Objectives: To explore the group counseling on the impact of low self-concept of students. Methods: Filter out 21 students with low levels of self-concept from 80 randomly selected college students, and 11 of them as the experimental group to accept group counseling to explore self-awareness. The group counseling consists of six units and lasts six weeks. Tennessee self-concept scale and interpersonal relationship scale were used for pre- and post-testing before and after counseling; the other 10 college students served as the control group and did not conduct group counseling experiments. A comparative study of the experimental group and control group also compared the pre-test and post-test results of the experimental group. Results: There were significant differences in the results of the experimental group between the pre-test and post-test data; the treated subjects improved the level of self-concept significantly. There was a significant difference between the experimental group and the control group in the post-test. Conclusion: The group counseling to explore self-consciousness can help low levels of self-concept students to understand themselves, be pleased to accept themselves, develop themselves, also enhance their interpersonal skills, environmental adaptability and learning ability can be promoted.
Cite this paper
Mao, Q. (2019). The Effect on Group Counseling for the Low Self-Concept of Undergraduate. Open Access Library Journal, 6, e5929. doi: http://dx.doi.org/10.4236/oalib.1105929.
Chen, C., Liu, T.Q., Chen, J. and Zheng, M.J. (2010) Analysis of the Effect of Self-Concept on Stress Life Events and Depression and Anxiety. International Journal of Psychiatry, 37, 193-196.
Yu, L., Song, W.T. and Pan, F. (2005) Progress in the Development of Children’s Self-Concept and Its Influencing Factors. Chinese Journal of Behavioral Medicine and Brain Science, 14, 278-280.
Arnett, J.J. (2015) Emerging Adulthood: The Winding Road from the Late Teens through the Twenties. 2nd Edition, Oxford University Press, New York. https://doi.org/10.1093/oxfordhb/9780199795574.013.9
Kawamoto, T. (2020) The Moderating Role of Attachment Style on the Relationship between Self-Concept Clarity and Self-Esteem. Personality and Individual Differences, 152, Article ID: 109604. https://doi.org/10.1016/j.paid.2019.109604
Suszek, H., Fronczyk, K., Kopera, M. and Maliszewski, N. (2018) Implicit and Explicit Self-Concept Clarity and Psychological Adjustment. Personality and Individual Differences, 123, 253-256. https://doi.org/10.1016/j.paid.2017.11.038
Zhang, L. and Xu, Q. (2007) Effects of Self-Concept, Individual Self-Esteem and Collective Self-Esteem on Subjective Well-Being of College Students. Chinese Journal of Clinical Psychology, 15, 609-611.
Kong, X.J. (2006) Research on the Relationship between Self-Concept and Defense Style of College Students. Chinese Journal of Clinical Psychology, 14, 61-62 60.
Wang, H.Z. and Gao, H.Y. (2009) Research on the Impact of Experiential Team Development Training on College Students’ Self-Concept. Zhejiang Sports Science, 31, 97-100.
Wang, H.R. (2010) Research on the Effect of Interpersonal Group Training on Improving College Students’ Self-Concept. Chinese Journal of Health Psychology, No. 2, 68-69.
Xia, W., Mu, W., Luo, B. and Ding, J. (2010) Experimental Research on the Influence of Outward Training on College Students’ Self-Concept. Journal of Military Sports, No. 1, 95-97.
Lin, S.X. (2003) Experimental Study on the Influence of Different Orientations of Life Education on Self-Concept, Interpersonal Relationship and Life Meaning of Middle School Students. Institute of Death Studies, South China University, Nanhua University, Chiayi County, Taiwan, China.
Liu, X.W. (2003) Research on the Influence of Different Orientation Life Education Courses on Self-Concept, Interpersonal Relationship and Life Meaning of High School Students. Institute of Death Studies, South China University, Nanhua University, Chiayi County, Taiwan, China.
