The Multiple Self-Aspects Framework: Self-Concept Representation and Its Implications

McConnell, Allen R.

doi:10.1177/1088868310371101

Cited by 363 publications

(374 citation statements)

References 178 publications

(240 reference statements)

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“…Seema reported that "I tried to treat my students like adults but honestly, it is still very much like secondary school… teaching has to be like what it was in school". Seema clinging on to her professional teacher identity reflects how selfpreservation (Sedikides, Gaertner, & O'Mara, 2011) makes new and contrasting self-concepts less easily assimilated (McConnell, 2011). This desire to continue to focus on maintaining a credible role as a teacher is understandable.…”

Section: The Development Of Uet's Academic Identitiesmentioning

confidence: 99%

Understanding academic identity development in a changing landscape : The case of university English teachers in Malaysia

Badiozaman¹

2017

The Journal of AsiaTEFL

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The changing landscape of higher education (HE) and the expansion of academic work have impacted on academic identity development. However, there is very little known about the academic identity development of English language teachers who transition from teaching in the school sector to working in higher learning institutions in Malaysia. This paper thus seeks to explore how university English teachers' (UET) academic identities are developed and to identify factors that are pertinent to this development through the lens of self-concept. Data were obtained from semi-structured interviews and the analysis was done using the framework of self-concept. The findings reveal that UETs' self-concepts are dynamic constructs influenced by multiple internal and external factors from their past and present contexts. When UETs were placed into a new setting, they had to reflect on and re-evaluate their abilities in order to adapt to internal and situational changes. Self-concept thus played a role in restructuring the self and is strongly associated with motivation and is driven by goals for self-improvement. The findings of this study suggest that strategies which can support and sustain a positive transition for UETs into academia be implemented to ensure improved recruitment and retention.

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Section: The Development Of Uet's Academic Identitiesmentioning

confidence: 99%

Understanding academic identity development in a changing landscape : The case of university English teachers in Malaysia

Badiozaman¹

2017

The Journal of AsiaTEFL

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“…Taking into account that various factors influence the selfconcept, consumer researchers have also emphasized the importance of interdisciplinary research that uses multiple theoretical lenses to study consumer phenomena based on the self (McConnell 2011;Pham 2013;Reed II 2002). In line with studies from the field of psychology, numerous marketing studies have also adopted an interdisciplinary approach that considers the influence of various factors on the self-concept (for details see Appendix Table 1).…”

Section: The Self-concept and Consumptionmentioning

confidence: 99%

“…Consequently, consumer researchers should also use multiple theoretical lenses to explore consumer phenomena (Pham 2013) and adopt an interdisciplinary perspective to study the self-concept across its full life cycle (McConnell 2011). Adopting a wide variety of perspectives might potentially reveal new insights into how the selfconcept impacts brand attitude.…”

Section: Introductionmentioning

confidence: 99%

The self-concept life cycle and brand perceptions: An interdisciplinary perspective

González-Jiménez

2017

AMS Rev

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Consumer research has paid scant attention to the full spectrum of a consumer's self-concept life cycle and its subsequent impact on brand attitude. This article presents a conceptual framework that provides the foundation for future research on how the self-concept, across its full life cycle, impacts brand attitude. The article considers the development of the self-concept from childhood to late adulthood, and integrates findings from various disciplines into a comprehensive framework. The factors in the framework affecting the self-concept are global culture, life events, as well as cognitive and desired age. The article offers six propositions to guide future research and encourage more interdisciplinary work, as well as guiding the application of a broader perspective in terms of the self-concept's full life-span. Moreover, the article also presents methodological and managerial implications on how to use branding approaches that target specific consumer segments according to their self-concepts' life cycle.

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“…First, identity is multifaceted (Burke, 1980;Deaux, 1992). Thus, people define themselves with multiple identity aspects including traits, behaviors, roles, relationships, and group memberships (McConnell, 2010;Vignoles et al, 2006). Second, identity is malleable (Markus & Wurf, 1987).…”

Section: Studymentioning

confidence: 99%

Ethnic dissimilarity predicts belonging motive frustration and reduced organizational attachment

Kim

Ormiston

Easterbrook

et al. 2017

Group Processes & Intergroup Relations

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Some empirical studies show negative consequences of being demographically different from one's group, but the underlying psychological mechanisms are not well understood. To address this gap, we investigated the role of the belonging and distinctiveness motives in individuals' experiences of being ethnically dissimilar from their group. We propose that ethnic dissimilarity satisfies group members' need for distinctiveness whereas it frustrates members' need for belonging, and this frustration reduces their organizational attachment. An experimental study showed that ethnic dissimilarity led to heightened arousal of the belonging motive, indicating that this motive was frustrated. In a naturalistic study of real-life student groups, ethnic dissimilarity was associated with frustrated belonging, which in turn was associated with reduced organizational attachment. This paper contributes to the literature of demographic dissimilarity in groups by closely examining the effect of demographic dissimilarity on group members' fundamental motives and reactions to group membership.Keywords: demographic dissimilarity; group diversity; belonging motive; distinctiveness motive; identity shift Running head: ETHNIC DISSIMILARITY AND THE BELONGING MOTIVE 2 Both academics and management practitioners highlight the value of demographic diversity, particularly with regards to group tasks. Diversity in work groups can lead to high quality group outcomes because of the varied perspectives and knowledge within the group (Cox, Lobel, & McLeod, 1991;McLeod, Lobel, & Cox, 1996), tolerance of dissenting ideas (Phillips & Loyd, 2006), and thorough information processing (Sommers, Warp, & Mahoney, 2008). However, diversity can also have detrimental effects on individual group members. Indeed, individuals who are demographically dissimilar from their group, at times, suffer from a host of individual problems, such as reduced satisfaction and commitment, as well as higher absenteeism and turnover (e.g., Chatman & Flynn, 2001;Guillaume, Brodbeck, & Riketta, 2012;Jackson et al., 1991;Liao, Joshi, & Chuang, 2004;Riordan & Shore, 1997;Tsui, Egan, & O'Reilly, 1992; but see Guillaume, Van Knippenberg, & Brodbeck, 2014).One key mechanism proposed to explain these negative effects is motivated identity construction, or how individuals define themselves to satisfy basic identity motives (Ashforth & Mael, 1989;Vignoles, 2011). Drawing on social identity (SIT; Tajfel & Turner, 1986) and self-categorization theories (SCT; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987), group diversity researchers have suggested that group members routinely categorize themselves in relation to other members based on salient demographic Running head: ETHNIC DISSIMILARITY AND THE BELONGING MOTIVE 3 characteristics, and these self-definition processes affect members' experiences in groups through motive satisfaction/frustration (Chatman, Polzer, Barsade, & Neale, 1998;Tsui et al., 1992).Among several motives that can guide identity processes (Ashforth & Mael, 1989...

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The Multiple Self-Aspects Framework: Self-Concept Representation and Its Implications

Cited by 363 publications

References 178 publications

Understanding academic identity development in a changing landscape : The case of university English teachers in Malaysia

Understanding academic identity development in a changing landscape : The case of university English teachers in Malaysia

The self-concept life cycle and brand perceptions: An interdisciplinary perspective

Ethnic dissimilarity predicts belonging motive frustration and reduced organizational attachment

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