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THE EFFECTS OF CONCEALING ACADEMIC ACHIEVEMENT INFORMATION ON ADOLESCENTS' SELF-CONCEPT.

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Title: THE EFFECTS OF CONCEALING ACADEMIC ACHIEVEMENT INFORMATION ON ADOLESCENTS' SELF-CONCEPT.
Authors: Baoshan Zhang, Mo Wang, Li, Juan, Guoliang Yu, Yan-Ling Bi
Source: Psychological Record. Winter2011, Vol. 61 Issue 1, p21-39. 19p.
Subjects: Experimental design, Academic achievement, Self-perception, Self-esteem, Legal self-representation
Abstract: Using an experimental design, the effect of concealing academic achievement information on adolescents' self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein academic-achievement information could be concealed or not. Results showed that participants with low academic achievement in the concealing-achievement-information condition had higher levels of state self-esteem and more self-representation suppression. Their negative self-representation was also activated when they were under high cognitive load. Participants with high academic achievement in the condition in which positive achievement information was concealed had lower state self-esteem and activated the positive self-representation under high cognitive load. Overall, the results showed that concealing academic-achievement information can cause short-term change of self-concept for adolescents. [ABSTRACT FROM AUTHOR]
Copyright of Psychological Record is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: THE EFFECTS OF CONCEALING ACADEMIC ACHIEVEMENT INFORMATION ON ADOLESCENTS' SELF-CONCEPT.
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  Data: <searchLink fieldCode="AR" term="%22Baoshan+Zhang%22">Baoshan Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Mo+Wang%22">Mo Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Li%2C+Juan%22">Li, Juan</searchLink><br /><searchLink fieldCode="AR" term="%22Guoliang+Yu%22">Guoliang Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Yan-Ling+Bi%22">Yan-Ling Bi</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Psychological+Record%22">Psychological Record</searchLink>. Winter2011, Vol. 61 Issue 1, p21-39. 19p.
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  Label: Abstract
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  Data: Using an experimental design, the effect of concealing academic achievement information on adolescents' self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein academic-achievement information could be concealed or not. Results showed that participants with low academic achievement in the concealing-achievement-information condition had higher levels of state self-esteem and more self-representation suppression. Their negative self-representation was also activated when they were under high cognitive load. Participants with high academic achievement in the condition in which positive achievement information was concealed had lower state self-esteem and activated the positive self-representation under high cognitive load. Overall, the results showed that concealing academic-achievement information can cause short-term change of self-concept for adolescents. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychological Record is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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