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self-system
The introduced concepts of self-system and self-system process stress the importance of self-appraisals of personal competence and agency in affective responses and self-regulation in problem solving.
      
Based on clinical and experimental observations, postulates are then made regarding the dynamic relationships between the external responses and the internal drives of the self-system at different levels of consciousness.
      
The impact of the transition to high school on the self-system and perceived social context of poor urban youth
      
The only negative effect of the school transition on the self-system was a decline in grade point average (GPA).
      
These changes in the school and peer microsystems, like the changes in the self-system, were also common across race/ethnicity and gender.
      
Adolescent Risk Behavior Patterns: Effects of Structured Time-Use, Interpersonal Connections, Self-System Characteristics, and S
      
Two other layers of protective factors are also examined, those dealing with interpersonal connections and with self-system characteristics.
      
These issues, including the structure and functioning of self-representations, and the role of negativity, affect, and the "other" in the self-system, are discussed here.
      
Psychotic experiences represent a failure of one's self-system and the dissociation dynamism.
      
As a result, the tripartite self-system is fractured.
      
Using both an Eriksonian and object-relational theoretical framework, the roles of faith, hope, and despair in suicide-and the ways in which these were represented in the young woman's self-system-are analyzed.
      
Midadolescents, on Level 3, are characterized by the prominance of their self-system while the parental view becomes secondary.
      
Late adolescents (young adults), on Level 4, show an ability to integrate the parental view within the self-system without loss of individuality.
      
By assimilating a substantial portion of the social world (the portion that is ambiguous), self-schemas serve a motivational function: They foster the stability, validation, and perpetuation of the self-system.
      
Gender differences in self-system processes as rated by teachers and students
      
The present study had two goals: to assess whether boys or girls are more likely to over- or underrate their academic competence, and to examine gender differences in self-system concomitants of discrepant appraisals.
      
We believe it is important to examine differences between comparison standards and between children's and teacher's ratings to understand more fully gender differences in self-system concomitants of discrepant self-appraisals.
      
An important goal of self-system therapy is to help patients increase behavior in the service of meaningful and motivating personal goals.
      
As part of the self-system, RSC also captures other psychological processes that are not included in the DCM or social motive theory.
      
Human behaviour in bureaucracy is an expression of self-system needs.
      
 

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