation in constructing their identity as learners. The students also revealed that the highest accomplishment of their experiences was in showing their confidence towards learning attitude, whereas the lowest one was in adult attachment. Adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception.[Penelitian ini bertujuan untuk mengeksplorasi pembentukan identitas remaja sebagai peserta didik di Sekolah Sukma Bangsa Pidie (SBP) melalui pendekatan fenomenografi. Lebih khusus lagi, penelitian ini bertujuan untuk memahami bagaimana remaja membangun identitas pembelajaran mereka di lingkungan sekolah. Temuan menunjukkan adanya variasi cara remaja membentuk identitas mereka, yang mendorong mereka mencapai tingkat motivasi, persepsi diri (self-efficacy, self-concept, dan self esteem), otonomi, dan pengembangan diri yang berbeda. Dalam penelitian ini, siswa menunjukkan tingkat self-efficacy dan self-development yang tinggi, tingkat self-esteem dan otonomi yang rata-rata serta konsep diri dan motivasi mendekati tingkat rata-rata. Pengalaman siswa yang paling tinggi menunjukkan kepercayaan diri terhadap sikap belajar, sedangkan yang terendah menunjukkan keterikatan pada orang dewasa. Oleh karena itu, keterikatan pada orang dewasa sangat penting bagi siswa yang memiliki kesediaan untuk belajar atau konsepsi diri rendah.]

scholarly journals Adolescents’ Identity Formation as Learners in Sukma Bangsa School Pidie, Aceh, Indonesia

2017 ◽  
Vol 1 (2) ◽  
pp. 249-280
Author(s):  
Nurhayati Nurhayati ◽  
Ratna Sari Dewi ◽  
Eero Ropo ◽  
Pekka Räihä
Keyword(s):  
Identity Formation ◽  
Adult Attachment ◽  
School Environment ◽  
Self Efficacy ◽  
Self Esteem ◽  
Self Concept ◽  
Average Level ◽  
Self Development ◽  
Learning Identity ◽  
The Way

This study aimed to explore how adolescents performed towards their identity as learners in Sukma Bangsa School Pidie (SBP) through a phenomenographic approach. More specifically, the research had purpose to understand the way adolescents construct their learning identity in a school environment. The findings suggested that there were variations in the way adolescents experienced their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In this study, students exhibited a high level of self-efficacy and self-development, an average level of self-esteem and autonomy, and close to an average level of self-concept and motivation in constructing their identity as learners. The students also revealed that the highest accomplishment of their experiences was in showing their confidence towards learning attitude, whereas the lowest one was in adult attachment. Adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception.[Penelitian ini bertujuan untuk mengeksplorasi pembentukan identitas remaja sebagai peserta didik di Sekolah Sukma Bangsa Pidie (SBP) melalui pendekatan fenomenografi. Lebih khusus lagi, penelitian ini bertujuan untuk memahami bagaimana remaja membangun identitas pembelajaran mereka di lingkungan sekolah. Temuan menunjukkan adanya variasi cara remaja membentuk identitas mereka, yang mendorong mereka mencapai tingkat motivasi, persepsi diri (self-efficacy, self-concept, dan self esteem), otonomi, dan pengembangan diri yang berbeda. Dalam penelitian ini, siswa menunjukkan tingkat self-efficacy dan self-development yang tinggi, tingkat self-esteem dan otonomi yang rata-rata serta konsep diri dan motivasi mendekati tingkat rata-rata. Pengalaman siswa yang paling tinggi menunjukkan kepercayaan diri terhadap sikap belajar, sedangkan yang terendah menunjukkan keterikatan pada orang dewasa. Oleh karena itu, keterikatan pada orang dewasa sangat penting bagi siswa yang memiliki kesediaan untuk belajar atau konsepsi diri rendah.]

Analysis of Self-Concept in Older Adults in Different Contexts

2004 ◽  
Vol 20 (4) ◽  
pp. 262-274 ◽  
Author(s):  
Manuel de Gracia Blanco ◽  
Josep Garre Olmo ◽  
María Marcó Arbonès ◽  
Pilar Monreal Bosch
Keyword(s):  
Older Adults ◽  
Nursing Home ◽  
Depressive Symptoms ◽  
External Validity ◽  
Aging Process ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Self Perceptions ◽  
Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

Change, Reliability, and Stability in Self-perceptions in Early Adolescence: A Four-year Follow-up Study

1995 ◽  
Vol 18 (2) ◽  
pp. 351-364 ◽  
Author(s):  
Taru Lintunen ◽  
Esko Leskinen ◽  
Marja Oinonen ◽  
Marjo Salinto ◽  
Paavo Rahkila
Keyword(s):  
Profile Analysis ◽  
Self Esteem ◽  
Time Profile ◽  
Self Concept ◽  
Self Assessment ◽  
Self Perceptions ◽  
Follow Up Study ◽  
The Mean ◽  
Simplex Models

Changes in self-perceptions of fitness, appearance, and self-esteem among adolescents were assessed in a 4-year follow-up study. Both the changes in the mean levels across time (profile analysis), and the changes in the reliability and stability of individual differences (i.e. covariance stability as test-retest correlations) were examined. The subjects (64 boys, 49 girls) were 11 years old at the first annual measurement. Self-esteem was assessed using the Rosenberg Self-Esteem Scale, as well as self-assessment questionnaires specifically designed for this study to assess Perceived Fitness and Perceived Appearance. MANOVA-and Simplex-models were used in the analysis. Our results among the girls were in accordance with the gradual consolidation hypothesis, so that self-perceptions become more fixed with increasing age. The boys showed highly stable self-perceptions throughout the follow-up, which may indicate the early emergence of a fixed self-concept. Self-esteem increased with age but changes in perceived fitness were small over time. The decrease in perceived appearance found among the girls but not among the boys was in accordance with the gender intensification hypothesis.

Replacement between Conformity and Counter-Conformity in Consumption Decisions

2013 ◽  
Vol 112 (1) ◽  
pp. 125-150 ◽  
Author(s):  
Ting-Jui Chou ◽  
Qi Dai ◽  
En-Chung Chang ◽  
Veronica Wong
Keyword(s):  
Theoretical Model ◽  
Cognitive Dissonance ◽  
Self Esteem ◽  
The Other ◽  
Perceived Similarity ◽  
Chinese Context ◽  
Self Perceptions ◽  
Consumption Decisions ◽  
Conformity Behavior ◽  
The Way

This study assessed, in a Chinese context, how self-esteem interacts with perceived similarity and uniqueness to yield cognitive dissonance, and whether the dissonance leads to self-reported conformity or counter-conformity behavior. Participants were 408 respondents from 4 major Chinese cities ( M age = 33.0 yr., SD = 4.3; 48% men). Self-perceptions of uniqueness, similarity, cognitive dissonance, self-esteem and need to behave in conformity or counter-conformity were measured. A theoretical model was assessed in four situations, relating the ratings of self-esteem and perceived similarity/uniqueness to the way other people at a wedding were dressed, and the resultant cognitive dissonance and conformity/counter-conformity behavior. Regardless of high or low self-esteem, all participants reported cognitive dissonance when they were told that they were dressed extremely similarly to or extremely differently from the other people attending the wedding. However, the conforming/counter-conforming strategies used by participants to resolve the cognitive dissonance differed. When encountering dissonance induced by the perceived extreme uniqueness of dress, participants with low self-esteem tended to say they would dress next time so as to conform with the way others were dressed, while those with high self-esteem indicated they would continue their counter-conformity in attire. When encountering dissonance induced by the perceived extreme similarity to others, both those with high and low self-esteem tended to say they would dress in an unorthodox manner to surprise other people in the future.

scholarly journals Self and Interpersonal Communication

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Prabhakararao Sampathirao
Keyword(s):  
Personality Traits ◽  
Interpersonal Communication ◽  
Communication Apprehension ◽  
Self Esteem ◽  
Self Concept ◽  
Self Disclosure ◽  
Self Image ◽  
Prevention And Treatment ◽  
Major Factors ◽  
The Way

One of the main things impacted by our self-concept and our self-esteem is our communication with other people. Self-concept, self image, self-esteem self efficacy are major factors in the way we communicate. Whether we are introverts or extroverts that can be seen in the way we communicate with others. Communication becomes smooth when we become part of it. People with high self esteem are confident, responsible, committed to goals, genuine and forgiving. An artificially inflated self-esteem is an effort to appear to have high self-esteem. However, such individuals don’t typically show the characteristics of people with high self-esteem. Whereas low esteemed people insecure, unhappy and impatient. An artificially inflated self-esteem is an effort to appear to have high self-esteem. However, such individuals don’t typically show the characteristics of people with high self-esteem. There are certain ways improve ones self-esteem. Development of a relationship is closely related to systematic self-disclosure. General personality traits such as quietness, shyness, and reticence frequently precipitate Communication Apprehension. Prevention and treatment methods of communication apprehension are now available.

Selves in a World of Stories During Emerging Adulthood

2014 ◽  
Author(s):  
Kate C. McLean ◽  
Andrea Breen
Keyword(s):  
Emerging Adulthood ◽  
Emerging Adults ◽  
Self Esteem ◽  
Self Concept ◽  
Narrative Approach ◽  
Narrative Construction ◽  
Developmental Theories ◽  
Self Development ◽  
Cultural Processes

In this chapter, the authors review research on self-esteem and self-concept in emerging adulthood. Drawing from traditional cognitive-developmental theories of self-development, as well as dialogical theories, they take a narrative approach to argue that emerging adults story their selves by engaging with cultural processes that emerge via media (e.g., television, movies, books, Facebook). The authors offer some suggestions for bridging cognitive-developmental and dialogical theories in the context of narrative construction of personal selves as they intersect with larger cultural stories.

scholarly journals Understanding the Socio-Emotional Impact of Dyslexia in the Inclusive Classroom

2020 ◽  
Author(s):  
Trevor O’ Brien
Keyword(s):  
Self Esteem ◽  
Self Concept ◽  
Inclusive Classroom ◽  
Emotional Impact ◽  
Typically Developing ◽  
Inclusive Practices ◽  
Teacher Understanding ◽  
Self Perceptions ◽  
External Forces ◽  
Negative Feelings

Much of the literature pertaining to children’s experiences of dyslexia points to low self esteem and low self-concept as compared with typically developing peers (i.e. those without dyslexia). While the specific difficulties associated with dyslexia may present challenges for those children, the author outlines how external forces such as the environment, relationships and teacher understanding may contribute to (or alleviate) such negative self perceptions. While children may learn and process information differently, negative feelings are often compounded by a teacher’s lack of knowledge regarding this different way of learning in the inclusive classroom. In order to develop truly inclusive practices in schools, it is imperative that contextual issues impacting children are understood and that this understanding is utilised to improve outcomes for all children, including those with dyslexia. It is also contended that children should be at the centre of this process and their views on how they learn best must be considered paramount.

scholarly journals Who I Am

2016 ◽  
Vol 37 (2) ◽  
pp. 236-266 ◽  
Author(s):  
Mimi Tatlow-Golden ◽  
Suzanne Guerin
Keyword(s):  
Young People ◽  
Early Adolescence ◽  
Self Esteem ◽  
Mixed Methods Study ◽  
Self Concept ◽  
Social Self ◽  
Self Perceptions ◽  
School Based ◽  
The Social ◽  
Diverse Backgrounds

Self-concept research in early adolescence typically measures young people’s self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people’s own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study identified factors valued most by 526 young people from socioeconomically diverse backgrounds in Ireland (10-12 years), and explored the meanings associated with these in a stratified subsample ( n = 99). Findings indicate that self-concept scales for early adolescence omit active and social self factors and meanings valued by young people, raising questions about content validity of scales in these domains. Findings also suggest scales may under-represent girls’ active and social selves; focus too much on some school-based competencies; and, in omitting intrinsically salient self domains and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem.

scholarly journals Self-Concept and Interpersonal Communication

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Prabhakararao Sampthirao
Keyword(s):  
Personality Traits ◽  
Interpersonal Communication ◽  
Communication Apprehension ◽  
Self Esteem ◽  
Self Concept ◽  
Self Disclosure ◽  
Self Image ◽  
Prevention And Treatment ◽  
Major Factors ◽  
The Way

One of the main things impacted by our self-concept and our self-esteem is our communication. Self-concept, self-image, self-esteem and self-efficacy are major factors in the way we communicate. Whether we are introverts or extroverts that can be seen in the way we communicate with others. Communication becomes smooth when we become part of it. People with high self-esteem are confident, responsible, committed to goals, genuine and forgiving. An artificially inflated self-esteem is an effort to appear to have high self-esteem. However, such individuals don’t typically show the characteristics of people with high self-esteem. Whereas people with low self-esteem are insecure, unhappy and impatient, but people artificially inflated self-esteem try to appear to have high self-esteem in an effort to compensate their deficiency. There are certain ways improve one’s self-esteem. Development of a relationship is closely related to systematic self-disclosure which again another form of interpersonal communication. General personality traits such as quietness, shyness, and reticence frequently precipitate Communication Apprehension. Prevention and treatment methods of communication apprehension are now available.

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