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.
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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.
Rights Statement
Comments
Submitted to, and pending acceptance by Eastern Washington University, Bellevue, WA, May 2025