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Exploring Taiwanese undergraduates' ...

Lan, Yu-ling.

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Exploring Taiwanese undergraduates' self-concepts: Validity and cultural relevance (China).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Taiwanese undergraduates' self-concepts: Validity and cultural relevance (China)./
作者:	Lan, Yu-ling.
面頁冊數:	168 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2491.
Contained By:	Dissertation Abstracts International66-07A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3183377
ISBN:	0542246279

Exploring Taiwanese undergraduates' self-concepts: Validity and cultural relevance (China).
Lan, Yu-ling.

Exploring Taiwanese undergraduates' self-concepts: Validity and cultural relevance (China). - 168 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2491.

Thesis (Ph.D.)--University of Washington, 2005.

Symbolic interaction theory on self-concept has been examined by the reflected appraisal model for decades with incongruent findings. This study intends to use a componential model to examine this theory empirically. Also, most self-concept instruments refer to people's evaluations of themselves as their self-concept, and regard individuals with higher self-evaluation as having higher self-concept. Many studies revealed individuals' differences on responses influence the degrees of measurement biases on their self-evaluation scores. It makes the validity of using self-evaluation scores to differentiate self-concept among individuals questionable. This study applied the Social Relations Model (SRM) to resolve this validity concern. Through decomposing other- and meta-perceptions into multiple components, this study generated two more valid indicators, self-other agreement and meta-accuracy, to properly differentiate self-concept among individuals.

ISBN: 0542246279Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Exploring Taiwanese undergraduates' self-concepts: Validity and cultural relevance (China).
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245 1 0 $a Exploring Taiwanese undergraduates' self-concepts: Validity and cultural relevance (China).
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2491.
500 $a Chair: Donald T. Mizokawa.
502 $a Thesis (Ph.D.)--University of Washington, 2005.
520 $a Symbolic interaction theory on self-concept has been examined by the reflected appraisal model for decades with incongruent findings. This study intends to use a componential model to examine this theory empirically. Also, most self-concept instruments refer to people's evaluations of themselves as their self-concept, and regard individuals with higher self-evaluation as having higher self-concept. Many studies revealed individuals' differences on responses influence the degrees of measurement biases on their self-evaluation scores. It makes the validity of using self-evaluation scores to differentiate self-concept among individuals questionable. This study applied the Social Relations Model (SRM) to resolve this validity concern. Through decomposing other- and meta-perceptions into multiple components, this study generated two more valid indicators, self-other agreement and meta-accuracy, to properly differentiate self-concept among individuals.
520 $a Furthermore, this study took an emic approach to study individuals' self-concept within their own cultural contexts. The first part of this study asked participants to select traits that they regarded as most self-descriptive and traits that they wished to possess most to generate the top three traits for each type. The six selected traits represented a culturally sensitive self-concept scale for Taiwanese undergraduates and were used to examine Taiwanese college students' self-concept in detail.
520 $a Results of this study provided some insights into Taiwanese undergraduates' self-concepts. First of all, this study indicated there exist some domains that are important in the Taiwanese culture, but not in many Western cultures. Second, the symbolic interaction theory on self-concept was not evident in this college sample. Third, Taiwanese undergraduates' self-concepts were generally consistent with peers' evaluations of them, but they did not have accurate perceptions of peers' evaluations of them. Theoretical and methodological implications of this study are to raise concerns of cultural bias in psychological instruments, to examine the symbolic interaction theory on self-concept in a componential model, and to generate more valid indicators to assess self-concept.
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