Determinants of self-concept change in new environments

Gore, Jonathan S.

doi:10.31274/rtd-180815-99

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…Since then, psychologists have indeed shown that the self is not a static entity, waiting to be discovered within each of us. Instead, one's self can change considerably over development, across situations, after major life events, or after minimal social feedback (Downey et al, 2000;Gore, 2005;Markus & Wurf, 1987). The self is a key construct for any individual and for the whole of psychological science to understand, and yet, how it takes shape over time is not fully understood.…”

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confidence: 99%

Simulation induces durable, extensive changes to self-knowledge

Rubin-McGregor

Zhao

Tamir

2022

Journal of Experimental Social Psychology

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The sense of self is a hallmark of the human experience, but it is also unstable. Even simulating another person -thinking about their traits or experiences -can shift how one thinks about their own traits or experiences. Simulating a target shifts self-knowledge such that it becomes more similar to the target; in six studies, we explore how extensively these changes occur. In all studies, participants first rated or wrote about themselves in a specific context, then simulated another individual in the same context, and finally considered themselves again. We calculated how participants' self-knowledge changed by comparing similarity to the target before vs. after simulation. In Studies 1-2, participants' episodic memories shifted to be more similar to the simulated target; this change persisted at least 48 hours. Studies 3-4 shows that semantic selfknowledge changes after considering semantically related traits, while Study 5 shows that this effect extends to cross-language traits. Together, these results suggest that SIM causes durable, extensive changes in across both episodic and semantic self-knowledge.

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confidence: 99%

Simulation induces durable, extensive changes to self-knowledge

Rubin-McGregor

Zhao

Tamir

2022

Journal of Experimental Social Psychology

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confidence: 99%

Simulation Induces Durable, Extensive Changes to Self-Knowledge

Rubin-McGregor¹,

Zhao²,

Tamir³

2020

Preprint

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The sense of self is a hallmark of the human experience, but it is also unstable. Even simulating another person – thinking about their traits or experiences – can shift how one thinks about their own traits or experiences. Simulating a target shifts self-knowledge such that it becomes more similar to the target; in six studies, we explore how extensively these changes occur. In all studies, participants first rated or wrote about themselves in a specific context, then simulated another individual in the same context, and finally considered themselves again. We calculated how participants’ self-knowledge changed by comparing similarity to the target before vs. after simulation. In Studies 1-2, participants’ episodic memories shifted to be more similar to the simulated target; this change persisted at least 48 hours. Studies 3-4 shows that semantic self-knowledge changes after considering semantically related traits, while Study 5 shows that this effect extends to cross-language traits. Together, these results suggest that SIM causes durable, extensive changes in across both episodic and semantic self-knowledge.

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“…Mount Allison University was chosen for its proximity. The choice of selecting post first-year students avoided measuring the first-year adaptation period, which generally occurs when most students move from high school to university studies (Gore, 2005). Wallen and Fraenkel (2001) recommend describing the population with as many details as possible so that other researchers can determine the applicability of the results.…”

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confidence: 99%

The effect of the Enneagram on psychological well-being and unconditional self-acceptance of young adults

Godin

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This quasi-experimental study investigated whether the knowledge of the Enneagram system affects unconditional self-acceptance and psychological well-being of university students who have been attending university for at least a year. It also measured the correlation between the total scores on the psychological well-being instrument and unconditional self-acceptance questionnaire. A two-group design was employed, wherein a control and an experimental group completed a pre-and two post-tests on psychological well-being and unconditional self-acceptance. The randomly selected experimental group received three weekly educational sessions on the Enneagram system. Results show that the knowledge of the Enneagram personality system does not have a significant effect on psychological well-being. Due to a small sample size and violation of the assumptions required to conduct an ANCOVA it was not possible to determine if the knowledge of the Enneagram affects unconditional self-acceptance. Findings indicate also a low to moderate positive correlation between the Unconditional self-acceptance questionnaire Chamberlain and Haaga (2001a) and Ryff Psychological Well-Being Scale (1989). Recommendations include using a larger sample, changing the number of educational sessions or their format, and using an additional test to measure irrational thoughts. Therefore, in a future study it may be favorable that the intervention be an integral part of a family and consumer sciences university course. Finally, despite the results of this study there are some indicators that suggest the Enneagram system be taught in schools and ix university to help prepare students to be more conscious of how marketing agencies may manipulate such knowledge to their advantage.

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Determinants of self-concept change in new environments

Cited by 3 publications

References 14 publications

Simulation induces durable, extensive changes to self-knowledge

Simulation induces durable, extensive changes to self-knowledge

Simulation Induces Durable, Extensive Changes to Self-Knowledge

The effect of the Enneagram on psychological well-being and unconditional self-acceptance of young adults

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