消费者自我概念的形成与结构维度:基于化妆品消费者的实证分析

文章提出了化妆品消费者自我概念的模型,并且进行了验证。研究发现,化妆品消费者的自我概念是多维结构,家庭自我和物质自我是最重要的两个维度。企业应当根据化妆品消费者的自我概念开展有效的营销活动,提出匹配的营销策略,提高国内化妆品企业的经营效率。     

西方学业自我概念研究的回顾与反思

学业自我概念是自我概念研究的重点课题之一,本文采用文献综述的方法回顾了国外有关学业自我概念研究的情况,介绍了学业自我概念的几种主要结构模型和测量方法,分析了学业自我概念形成过程中的IE模型和大鱼小塘效应及其与学业成就之间的关系,对学业自我概念的有关研究进行了反思,有关学业自我概念的本土化研究和跨文化研究将是我国学业自我概念研究的方向。     

行动、动机与自我概念 兼论知识分子的意识形成

社会学家倾向于关注行动背后的结构因素,而对行动的动机缺乏深入与系统的研究。近几 十年来,社会学家开始意识到动机的重要性,但现有理论仍缺乏中层机制的支撑。自我概念可以较好地 解决行动的动机问题,其三个组成部分,即自尊、自我效能与本真在社会互动中得到发展,从而在提供动 机的同时,免于生理或心理决定论。以知识分子意识形成的社会学研究为例,自我概念的缺乏导致了现 有研究的结构主义倾向,而将自我概念与场域、惯习等概念相结合,能够发展出一系列解释机制。     

基于认知建构主义理论的自我成长团体模型

自我概念的建构过程是个体主动将外部社会关系内化,从而建构起一种心理--社会适应结构的过程.在这个过程中,影响是双向的;团体中的人际关系结构作为客观环境而影响主观建构;进而,通过主观建构过程形成的自我认知结构又要指导个体在团体中的行为,这些行为通过互动反过来又影响团体中的结构.作为一种心理干预工作系统,自我成长团体正是实现助长目的的一种良好的人际结构.     

暗示对中学生自我概念形成的影响

中学时期是学生自我概念形成的关键期,而自我概念如何将影响一个人的认知、情感和行为,并进而影响今后的发展。暗示在自我概念形成的过程中扮演着非常重要的角色。本文着重探讨心理暗示对中学生自我概念形成的影响,以及怎样利用暗示促使中学生形成积极的自我概念,以便得到更好的发展。     

Special issue: Child protection in the digital age. Latent profiles in cyberbullying and the relationship with self-concept and achievement goals in preadolescence

In recent years, the scientific community has taken an interest in cyberbullying research due to the emotional and educational impact on all those involved. However, the scant evidence on samples from primary education is derived from statistical methodologies focusing on the individual, which generate specific profiles rather than acting roles. The present study focuses on the profiles of cyberbullying and its variability with the levels of self-concept and academic goals, using a sample of 548 Spanish primary education students aged 10–13 (M = 10.95, SD = 0.7). After analysing the data using Latent Class Analysis and MANOVA, the profiles developed were ‘not-involved’ (38.82%), ‘moderate victimization’ (37.17%), ‘high bully-victimization’ (19.29%) and ‘low victimization’ (4.7%). In addition, the group of students with the not-involved profile scored higher on the self-concept of their relationship with their parents, in language, in mathematics and their general self-concept than the group with moderate victimization. The same pattern was also observed for learning goals. The findings have significant implications for the creation of person-centred cyberbullying prevention programmes that permit a more targeted approach to cyberbullying behaviours in order to halt its progress.