Defining and Measuring Self-Concept Change

Gore, Jonathan S.; Cross, Susan E.

doi:10.1007/s12646-011-0067-0

Cited by 14 publications

(5 citation statements)

References 41 publications

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“…Change in the self-concept is often not intentional but occurs on an implicit and involuntary level, and seems to be multifaceted including social, developmental, biological, and cultural aspects that are still under investigation (Gore & Cross, 2011). Within the clinical domain, the intentional induction of change specifically regarding the emotional evaluation of the self-concept content is the goal of several therapeutic methods.…”

Section: Introductionmentioning

confidence: 99%

Who am I? Differential effects of three contemplative mental trainings on emotional word use in self-descriptions

et al. 2017

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In a large-scale longitudinal mental training study, we examined whether learning different contemplative practices can change the emotional content of people's self-concept as assessed through emotional word use in the Twenty Statement Test. During three 3-month training modules, participants learned distinct practices targeting attentional, socio-affective, or socio-cognitive capacities, or were re-tested. Emotional word use specifically increased after socio-cognitive training including perspective-taking on self and others, compared to attentional and socio-affective compassionbased trainings, and retest-controls. Overall, our findings demonstrate training-induced behavioral plasticity of the emotional self-concept content in healthy adults and could indicate greater emotional granularity. These findings can inform future interventions in mental health, given that alterations in self-referential processing are a common contributing factor in psychopathology.

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Section: Introductionmentioning

confidence: 99%

Who am I? Differential effects of three contemplative mental trainings on emotional word use in self-descriptions

et al. 2017

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“…This might be due to the studies' diverse methodologies and research aims though. Examining personality facets with a higher variability, e.g., facets of the self (Shavelson et al, 1976 ; Gore and Cross, 2011 ), is probably more suitable in intervention studies. These studies though were not included in our review, as they did not explicitly claim to assess personality.…”

Section: Discussionmentioning

confidence: 99%

Who Are Our Students? Understanding Students' Personality for Refined and Targeted Physical Education. A Scoping Review

Kirch

Schnitzius

Mess

et al. 2019

Front. Sports Act. Living

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Students' personality is an essential component in order to plan and teach physical education (PE) lessons according to students' individual needs. Additionally, personality formation in general is part of the educational mandate and student personality development specifically is considered as an elementary goal of PE. Although student personality is a central topic in the PE context, the state of research, especially regarding the underlying personality understandings, is diverse and hard to capture. Therefore, this scoping review aims to (I) describe the underlying personality understandings and (II) analyze research questions and results of studies examining students' personality in PE. We conducted a scoping review. Eleven databases were chosen because of their specification within the field of education, sports and health sciences. We included references if they empirically examined students' personality in PE and were published in German or English. Twenty-four studies were included in the review. Fifteen of the included studies were cross-sectional, nine longitudinal. Regarding aim I), the underlying personality understandings were inconsistent across the studies but most of the studies followed trait theory. Considering aim II), the included studies investigated relationships between students' personality and either (a) students' achievement in PE, (b) students' psychological determinants of PE participation (e.g., motivation, anxiety), or (c) a school sports intervention. Results indicated that e.g., extraverted students tend to enjoy PE more and obtain less anxiety in PE. The review showed that students' personality in PE is empirically examined but the studies' underlying personality understandings, research questions and results are diverse. Findings highlight that PE contributes to students' personality development. Additionally, the review showed that results of personality research in PE context can be used in order to teach PE in a student-centered way (e.g., by deducing the detected relationships considering extraversion) and by this support students' lifelong physical activity. Further and targeted research in this field can help PE teachers to tailor their teaching to their students' needs. This increases the chances to achieve PE's two main goals-"educating to sports (e.g., personality-aligned lessons addressing different motives)" and "educating through sports (e.g., personality development)" in the long term.

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“…Furthermore, high selfmonitors' absorption of the charismatic leader's displays of positive affect (i.e., the emotional contagion) may be a superficial imitation of the leader's charismatic emotional cues, because high selfmonitors tend to simulate their emotional expressions without actually feeling them (Brotheridge and Lee, 2002;Diefendorff et al, 2005). Moreover, the tendency of high self-monitors to alter their behaviors to fit the situational demands harms the consolidation of a stable identity (Gore and Cross, 2011), and thus harms their ability to communicate a consistent vision on key issues (Day et al, 2002). These, in turn, are associated with high self-monitors being perceived as inconsistent, self-promotional, and lacking personal integrity, and as not accurately and consistently reflecting their authentic selves (Bedeian and Day, 2004), thereby, decreasing the perception of the higher self-monitoring individual as authentically charismatic.…”

Section: The Flow Of Charisma: Self-monitoring As a Moderatormentioning

confidence: 99%

Contagious charisma: the flow of charisma from leader to followers and the role of followers’ self-monitoring

Katz-Navon,

Delegach,

Haim

2023

Front. Psychol.

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Charisma, the captivating attribute that endows an individual with the power to inspire and influence others, is frequently associated with possessing an attractive personality, effective communication skills, and the capacity to draw people in and lead them. The concept of the trickle-down effect in leadership theory suggests that the characteristics of a leader’s style including perceptions, emotions, attitudes, and behaviors, have the potential to be “contagious” and spread to their followers. Nevertheless, it is unclear whether and when a leader’s charisma may be transferred to followers, as charisma is predominantly a trait associated with the leader. Integrating insights from the social learning, emotional contagion, and self-concept theories, we propose that charisma can cascade downward from the leader to followers and that this effect is contingent on the individual follower’s level of self-monitoring. Measuring a sample of 127 followers and 15 leaders in a large organization at two time points, we found that throughout time the leader’s charisma indeed cascaded down to followers, i.e., followers of a charismatic leader were perceived as more charismatic throughout time. However, this effect was prominent only for low-monitoring followers. Novel insights into the flow-down effect of charisma, avenues for future research, and practical implications are discussed.

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Defining and Measuring Self-Concept Change

Cited by 14 publications

References 41 publications

Who am I? Differential effects of three contemplative mental trainings on emotional word use in self-descriptions

Who am I? Differential effects of three contemplative mental trainings on emotional word use in self-descriptions

Who Are Our Students? Understanding Students' Personality for Refined and Targeted Physical Education. A Scoping Review

Contagious charisma: the flow of charisma from leader to followers and the role of followers’ self-monitoring

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