The idea that individual behavior is the result of society's influence on individual self-concept beliefs reflects more than a century of theory and research. Therefore, this study focuses on self-concept as a construct of primordial human characteristics such as emotion, aspiration, love, conflict, anger, jealousy, contradiction, guilt, and mortality that ultimately shape our self-concept through social interactions. When subjected to transhistorical cultural norms, rules, and artifacts, the result is a set of self-concept beliefs that manifest as individual domains associated with self-esteem, self-efficacy, locus of control beliefs, and sentiment.
Self-concept, therefore, is an emergence of research and theory suggesting that behaviors and beliefs stem from primordial characteristics and social interactions during individual and group development. As individuals form groups, and groups form cultures that become societies, social, political, and economic institutions develop and work to preserve the cultural discourse, norms, rules, and beliefs of the majority (Callero, 2003). The consequence for the minority is often the marginalization of beliefs involving race, religion, ethnicity, and gender. Deliberate efforts to preserve the majority beliefs has the potential to exert negative effects on self-image and identity beliefs in the majority culture, which then influences behavior and motivation. The result can be an individual or group who underperforms in critical areas of life effectiveness, specifically involving self-confidence, self-efficacy, locus of control beliefs, and emotions. Research has shown that this is especially true of individuals of low socioeconomic status in society.
Therefore, this non-probability study examined the impact of self-concept education as a motivator of life effectiveness involving four key factors on the Review of Life Effectiveness with Locus of Control Scale among high self-esteem 18- to 29-year-olds from low socioeconomic backgrounds in Los Angeles County, California. The study was conducted at the a regional occupations center in Torrance, CA and used convenience sampling to measure the effects of self-concept education on the life effectiveness factors of Active Involvement, Self-Confidence, Social Effectiveness, and Internal Locus of Control. The research design was a repeated measure paired t-test. Data for the study were collected using an online research provide by Qualtrics Research Suite. A full statistical summary of the findings and conclusions are provided in the manuscript.
|Commitee:||Goodale, Monica, Hamilton, Eric|
|School Location:||United States -- California|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational technology|
|Keywords:||Jung, Carl G., Life effectiveness, Locus of control, ROPELOC, Self-concept education, Self-esteem|
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