The virtuous self: student reflections on perceived and actual identities

Faculty-Student Collaboration

1

Faculty Sponsor(s)

Brittany Tausen, Ph.D.

Presentation Type

Event

Primary Department

Psychology

Description

One-hundred thirteen undergraduate students were interviewed to describe how they believe others see them (“before”) and how they wish others could see them (“after”). We coded 226 words for self-description type, virtue category, warmth, and competence (1–5 scales; Cronbach’s α = .90 and .85, respectively). Performance and intellectual virtues dominated before words, with after words more evenly distributed. After words had significantly higher warmth, t(76) = -14.10, p < .001, d = -1.61, 95% CI [-1.94, -1.27], and competence, t(76) = -7.70, p < .001, d = -0.88, 95% CI [-1.14, -0.61]. These findings connect self-concept, self-presentation, and virtue.

Comments

Submitted to, and pending acceptance by Eastern Washington University, Bellevue, WA, May 2025

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The virtuous self: student reflections on perceived and actual identities

One-hundred thirteen undergraduate students were interviewed to describe how they believe others see them (“before”) and how they wish others could see them (“after”). We coded 226 words for self-description type, virtue category, warmth, and competence (1–5 scales; Cronbach’s α = .90 and .85, respectively). Performance and intellectual virtues dominated before words, with after words more evenly distributed. After words had significantly higher warmth, t(76) = -14.10, p < .001, d = -1.61, 95% CI [-1.94, -1.27], and competence, t(76) = -7.70, p < .001, d = -0.88, 95% CI [-1.14, -0.61]. These findings connect self-concept, self-presentation, and virtue.

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