Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

Browse

Subject: search.filters.subject.self-concept

Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    The Effects of Causal Attributions and Previous Status on Expectations
    (2024) Greenberg, Mollie; Lucas, Jeffrey W; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In this dissertation, I explore the influence of status history and causal attribution on expectations. I propose that information about status history and causal attribution of status help to explain how expectations form. To test these propositions, I develop a model that accounts for the possible influence of previous history with a characteristic on current expectations. I also propose that causal attribution and previous status information may work in concert to influence expectations. I examine the influence that causal attribution of status has on expectations when status remains consistent and the influence of causal attribution in the event of status change. I begin by assessing the utility of this combined “Status-Attribution Model” overall. Next, I build upon findings examining if perception of status affects both expectations of those being evaluated and behavior toward these individuals. Finally, I explore effects that the combination of status history and attribution has on the self-concept. In Study 1, I found, as expected, that information about status history and information indicating attribution of status can affect expectations. Status loss had a significantly negative effect on evaluations compared to evaluations of those with consistently low status. Also as expected, internal attribution of status led to significant differences between ratings. Results from Study 2 were more variable. As expected, those who experienced status loss were rated as significantly more dependent than those who remained consistently low status on that characteristic. But causal attribution of status did not always affect evaluations. In Study 3, many findings supported my hypotheses. As predicted, internal attribution of low status made individuals rate themselves as less trustworthy and report a lower sense of mastery and self-esteem. And the effect of attribution on self-concept was magnified when considered with status loss. But unexpectedly, those that experienced status loss rated themselves as significantly less able and competent relative to those with consistent low status. Results from each study indicate that factors apart from current status, including status history and causal attribution, can significantly influence expectation formation. Both expected and unexpected findings present many avenues for future research.
  • Thumbnail Image
    Item
    A Goal Systemic Analysis of Cognitive Dissonance Phenomena
    (2005-04-20) Wingfield, John; Kruglanski, Arie W; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Cognitive dissonance phenomena were examined from a perspective of goal systems theory (Kruglanski, Shah, Fishbach, Friedman, Chun, & Sleeth-Keppler, 2002). The goal-systemic analysis challenges revisions to Festinger's (1957) original formulation that narrow the scope of dissonance theory by asserting the necessity of cognitive contents specifically related to the self-concept (Aronson, 1992; Cooper & Fazio, 1984; Steele, 1988) for dissonance arousal. The goal-systemic analysis, however, attempts to go beyond the original formulation (Festinger, 1957) in identifying the critical inconsistency in dissonance arousal as occurring between a goal representation and any information that conveys frustration of the goal. Hence, goal activation patterns are assumed to play a critical role in dissonance phenomena. To the extent that one is actively committed to a goal, hindrances arouse dissonance while inhibition of that goal decreases the degree of dissonance arousal. Two experiments were conducted to put these notions to an empirical test. Experiment 1 examined the role of goal activation patterns in cognitive dissonance phenomena through the employment of a priming procedure. In a study conducted within the induced compliance paradigm participants generated counterattitudinal arguments. This experiment demonstrated that priming participants with the goal of honesty increased dissonance induced attitude change, while dissonance effects were attenuated by priming a competing goal (i.e. compliance). Direct evidence was not found, however, that this effect was mediated by the degree of active commitment to the honesty goal. Experiment 2 tested the assumption that the implication of the self-concept and free choice are necessary for dissonance phenomena to occur. In the free choice paradigm dissonance effects were obtained, as evidenced by the spreading of alternatives effect, in the absence of choice when participants were primed with a goal not related to the self-concept. This effect, however, was primarily driven by the upgrading of the received alternative without evidence of the downgrading of the not received alternative. Further implications for cognitive dissonance theory are briefly discussed.
  • Thumbnail Image
    Item
    Theater and Self: Putting Self-Concept Into Play
    (2004-07-21) Yeager, Cynthia Celaine; Alexander, Patricia; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    ABSTRACT Title of Dissertation: THEATER AND SELF: PUTTING SELF-CONCEPT INTO PLAY Degree Candidate: Cynthia Celaine Yeager Degree and Year: Doctor of Philosophy, 2004 Directed By: Professor Patricia Alexander Department of Human Development The current study investigated the nature of the experience of participation in theater as it related to the self-concept of college students. The context for the study was the theater department of a comprehensive university emphasizing undergraduate education. The university offers a major and a minor in theater. The study used a qualitative, interpretive, case-study methodology, with analysis influenced by traditions of ethnography and phenomenology. Four participants were interviewed in order to ascertain their perspectives regarding the aspects of theater engagement that were perceived as meaningful. The resulting data were supplemented by multiple observations of the participants embedded in theater activities in order to garner relevant information regarding contextual features of significance. Data analysis commenced via analytic induction and the use of a constant-comparative approach. Accordingly, key ideas emerged that were then compared in a search for patterns of similarities and differences. Primary themes that emerged as significant across cases included the nature of motivation influencing theater engagement, the meaning ascribed to the social context, and the perspectives of participants regarding the influence of theater on self-concept. In addition, significant idiosyncratic sub-themes were identified respective to individual cases. Thus, it emerged that one participant experienced exclusion based on racial inequity within the department. Another participant expounded on the meaning attributed to costume and makeup in the context of performance in theater. Findings support the notion that aspects of theater engagement support identity formation and self-development. Specifically, it was noted that the social context of the theater department was viewed as cohesive and supportive, thereby facilitating feelings of belongingness and connectedness. Additionally, it was revealed that elements of play production and the academic coursework required in the major necessitate a level of self-reflection that can lead to insight and enhanced self-concept. Finally, existing research regarding the positive influence of theater on self-concept was supported.
  • Thumbnail Image
    Item
    THE FORMS AND MECHANISMS BY WHICH SOCIAL RELATIONSHIPS IMPACT DEPRESSION IN LATE LIFE: EXPLORING THE ROLE AND SIGNIFICANCE OF MATTERING.
    (2004-05-12) Sergeant, Candice A.; Pearlin, Leonard I; Sociology
    This thesis examined the significance of two aspects of social life for psychological well-being among a community sample of older adults. I proposed, first, that the degree to which elders engage in both informal interpersonal relationships and formal social affiliations are directly and positively related to psychological well-being; second, that these relationships are mediated through two elements of the sense of mattering. Contrary to expectations, it was found that states of mattering do not operate as mediating mechanisms linking social engagement and depression. Instead, the findings suggest that perceptions of mattering play roles independent of social engagement in promoting psychological well-being. Further conceptual and methodological development of the concept of mattering are needed to better understand the ways in which it is linked to social relationships and how these possible interlinked factors promote optimal health outcomes.