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Enregistrement W2301701492

The role of self-presentation in adolescent health risk behaviours

2006· dissertation· en· W2301701492 sur OpenAlexaboutno aff
Kelly A. Roth

Notice bibliographique

RevueBrock University Digital Repository (Brock University) · 2006
Typedissertation
Langueen
DomaineSocial Sciences
ThématiqueImpact of Technology on Adolescents
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésPresentation (obstetrics)PsychologyMedicineDevelopmental psychologyEnvironmental healthSurgery
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Self-presentation has been identified as playing a key role in the perfonnance of
\nvarious potentially hazardous health behaviours such as substance abuse, eating disorders
\nand reckless behaviours (Leary, Tchividjian, & Kraxberger, 1994; Martin & Leary, 2001;
\nMartin, Leary, & O'Brien, 2001). The present study investigated the role of selfpresentation
\non adolescent health-risk behaviours. Specifically, this study examined the
\nprevalence of adolescent identified health-risk behaviours rooted in self-presentational
\nmotives in youths aged 13-18 years. The current study also identified the specific images
\nassociated with these behaviours desired by youth, and the targets of these behaviours.
\nAlso, the relationship between these behaviours, and several trait measures (social
\nphysique anxiety, public-self consciousness, fear of negative evaluations, selfpresentational
\nefficacy) of self-presentation were examined. Finally, the gender
\ndifferences in health risk behaviours and self-presentational concerns were examined.
\nParticipants in the present study were 96 adolescent students, 34 male and 62
\nfemale, recruited from various private schools across Southern Ontario. Students ranged
\nin age from 13 to 18 years for both males (M age = 15.81 years, SD = 1.49) and females
\n(M age = 14.89 years, SD = 1.17) and ranged from grades 8 through 13. Results of the
\ncurrent study suggested that Canadian adolescents between the ages of 13 and 18 years
\nparticipated in health risk behaviours for self-presentational purposes. Drinking alcohol,
\nskipping school, and performing stunts and dares were identified as the most common
\nhealth risk behaviours performed for self-presentational purposes by both males and
\nfemales. Appearing fun and cool were the most commonly reported desired images while
\nappearing brave and mature were the least reported. The most desired target group cited
\nwas same sex friends, followed by other sex friends. Trait measures of self-presentational
\nconcerns identified females as being higher in public self-consciousness, and social
\nphysique anxiety than males. Males were found to be higher in self-presentational
\nefficacy than females. The total number of health risk behaviours was predicted by selfpresentational
\nefficacy and social physique anxiety for males, and social physique anxiety
\nfor females.
\nFindings of the current study suggest that Canadian adolescents' health risk
\nbehaviours are rooted, in part, in self-presentational motives. Thus far, an educational
\napproach to health interventions has been favoured and/or adopted by teachers, health
\npromoters, and educators (Jessor, 1992). Implications of the current study suggest that
\nalthough educational interventions are beneficial in presenting the associated risks with
\ncertain activities and/or behaviours, one reason this type of approach may be ineffective
\nin changing adolescent behaviour over the long run is that it does not address the strong
\nand prominent influences of interpersonal motives on health damaging behaviour. It is
\nevident that social acceptance and public image are of importance to adolescents, and the
\ndesire to make the "right" impression and to achieve peer approval and acceptance often
\noverride health and safety concerns (Jessor, 1992). Thus, a self-presentational approach
\nfocusing on changing the images associated with the behaviours may be more successful
\nat deterring adolescent health risk behaviours.

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesMéta-épidémiologie (sens strict), Études des sciences et des technologies
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Observationnel · Signal consensuel: Observationnel
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,472
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0010,001
Études des sciences et des technologies0,0020,000
Communication savante0,0000,001
Science ouverte0,0010,000
Intégrité de la recherche0,0010,001
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,007
Tête enseignante GPT0,236
Écart entre enseignants0,229 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeObservationnel
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2006
Routes d'admission1
Résumé présentoui

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