Dissertations / Theses on the topic 'Collective self-esteem'
To see the other types of publications on this topic, follow the link: Collective self-esteem.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Collective self-esteem.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Rossouw, Annelle. "Confirmatory factor analysis of the collective self esteem scale." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/30540.
Full textAbstract:
Self-esteem and measurement thereof is a very prominent phenomenon in psychology and related fields of study. In contrast to traditional measures of selfesteem which focus on individual self-esteem, Luhtanen and Crocker (1992) developed a measure of Collective self-esteem (CSE) with the following subscales: membership self-esteem, private collective self-esteem, public collective self-esteem and importance to identity. The aim of this study was to determine if the instrument is a valid measurement of collective self-esteem in the South African context. The CSE was evaluated using item analysis and confirmatory factor analysis. According to the findings of this study the Collective Self Esteem Scale is a reliable instrument for South African use, but confirmatory factor analysis determined that it is not factorially valid. The fit indexes indicate that the theorized four-factor model is not a good fit to the data in the South African context and should pave the way for further research on the construct validity of the Collective Self esteem Scale. Copyright 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Rossouw, A 2010, Confirmatory factor analysis of the collective self esteem scale, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02212012-122435 / > C12/4/134/gmDissertation (MCom)--University of Pretoria, 2010.
Human Resource Management
unrestricted
2
Rahimi, Sadeq. "Psychosocial correlates of collective self-esteem : a comparative study." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31529.
Full textAbstract:
Following earlier research on social and psychological effects and significance of collective self-esteem (CSE) in intergroup relations, a comparative cross cultural study was conducted to examine and compare the correlates of CSE, personal self-esteem (PSE) and personal experience of racism (PER) in Quebecois and Cambodian groups of adolescents and their parents. It was hypothesised that the effects and distribution of CSE, PSE and PER would be different across cultures and, within cultural groups, across generations, due to the differential meanings and social implications of these constructs in each group. Owngroup interviewers interviewed 208 subjects in French and Khmer languages. The study sample consisted of 114 Cambodian and 94 Quebecois participants. Each of these two groups was composed of two equal sub-groups of adolescents and their parents. Global results replicated earlier findings. Closer observation, however, revealed asymmetric patterns across the two ethnic groups. Results are discussed as evidence for the following hypotheses: (1) The magnitude of scores achieved on collective self-esteem varies across cultures; (2) The relationship between CSE and PSE is stronger for the Cambodian population; (3) The relationship between CSE and PER varies as a function of group membership (across cultures/generations); and (4) CSE has a positive correlation with mental health. Theoretical implications of the findings are further discussed in terms of the applicability of the construct CSE, a possible distinction between 'true' and 'defensive' high collective self-esteem scores on self-report scales, and the importance of collective self-esteem in intergroup interactions.
3
Stout, M. Lisa. "The influence of sexual orientation, and gender on body dissatisfaction, self-esteem, collective self-esteem, and eating disorders symptons /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998518.
Full text
4
Oakes, Cynthia. "Group affiliation and self-esteem." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1469.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
5
Foster, Susan. "The Relationship between Professional Identity and Collective Self- esteem in School Counselors." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1269.
Full textAbstract:
All bona fide professions have affiliated professional organizations, ethical standards or a code of ethics, and an accrediting and sanctioning body that deals with preparation, credentialing, and licensure, and pride in one's profession (Gale & Austin, 2003; Remley & Herlihy, 2010). As school counseling continues to evolve, school counselors have struggled to define and maintain their role. This may be due, in part, to the social desirability an individual has to belong to dominant group in the school setting (Tajfel, 1986). School counselors may draw esteem from their professional membership. This concept, called collective self-esteem, denotes those aspects of identity that are related to membership in social groups and the respective value that one places on one's membership (Luhtanen & Crocker, 1992). The purpose of this study was to examine the relationship between collective self-esteem and professional identity. The findings of this study indicated that collective self-esteem was relatively stable and remained moderately high across several demographic variables related to professional identity. Collective self-esteem remained relatively consistent across level of practice, professional background, years of total experience and years of experience at the current school, and area of practice. Further, collective self-esteem remained moderately high for those who were affiliated with a counseling organization and those who were not. Results also suggested that collective self-esteem is constant regardless of variations in credentialing, chosen code of ethics, role definition (educator first or counselor first), and professional pride. Results indicated that collective self-esteem remained moderately high across several demographic areas and variables related to professional identity. Further, a significant positive correlation was found between pride in the profession and collective self-esteem was shown. Additionally, a small, significant negative correlation was garnered between those participants who viewed themselves as a counselor first and held an LPC or equivalent. Further, a significant relationship was found between those participants who defined their role as a counselor first and chose the NBCC Code of Ethics as their primary code of ethics and those participants who held the counselor first position and chose the ASCA Ethical Code as their primary code of ethics.
6
Gordon, Fawn Claireese. "Perceived Social Support and Collective Self-Esteem in Women: Implications for Counselors." University of Akron / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1626173983737712.
Full text
7
Daly, Anthony Leslie, and aldaly@tiscali co uk. "Bullying, Victimisation, Self-Esteem, and Narcissism in Adolescents." Flinders University. Education, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061130.193920.
Full textAbstract:
OBJECTIVES: The general aim of this research was to analyse the relationships between bullying (as a distinct form of aggression), victimisation, personal and collective self-esteem, and narcissism in adolescents. Baumeister et al. (1996) refuted the conventionally accepted view that low self-esteem is a cause of violence whereby, for example, those who lack self-esteem may use aggression as a means of dominating others and thereby gaining self-esteem. Instead, it may be that aggression is related to high self-esteem such that individuals with a combination of high levels of both self-esteem and narcissism are more likely to react aggressively to a perceived threat. Design: After a conducting a small pilot study (n = 112), the main study employed a large-scale cross-sectional survey with self-report questionnaires administered to school students during class. METHODS: Participants were drawn from six metropolitan high schools in Adelaide (South Australia), resulting in 1,628 adolescents (665 females & 963 males, aged 12-17 years) completing the survey. The questionnaire battery comprised modified self-report bully and victim versions of the Direct and Indirect Aggression Scales (Bjorkqvist et al., 1992), personal (Rosenberg, 1979) and collective self-esteem (Luhtanen & Crocker, 1992) scales, the Narcissistic Personality Inventory (Raskin & Hall, 1981), and a measure of socially desirable responding (i.e., Impression Management; Paulhus, 1991). RESULTS: A variety of multivariate analyses controlling for socially desirable responses was employed to test and explore hypothesised relationships. Results showed no relationship between age and any form of bullying or victimisation. Boys reported significantly higher mean levels of direct and total bullying and victimisation, whereas girls reported higher levels of indirect bullying and victimisation. Victimisation was negatively correlated with personal self-esteem, and positively correlated with collective self-esteem. In contrast, bullying was positively correlated with personal self-esteem, with no significant relationship found with collective self-esteem. Collective and personal self-esteem did not differentially predict different types of bullying or victimisation. Narcissism was positively correlated with bullying. The predicted interaction between personal self-esteem, narcissism and bullying was evident, although the predicted collective self-esteem interaction was not found. Impression Management (social desirability) was significantly negatively correlated with bullying and, to a lesser extent, with victimisation. CONCLUSION: Research such as this into the possible causes and correlates of aggression and bullying will assist in the design, implementation, and maintenance of effective interventions. For example, as results corresponded with Baumeister et al.'s (1996) assertion in that bullying was related to high self-esteem, interventions that are designed to increase self-esteem might in reality be counterproductive and possibly contribute to an increase in bullying behaviour. Additionally, victims reported higher collective self-esteem than their non-victimised peers, clearly a novel finding worthy of further research. Findings suggested that, rather than running the risk of underreporting of socially undesirable behaviours, self-report methods provide a useful and valid means of measuring prevalence rates and internal states. Rather than underreporting aggressive behaviours, it is likely that respondents were being honest as they did not feel that these behaviours were, in fact, socially undesirable. The present sample reported bullying and victimisation prevalence rates that were comparatively high, despite using relatively conservative criteria, possibly due to an increased awareness of what constitutes bullying as a result of government and school anti-bullying policies and initiatives. The findings generally correspond with and build upon previous research. In addition, a number of the results are novel, providing numerous opportunities for future researchers to further explore and test the relationships between self-esteem, bullying, and victimisation.
8
Porter, Gayle. "Collective efficacy and esteem : measurement and study of "self" attributes at a group level." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216929929.
Full text
9
Adedipe, Adebimpe O. "Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543.
Full text
10
Thomas, Tsholofelo Angela. "The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25383.
Full textAbstract:
Previous research has shown relationships between ethnic identity and other aspects of the self-concept such as efficacy and self-esteem, particularly among minority groups. This study examined the relationships between ethnic identity, collective self-esteem and academic self-efficacy. These relationships were examined among an overall sample of 144 respondents, and among two distinct samples consisting of Black and White respondents, respectively. Results showed positive correlations between ethnic identity and academic self-efficacy, collective self-esteem and academic self-efficacy, and between ethnic identity and collective self-esteem for the overall sample. Similar results were found for the sample consisting of Black respondents only. For the White sample, a positive correlation was found between collective self-esteem and ethnic identity only. The study further examined the relationships between academic self-efficacy and the ethnic identity and collective self-esteem subscales. For the overall sample, positive correlations were found between academic self-efficacy and the ethnic identity search and commitment subscales. Correlations for this sample were also found between academic self-efficacy and the membership self-esteem and private collective self-esteem subscales. For the Black sample, correlations were found between academic self-efficacy and the ethnic identity search and commitment subscales. Furthermore, there were correlations between academic self-efficacy and the membership self-esteem subscale, as well as the private collective self-esteem subscale for Black respondents. For the White sample, no relationships were found between academic self-efficacy and any of the collective self-esteem and ethnic identity subscales. Furthermore, limitations of the current study were identified and, subsequently, recommendations for future research were made. It was recommended that future research include other aspects of the self-concept such as personal self-esteem and actual academic achievement, so as to determine the relationships between these and the variables examined in the current study.Dissertation (Master of Arts)--University of Pretoria, 2011.
Psychology
unrestricted
11
Rottenbacher, Jan Marc, and Agustín Espinosa. "National identity and historic collective memory in Peru. An exploratory study." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99990.
Full textAbstract:
We analyze the memory of collective events in Peru and its relationship with Peruviannational identity in a middle-class sample from Lima (N = 81). Peruvian collective self- esteem and two dimensions of the Peruvian self-concept (Peruvians as proactive-capable and negative image of Peruvians) are related moderately to valence of historic characters remembered. Nevertheless, valence of remembered historical events was not associated to Peruvian national identity. Results also suggest that characters and events from 20th century comprise the majority of remembered instances, and 20th century instances are worse evaluated than characters and events from previous periods of Peruvian history. Results confirm a recency bias and a tendency to make more positive meaning attributions to distant eventsand characters than those made to more recent events.Se analizan las relaciones entre la memoria de hechos colectivos en el Perú y la constitución de la identidad nacional peruana en 81 habitantes de clase media de Lima Metropolitana. La valencia positiva del recuerdo colectivo de personajes históricos, más no el de eventos, se asocia moderadamente a la autoestima colectiva y a dos dimensiones del autoconcepto colectivo (peruanos proactivos-capaces e imagen negativa de los peruanos). Se encontró que personajes y eventos del siglo XX conforman el porcentaje mayoritario de recuerdos colectivos, y en promedio personajes y eventos del siglo XX son peor evaluados que personajes y eventos previos a este siglo. Esto confirma la presencia de un sesgo de recencia y la tendencia a atribuir un significado más positivo a personajes y hechos que se recuerdan a largo plazo en contraposición con aquellos más recientes.
12
Rocha, Giovani. "Race and collective self-esteem: an experimental approach to the puzzle of political representation in Brazil." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/17641.
Full textAbstract:
Submitted by Giovani Rocha (giovani.rbs@gmail.com) on 2016-12-14T13:42:26Z
No. of bitstreams: 1
Dissertation_Outline_2510-2.pdf: 2310283 bytes, checksum: 714827a68fdfda2afc54c7b8339f65af (MD5)Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2016-12-15T14:16:24Z (GMT) No. of bitstreams: 1 Dissertation_Outline_2510-2.pdf: 2310283 bytes, checksum: 714827a68fdfda2afc54c7b8339f65af (MD5)
Made available in DSpace on 2016-12-22T16:35:17Z (GMT). No. of bitstreams: 1 Dissertation_Outline_2510-2.pdf: 2310283 bytes, checksum: 714827a68fdfda2afc54c7b8339f65af (MD5) Previous issue date: 2016-11-29
Despite the existence of a set of institutional features that are markedly related as conducive of a solid reflection of social and ideological cleavages of the population amongst representatives in local, state and national legislature (i.e. open-list proportional representation, high-magnitude legislative districts, candidate-centered campaigns, low cost for candidate entry and highly fragmented party system), Brazil’s recent democratic history has been strongly characterized by the underrepresentation of a considerable ethnic majority. In particular, as of the latest election for federal deputies in 2014, while 50.9% of the population declared themselves as pretos (blacks) or pardos (browns), only 20.3% of the Federal Parliament corresponded to that group. Therefore, this study aims to analyze the causes for the discrepancy in terms of racial political representation in Brazil by focusing specifically on the perspective of the voter. Particularly, this experiment also disentangles how a candidate’s race, their support for race-targeted policies (i.e. university quotas) and a voter’s level of Collective Self-Esteem (CSE) are intertwined and ultimately impact the electoral choice and the trade-off between descriptive (based on physical features of a candidate) and substantive (based on a candidate’s policy support) representation. In order to do so, I explore the voter’s electoral choice in a survey experimental setting by implementing a Choice-based Conjoint Analysis that allows for the interconnected evaluation of both characteristics of the voter and the candidate.
Apesar da existência de um conjunto de características institucionais que são marcadamente relacionados como favoráveis a uma reflexão sólida de clivagens sociais e ideológicas da população entre os representantes nos níveis legislativos locais, estaduais e federais (tais como representação proporcional, lista aberta, distritos legislativos de alta magnitude, campanhas centradas no candidato, baixo custo para a entrada de candidatos e sistema partidário altamente fragmentado), a história democrática recente do Brasil tem sido fortemente caracterizada por a sub-representação de uma maioria étnica considerável. Com base na última eleição para deputados federais em 2014, enquanto 50,9% da população se declararam pretos ou pardos, apenas 20,3% do Parlamento Federal correspondeu a esse grupo. Portanto, este estudo tem por objetivo analisar as causas para a discrepância em termos de representação política racial no Brasil, concentrando-se especificamente sobre a perspectiva do eleitor. Particularmente, este experimento busca também entender como a raça do candidato, o seu apoio às políticas de ação afirmativa (ou seja, cotas universitárias) e nível de autoestima coletiva (collective self-esteem) do eleitor estão interligados e, finalmente, afetam a escolha eleitoral e o trade-off entre representatividade descritiva (com base em características físicas de um candidato) e substantiva (baseado na agenda política de um candidato). A fim de fazer isso, eu exploro escolha eleitoral do eleitor em um ambiente experimental através da implementação de um Choice-based Conjoint Analysis que permite a avaliação interligada das características do eleitor e do candidato.
13
Darnell, Melissa Liberty. "Rethinking empowerment: Collective action as intervention with women." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3401.
Full textAbstract:
This study explores women's feelings of empowerment that result from participating in collective action events. The study contributes to the growing body of social work scholarship on empowerment practice by identifying and describing the specific variables that may contribute to or enhance empowerment feelings in women as a result of collective action participation.
14
Xie, Dong. "Personality factors as cultural specific predictors of anxiety among mainland Chinese and Caucasian American college students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1090422955.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains viii, 177 p. Includes bibliographical references (p. 168-177). Available online via OhioLINK's ETD Center
15
Tom, David Michael. "Effects of perceived discrimination: rejection and identification as two distinct pathways and their associated effects." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1135887227.
Full text
16
Chou, Elayne L. "Predictors of treatment acceptability, willingness to see a counselor, and counselor preferences for Asian Americans and Whites : acculturation, loss of face, self-construals, and collective self-esteem /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124568242.
Full text
17
Reilly, Wilfred. "The Effect of Racial Status and Other Core Characteristics on Collective Self-Esteem A Quantitative Test of Divergent Theories of Identity Valuation." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1040.
Full textAbstract:
The question of why individuals value identities like race and gender is a contested one. Scholars in the Reflected Appraisals tradition argue that members of minority groups experience identity devaluation and minority stress (Hacker 1992; Harris 1993; Meyer 1995; Tatum 1997; Hoff-Sommers 2000; McIntyre 2002) and come to value their identities less in empirical terms than do members of equivalent majority groups (Harris 1993; Hacker 1995). The thesis here is that the values individuals place upon in-group identities are determined by the prestige and power of their in-groups (Cornell and Hartmann 2006: 60). This argument has been advanced often in both domestic and multi-national contexts (Spinner-Halev and Theiss-Morse 2003), but several rigorous empirical tests so far fail to support it (Charles 2003). My dissertation is a comprehensive test of the hypothesis that membership in a minority in-group predicts lowered valuation of in-group identity. I employ ordinal and List Experiment surveys to determine whether members of four minority groups value their identities less than members of the equivalent majority groups (racial, sexual, heterosexual, religious) in terms of (1) placing lower monetary values upon them and (2) being hypothetically more willing to change them. My hypothesis is that identity valuation will not be status dependent: minority status will not generally correlate to a significant degree with lowered identity valuation, as development of oppositional identities allows minorities to value themselves despite potential discrimination (Stern 1995; Simein 2005). This thesis was largely although not totally confirmed. With several exceptions during my List Experiment research, American racial minority status does not correlate with lowered valuation of racial identity, and female sex does not correlate with lowered valuation of gender identity. Religious minorities do not generally value their religious identities less than Protestant Christians, to a statistically significant degree. However, I did find consistent negative and usually significant correlations between LGBT status and lowered valuation of sexual orientation. List Experiment results also indicate that whites may be less honest about their levels of in-group identification than are minorities.
18
Hasio, Cindy Lee. "A Collective Case Study of Veterans Inside an Arts and Crafts Room and Their Perceptions Regarding Empowerment." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177210/.
Full textAbstract:
This dissertation is "A Collective Case Study of Veterans Inside an Arts and Crafts Room and Their Perceptions Regarding Empowerment." This research examined to what degree art making, and in what ways a community of learning contributed to veterans' self-worth and empowerment through their creative activities and interactions inside an arts and crafts room at the VA hospital in Dallas, Texas. Furthermore, an essential reason for this study is to examine veterans in the arts and crafts environment to explore whether their experiences were important, meaningful, and empowering, and especially important in this regard are the interactions among veterans. Empowerment in this context is defined as gaining self-esteem and motivation within oneself. This includes becoming more confident and positive, as well as gaining the ability to learn about one's own identity. It also described how the interactions between the participants are shaped by the social contexts within which they come together. Using post-modern feminist theory, narrative inquiry and care theory, this dissertation describes the ways that the processes and products of creative activity bring empowerment through dialogue and personal stories while using the component of caring during teaching and learning.
19
Bankston, Karen D. "Collective self-esteem and attitudes toward collaboration as predictors to collaborative practice behaviors used by registered nurses and physicians in acute care hospitals." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1131630469.
Full text
20
BANKSTON, KAREN DENISE. "COLLECTIVE SELF-ESTEEM AND ATTITUDES TOWARD COLLABORATION AS PREDICTORS TO COLLABORATIVE PRACTICE BEHAVIORS USED BY REGISTERED NURSES AND PHYSICIANS IN ACUATE CARE HOSPITALS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1131630469.
Full text
21
Liang, Christopher. "The relationship of intergenerational family conflict, racism-related stress, and psychological well-being and the role of collective self-esteem among Asian American college students." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2864.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
22
Robins, Evan M. "Social identity versus personal identity : an investigation into the interaction of group and personal status with collective and with personal self-esteem on ingroup favouritism." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/13497.
Full textAbstract:
Bibliography: leaves 127-143.The positivity of personal and minimal group social identity was manipulated by giving subjects bogus test feedback to induce differential levels of personal status (high, low, no feedback) and group status (high, low, neutral) in 237 13-15 year olds. This investigative experimental study used a MANOVA to explore the main effects and interactions between these factors with personal self-esteem (Rosenberg,1965) and collective self-esteem (Crocker & Luhtanen,1990) on the evaluations of products by (a) the ingroup in comparison with the outgroup, (b) self in comparison with the ingroup and (c) the difference between these self and ingroup favouritism measures. It was found that subjects with high but not low collective self esteem engaged in less ingroup favouritism in comparison to self favouritism when the group made a negative contribution to identity than when it did not. This result was explained through a social identity self-enhancement and self-consistency framework. Males showed more self favouritism than females. This study did not confirm predictions of enhancement theories like Social Identity Theory (I'ajfel & Turner,1979) or research on the nature of self-esteem. Levels of self-esteem, group status and personal status had no significant effects on either self favouritism or ingroup favouritism. A-correlational study on the validity of collective self-esteem found that it was moderately correlated with Jewish identification (R.J.Brown, Condor, Mathews, Wade & Williams,1986) and Gibbons & McCoy's (1990) measures of Negative Affectivity and not correlated with subtle racism (Duckitt,1990,1991a) or Watson, Clark & Tellegen's (1988) measure of Negative Affectivity.
23
Simsek, Omer Faruk. "Paths From Fear Of Death To Subjective Well-being: A Study Of Structural Equation Modeling Based On The Terror Management Theory Perspective." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/12606280/index.pdf.
Full textAbstract:
In this research four models derived from Terror Management Theory (TMT) were tested by using structural equation modeling.. These models were developed for testing different theoretical alternatives in relation to psychological mechanisms explaining the subjective well-being as an outcome of fear of death. The first two models were based on the original Terror Management Theory. The first supposed that death anxiety as a catalyst motivates individuals in two defenses: developing culturally committed personalities by validation of cultural worldview and thus enhancing self-esteem. The second indicated that every individual had two options in the face of death: enhancing their self-esteem or committing to cultural worldview, in turn, improves the well-being of the individual. The last two models were identified by taking attachment as an alternative variable. In the third model, attachment styles of the individuals were presented as a third defense mechanism in addition to self-esteem and cultural worldview in TMT. They were assumed as mediator variables in the model between fear of death and subjective well-being. The last model treated attachment as a mediator between fear of death and distal defenses of self-esteem and cultural worldview.
The results indicated that only the last model was entirely supported.. The lack of support for the first two models might be an indicator of the invalidity of the model in cultures that are not individualistic. For the last two models, the results suggested that attachment was crucial in understanding the relationship between fear of death and subjective well-being from a TMT perspective.
24
Skrumedi, Craig. "The Question of Violence in New Religious Movements: A Meta-Analysis of Aggregates." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36517.
Full textAbstract:
This thesis provides a systematic comparison and analysis on violent and non-violent new religious movements. The purpose of using a meta-analysis as the methodological tool for this research project is that it offers a systematic presentation and synthesis of the characteristics and findings from academic studies that exist on each new religious movement. Of importance is that each study, from the fields of sociology, social psychology and religious studies offers differing truths about each of the NRMs as they each only examine certain characteristics. As these disciplines have a high level of theories, this project utilizes a “measure driven” approach, “in which iterative searches and new computerized search techniques are used to increase the range of publications found (and thus the range of possible analyses) and to traverse time and disciplinary boundaries” (Roelfs et al 2013: 75). This analysis pools together all existing facts to provide a larger estimate of the "unknown common truths" about each movement and provide a fuller picture of the movements and their leaders. By combining studies of new religious movements that are prone to violence with studies of new religious movements that remain peaceful, this meta-analysis will increase the sample size and the power to study effects that may lead to the answer: why do some new religious movements become violent.
The general consensus among the research literature has distilled three salient aggregates associated with new religious groups that have become violent: a) each group possessed an apocalyptic worldview; b) each group maintained an organizational structure predicated on charismatic leadership and authority whereby a potent connection between the charismatic leader and devotee was forged; and c) each group established firm social boundaries demarcating the separation between the group and the wider social milieu resulting in social isolation. However, though these attributes were present in and common to all the groups that became violent, they continue to remain insufficient and fail to adequately illustrate why certain new religions become violent. The most notable cases of NRMs that have been mobilized to violence that are analyzed include: the Peoples' Temple, The Order of the Solar Temple, Aum Shinrikyo, the Movement for the Restoration of the Ten Commandments, the Branch Davidians, Rajneeshpuaram, The Church of the Lamb of God, Heaven's Gate and Scientology. These religious movements are compared and analyzed in relation to groups that have not become violent: the early Unification Church, Sikh Dharma/3HO, Chen Tao, Church Universal and Triumphant (CUT), and Concerned Christians. By analyzing fourteen individual movements that demonstrate the three central aggregates found specifically in violent movements, hopefully this meta-analysis has overcome the problem of small sample sizes, in order to better detect internal and external effects that can explain why some NRMs become violent.
25
Lee, Szu-Hui. "Saliency of one's heritage culture Asian cultural values and its interconnections with collective self-esteem and acculturation/enculturation as predictor of psychological well-being of people of Chinese descent /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1144642086.
Full text
26
Luizza, Theresa. "Exercise, self-esteem, and emotional intelligence." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/199.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
27
Bater, Lovina. "The Effects of Bullying and the Mediating Role of Attachment and Humanity-Esteem on Self-Esteem and Behavioral Outcomes." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/940.
Full textAbstract:
Any type of bullying can become a traumatic event for a child, leading to lasting negative effects. Specifically, victimization may lead to numerous behavioral problems and lowered self-esteem. Also, the quality of attachment may have a predictive relationship with the victimization and the negative outcomes it may cause. Other research implied that a similar relationship may be found between retrospective bullying and humanity-esteem. Despite the collective research done on these variables, no study, until now, has looked at retrospective bullying, humanity-esteem, attachment, behavior problems, and self-esteem all together. This study not only looked at the relationships among these variables but also the role that humanity-esteem and attachment served between victimization, later behavior problems, and later self-esteem. One hundred thirty-six participants completed five questionnaires assessing experiences of retrospective bullying, humanity-esteem, current attachment relationships, behavior problems, and self-esteem. The results of this study indicated that participants who reported having been bullied previously also endorsed internalizing and externalizing problems as well as low self-esteem. Further, humanity-esteem and attachment both served as significant predictors of victimized individuals' behavioral problems and self-esteem. Such findings suggested that a higher view of humanity and secure attachment may serve as a protective factor against the negative outcomes that may be related to having been bullied. The importance of studying the relationships among these variables is discussed further.B.S.
Bachelors
Sciences
Psychology
28
Bauman, Shannon. "The importance of self-esteem in learning and behavior in children with exceptionalities and the role magic tricks may play in improving self-esteem and in motivating learning." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/660.
Full textAbstract:
This paper was written using various research based sources to determine the effects of self-esteem on learning and behaviors and whether or not the use of magic tricks can play a role in raising self-esteem and in motivating learning for children with exceptionalities. There have been multiple studies that show self-esteem has a significant effect on a child's ability to learn as well as studies that show self-esteem plays a role in a child's behavior. There are opposing studies showing that self-esteem has no effect on learning and behavior in children with and without exceptionalities. There was no information found that state high self-esteem has a negative effect on learning or motivation in children with exceptionalities or without exceptionalities. Regardless of whether or not one agrees that self-esteem affects learning and behavior in children with exceptionalities, it is important that educators find ways to help all children with exceptionalities, as well as without exceptionalities, improve their self-esteem thereby possibly helping improve learning, behavior, and motivation. One possible way to help raise self-esteem in children with exceptionalities is the use of magic tricks inside and outside the classroom. Incorporating the use of magic tricks in lessons seems to motivate learning. The information on the use of using magic tricks to raise self-esteem is limited to few articles and only one study. While the information on using magic to improve self-esteem in children with exceptionalities is limited, the information collected to date all state positive results using magic tricks to not only raise self-esteem but to also to motivate learning in children with exceptionalities.B.S.
Bachelors
Education and Human Performance
Exceptional Education
29
Rousseau, Julie. "Relations interethniques et identité à l'école primaire : effet du groupe ethnique, de l’âge et du contexte scolaire." Thesis, Bordeaux 2, 2009. http://www.theses.fr/2009BOR21666/document.
Full textAbstract:
Les relations interethniques, qu’elles soient intergroupes comme les attitudes interethniques ou interpersonnelles comme les choix affiliatifs, prennent une place déterminante dans la construction de l’identité de l’enfant, en raison de leur influence sur l’estime de soi et l’identification ethnique. L’enfant français grandit dans un environnement qui offre une diversité de groupes culturels, issus ou non de l’immigration. En étudiant certains aspects de l’identité et des relations interethniques des enfants français scolarisés en primaire, l’objectif de cette recherche est vérifier différents modèles théoriques compte tenu de critères tel que l’appartenance ethnique, le contexte scolaire et l’âge. Pour cela, nous avons mesuré pour chaque enfant, leur niveau d’estime de soi et d’identification ethnique, les biais dans leur choix affiliatifs ainsi que les attitudes implicites et explicites exprimées à l’égard des différents groupes ethniques qui les entourent. L’échantillon comporte 447 enfants de CE1 et de CM1 provenant de trois groupes ethniques français, maghrébin et africain scolarisés dans trois contextes scolaires, classes monoculturelles françaises, classes à 50 % françaises et classes multiculturelles. Le lien entre l’identification ethnique, les attitudes interethniques et l’estime de soi varie selon les groupes ethniques et le contexte scolaire. L’estime de soi est liée principalement à l’âge. Les deux groupes issus de l’immigration diffèrent dans leurs attitudes interethniques. Les attitudes interethniques des enfants reflètent en partie les images véhiculées sur les groupes issus de l’immigration. Les enfants partagent une perception commune positive envers les groupes d’origine française et africaine et négative envers les groupes d’origine maghrébine. Un contexte scolaire multiculturel n’entraîne pas plus de biais interethniques dans les choix affiliatifs ni d’attitudes plus positives envers les groupes d’origine maghrébine, mais plutôt une plus forte identification ethnique. Les biais dans les choix affiliatifs ne sont pas influencés par les attitudes interethniques, les enfants ne font pas de biais endo ou exo-groupes dans leurs choixInterethnic relationships, whether they are intergroups as interethnic attitudes or interpersonal as affiliative choices, take a major role in the construction of child's identity, due to their influence on self-esteem and ethnic identification. French children grow in an environment offering a diversity of several cultural groups coming from immigration or not. Through the study of certain aspects of French children’s identity and interethnic relationships, the purpose of this research is to confirm several theoretical models upon criteria such as ethnic membership, school context and age. Indeed, for each child we scaled his level of self-esteem and ethnic identification, the biases he could show in his affiliative choices and his explicit and implicit attitudes towards the various ethnic groups around him. The sample is composed of 447 children in second and fourth grades, coming from three different ethnic groups: French, Maghrebian and African; schooled in three different contexts: French-monocultural classes, 50% French classes, and multicultural classes. The link between ethnic identification, interethnic attitudes and self-esteem differ according to ethnic groups and school context. Self-esteem is mainly linked with age. The two groups coming from immigration don’t show the same interethnic attitudes. Children’s interethnic attitudes partially match the stereotypes about groups coming from immigration. The children share a common positive vision towards French and African groups and a negative one towards Maghrebians. A multicultural school context doesn’t mean more interethnic biases in affiliative choices neither positive attitudes towards Maghrebians, but foster a strong ethnic identification. Affiliative choices biases are not linked with interethnic attitudes, children don’t show endo or exo-group biases in their choices
30
Walker, Steven. "Multi-ethnic Students' Adaptation to College as a Function of Motivation, Self-efficacy, Self-esteem, and Ethnic Identity." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1010.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
31
Smith, Emily. "High-risk sexual behavior of college sutdents and its effects on self-esteem." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1497.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Nursing
Nursing
32
Briggs, Jessie C. "Reconstruing past selves following threats to self-esteem and effects on construal level." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/595084.
Full textAbstract:
PsychologyPh.D.
Previous research on Temporal Self-Appraisal Theory demonstrated that people make downward comparisons to their past selves. Researchers have discussed this tendency to denigrate past selves as a self-esteem maintenance strategy; however, little research has been done on how people recall their past selves following active threats to their self-esteem. Reconstruing one’s past self for self-enhancement may lead to changes in construal level. I conducted three studies in which participants were randomly assigned to either an intelligence self-esteem threat or control condition and then tasked to recall an autobiographical memory, rate attributes of their recalled past self, and complete a measure of construal level. In the pilot study (N = 113), participants were free to recall any memory of their choosing. In Studies 1 and 2, participants recalled and rated two memories from early high-school: pre- and post-threat manipulation. Participants in Study 1 (N = 240) recalled their academic experience, while participants in Study 2 (N = 243) recalled their interpersonal relationships. A pattern emerged across studies suggesting that when people recall autobiographical memories related to the domain in which their self-esteem has been threatened (an academic memory and intelligence threat), threatened participants are more likely to denigrate their past selves (lower endorsement of positive self-attributes post-manipulation than pre-test) than controls in threat-relevant traits (competence, knowledge). This pattern is accompanied by an increased likelihood to recall positive transformations and periods of growth, as opposed to stability. However, a relationship with construal level was not observed. Further, when people recall autobiographical memories unrelated to the domain in which their self-esteem has been threatened (an interpersonal memory and intelligence threat), threatened participants are more likely to idealize their past selves (higher endorsement of positive self-attributes post-manipulation than pre-test) than controls in threat-irrelevant traits (likeable, attractive). However, this pattern was only observed for those who demonstrated fixed mindsets, emphasizing stability, and was not associated with an impact on construal level.
Temple University--Theses
33
Wrend, Noel E. Thomas. "The development of intergroup bias in children to ambivalent sexism in adults : a study of the role of self-esteem." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1055.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
34
Levin, Darren S. "Examining the Efficacy of the Empowered Curriculum of Self-Determination for Adolescents with Visual Impairments." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/89698.
Full textAbstract:
School PsychologyPh.D.
Students with visual impairments represent less than one-tenth of one percent of the total student population (Ferrell, 2005) yet require skills in self-determination that are prerequisite to accessing the core academic curriculum. Self-determination reflects "a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior" (Field, Martin, Miller, Ward, & Wehmeyer, 1998, p. 2) and "involves knowledge of self and the environment, decision-making, problem solving, goal setting, personal advocacy, communication skills, self-control, and knowledge of how to interact with the environment to achieve desired outcomes" (Cleveland et al., 2007, p. xi). Unfortunately, students with visual impairments are often denied the opportunities to learn these fundamental skills, thus denying them an appropriate education as outlined via federal initiatives such as The Rehabilitation Act Amendments and IDEA 2004. The purpose of the current study was to evaluate the effectiveness of the Empowered Curriculum, a comprehensive, experiential program designed to improve the self-determination skills of adolescents with visual impairments. Thirty secondary students with visual impairments participated in the study. Pre-intervention and post-intervention measures that addressed self-determination skill acquisition, self-esteem, and self-concept were provided to the students. Students were assigned to either an experimental group or a control group. The results suggested that the students who received the intervention did not improve their self-determination skills, self-esteem, or self-concept. Future directions are discussed.
Temple University--Theses
35
Winter, Patricia J. "Effects of experiential music therapy education on student's reported empathy and self-esteem: A mixed methods study." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/226029.
Full textAbstract:
Music TherapyPh.D.
There has been a limited amount of research on the use of experiential education with music therapy students. Most of the research conducted has focused on the experiences of graduate level students. The purpose of this mixed methods study was to understand the potential effect of experiential music therapy education on undergraduate and graduate equivalency students' reported empathy and self-esteem. Five undergraduate and five graduate equivalency students were enrolled in a music therapy course in which they were asked to role-play the therapist and the client in mock music therapy sessions. Undergraduate participants completed the Davis Interpersonal Reactivity Index (IRI) and the Janis-Field Feelings of Inadequacy Scale (Janis-Field) as pre and posttest measures. Undergraduates also provided responses to elicited journal questions and participated in a semi-structured telephone interview. Graduate participants completed the IRI and the Janis-Field as a posttest measure after the completion of the semester, provided responses to elicited journal questions, and participated in a semi-structured telephone interview. There were no significant changes from pretest to posttest for undergraduate students and no significant relationships between the posttest scores of undergraduate and graduate participants. Qualitative data analysis for undergraduate and graduate students indicated that participants were able to identify changes in their own empathy and self-esteem as a result of the role-playing experiences. Implications for further research are discussed.
Temple University--Theses
36
Donnelly, Reesa. "THE RELATIONSHIP OF PARENT AND CHILD SELF-TALK IN A COLLEGE SAMPLE." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2240.
Full textAbstract:
Research has demonstrated the importance of early social interactions in the development of self-talk. It does not appear, however, that existing research has examined the relationship between parents' self-talk and the self-talk that develops in their children. This study examined the relationship between self-talk in parents and their college-age children. Results revealed significant relationships between students' and parents' positive self-talk, but not negative self-talk. Marginal relationships were found for self-talk ratios (ratios of positive and negative self-talk). Maternal communication was found to mediate the relationship between students' and their mothers' positive self-talk. Different trends also were noted between genders. Finally, self-talk was related significantly to depression, anxiety, and self-esteem. Overall, results of this study emphasize the relationship between parents' and their children's positive self-talk and the importance of self-talk in psychological functioning. These findings lend promise to the possibility of modifying parents' self-talk and communication as a way to modify their children's self-talk and psychological functioning.M.S.
Department of Psychology
Arts and Sciences
Psychology
37
Prentice, Sarah. "Perceived stress, adjustment, emotional and behavioral functioning, and self-esteem among college freshman and the role of parental support." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/900.
Full textAbstract:
This current study examined the relationships among Freshmen students' contact with their parents, stress, adjustment, emotional and behavioral functioning, and self-esteem. As part of this study, 121 ethnically diverse college Freshmen completed measures assessing the aforementioned variables. Analyses of variance suggested that college Freshmen varied in their ratings of these variables based on their gender and living situation(i.e., whether they lived on campus, in the community, or in their parents' home). Correlational analyses suggested that there were significant relationships among parental involvement and college students' stress, adjustment, emotional and behavioral problems, and self-esteem. Hierarchical regression analyses suggested that gender, living situation, parental support, and perceived stress were valuable predictors of college students' outcomes. This information will serve to provide insight into mechanisms by which parents can help foster more positive outcomes for their college students.B.S.
Bachelors
Sciences
Psychology
38
Rozelle, Heather. "Father-Daughter Relationship in Divorced and Non-Divorced Families with Respect to Self-Esteem, Fear of Intimacy, and Views on Relationships." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/800.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Arts and Sciences
Psychology
39
Makar, Kathryn. "Predictors of Students' Academic Performance." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216590.
Full textAbstract:
Educational PsychologyPh.D.
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.
Temple University--Theses
40
Dasgupta, Kabir. "Essays on Mental Health and Behavioral Outcomes of Children and Youth." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/394605.
Full textAbstract:
EconomicsPh.D.
This dissertation incorporates three essays related to youth’s health and human capital outcomes. The first two essays investigate the impacts of important public policies on adolescents’ mental health and risky behavioral outcomes. Essay three examines the effects of mothers’ non-cognitive skills on children’s home environment qualities and their cognitive and behavioral outcomes. Domestic violence is a large public issue in the United States. Chapter 1 investigates the effectiveness of warrantless arrest laws enacted by states for domestic violence incidents on multiple youth mental and behavioral outcomes. Under these laws, police officers can arrest a suspect without a warrant even if they did not witness the crime. Although young women remain at the highest risk of victimization of domestic violence, children ages 3 to 17 years are also at elevated risk for domestic violence. Further, over 15 million children witness domestic violence in their homes every year in the United States. Exposure to domestic violence is associated with various social, emotional, behavioral, and health-related problems among youth. Using variation in timing of implementation of the arrest laws across states, I utilize differences-in-differences analyses in multiple, large-scale data sets of nationally representative samples of youth population to study the impact of the laws on a number of youth mental and behavioral outcomes. Results indicate the presence of heterogeneity with respect to the impact of states’ arrest laws on the outcomes studied. The study is useful for policymakers as it provides important evidence on the effectiveness of state measures designed to reduce domestic violence. The estimates obtained in the analyses are robust to multiple sensitivity checks to address key threats to identification. Chapter 2 empirically examines the effects of state cyberbullying laws on youth outcomes with respect to measures of school violence, mental health, and substance use behavior. Electronic form of harassment or cyberbullying is a large social, health, and education issue in the United States. In response to cyberbullying, most state governments have enacted electronic harassment or cyberbullying law as a part of their bullying prevention law. The analysis uses variation in the timing of implementation of cyberbullying laws across states as an exogenous source of variation. Using nationally representative samples of high-school teenagers from national and state Youth Risk Behavior Surveys, the study finds evidence of a positive relationship between adoption of cyberbullying laws and students’ reporting of certain experiences of school violence, mental health problems, and substance use activities. Regression analyses also study the effects of some important components of state cyberbullying laws. Finally, this study examines the sex-specific impacts of cyberbullying laws and its components on youth. The causal estimates are robust to the inclusion of multiple sensitivity checks. This study provides evidence on the efficacy of public measures designed to address cyberbullying among school-age children. Chapter 3 utilizes matched data from National Longitudinal Surveys of Youth (NLSY79) and Children and Young Adults (NLSY79 CYA), to estimate the impact of mothers’ self-esteem on young children’s home environment qualities that enhance early childhood cognitive functioning and extend better emotional support. The estimates suggest that mothers with higher self-esteem provide better home environment to their children during early stages of childhood. The results are robust across different estimation methods, empirical specifications, and demographic groups. This study also finds that mothers with higher self-esteem are more likely to engage in parental practices that support young children’s cognitive and emotional development. Further analysis shows that mothers' self-esteem has a causal relationship with cognitive and behavioral outcomes of school-age children. The results obtained in this study indicate that early childhood development policies directed towards enhancement of non-cognitive skills in mothers can improve children’s human capital outcomes.
Temple University--Theses
41
Poteau, Stephen Rene. "Implicit Cognition and Terror Management Theory: The Utility of Indirect Measurement In Understanding Death-Related Defense Mechanisms." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/47365.
Full textAbstract:
PsychologyPh.D.
The current paper was an attempt to study the defense mechanisms of terror management theory (TMT) via implicit cognition/indirect measures. In Study 1, an American and Foreign Single-Category Implicit Association Test (SC-IAT) and an American-Foreign Implicit Association Test (IAT) were used to assess implicit attitudes toward patriotism in an attempt to predict the worldview defense of patriotism in the TMT paradigm. It was hypothesized that these indirect measures would be predictive of the occurrence and strength of the worldview defense among participants primed with thoughts of mortality and not control participants. The cultural worldview defense commonly found in TMT did not arise, which precluded testing the efficacy of indirect measures as predictors. Explanations as to why the worldview defense did not arise and modifications to the design of the study are proffered. In Study 2, the automaticity of the self-esteem bolstering construct postulated by TMT was examined via an indirect measure of self-esteem (i.e., the self-esteem SC-IAT) and a measure of state self-esteem (i.e., the modified Rosenberg Self-Esteem Scale). It was hypothesized that these measures of self-esteem would capture automatic self-esteem bolstering among participants primed with thoughts of mortality and not control participants. Both measures of self-esteem failed to capture the automaticity of the appearance of self-esteem bolstering following a mortality salience manipulation. Explanations for the lack of detection of self-esteem bolstering and suggestions for future research into the self-esteem bolstering construct within the TMT paradigm are discussed. Finally, factors central to the successful incorporation of indirect measures into the TMT paradigm are addressed.
Temple University--Theses
42
Sahu, Subir. "THE PRESSURE TO BE PERFECT: A PATH ANALYSIS INVESTIGATING THE EFFECTS OF INSTITUTIONAL RESOURCES ON SELF-ESTEEM AND ENGAGEMENT OF ASIAN COLLEGE STUDENTS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/181847.
Full textAbstract:
Urban EducationPh.D.
This study researches the involvement and engagement of Asian college students in the United States. Utilizing Astin's Theory of Student Involvement, Tinto's Interactionalist Theory, and the Model Minority Stereotype as its theoretical foundation, this study examines if colleges and universities are truly engaging its Asian student populations through the variables of mentorship relationships, involvement inside and outside of the classroom, and leadership opportunities. The study takes the additional step of examining intra-group variability among Asian students, in an effort to determine if different ethnic group memberships and generation/citizenship status play a role in the experience of Asian college students. Using data from the 2009 Multi-Institutional Study of Leadership Survey, the study utilizes path analysis to build a path model linking the aforementioned variables with self-esteem and self-confidence.
Temple University--Theses
43
Myers, Rachel Kathryn. "Childhood Witnessing of Intimate Partner Violence (IPV) And Early Adulthood IPV Among Urban Women." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/377989.
Full textAbstract:
Public HealthPh.D.
Annually, more than 15 million U.S. children witness intimate partner violence (IPV) in their homes between caregivers. Witnessing IPV during childhood has been associated with increased risk of adulthood IPV victimization, although this relationship has most commonly been examined among older populations of white adults (McKinney, Caetano, Ramisetty-Mikler, & Nelson, 2009; Straus, 1989; Whitfield, Anda, Dube, & Felitti, 2003), not minority women who experience a disproportionately high burden of IPV victimization (Breiding, Chen, & Black, 2014). It also is unclear whether there are specific characteristics of childhood witnessing of IPV that may aid in understanding the increased probability of IPV victimization observed among young, minority women. This study examined associations between four characteristics of childhood witnessing of IPV (direction of violence witnessed, academic disruption, fearfulness, and frequency) and adulthood physical and sexual IPV victimization. Further, psychosocial moderators of these associations were examined. Existing data collected from 315 women residing in North Philadelphia were analyzed. Overall, 28% of women witnessed IPV during childhood and nearly one in four women reported IPV victimization. Among these women there was diversity with regards to the characteristics of witnessing reported. Unadjusted associations observed that women who witnessed bidirectional IPV, experienced academic disruption, or reported fearful witnessing were significantly more likely to experience adulthood IPV victimization than women who did not witness IPV during childhood. After adjusting for covariates, these witnessing characteristics were no longer significantly associated with adulthood IPV victimization; however, the risk of adulthood IPV victimization was consistently related to current depressive symptoms and substance use. Modest support for effect modification by low self-esteem was observed. A significant difference in the predicted probability of adulthood IPV victimization was observed among women reporting bidirectional childhood witnessing of IPV and high self-esteem in adulthood compared to women reporting bidirectional witnessing and low self-esteem (difference=0.51, 95% CI: 0.06, 0.95, p=0.027). Childhood abuse was associated with greater probability of adulthood IPV victimization regardless of the frequency of childhood witnessing of IPV (aOR=5.8, 95% CI: 2.2, 13.6). Given the high prevalence of childhood witnessing of IPV observed in this study, these findings highlight the importance of screening for childhood IPV witnessing. In addition, these results suggest particular groups of urban women who may be at highest risk for adulthood IPV victimization, including those experiencing depressive symptoms, substance use, and a history of childhood abuse. Identifying adolescents and young adults with these characteristics and providing early prevention services may reduce the probability of future IPV victimization among young, sexually active urban women. Additionally, examining the role of low self-esteem during child- and adulthood may inform efforts to prevent IPV victimization. These findings highlight the need for prospective, longitudinal studies of urban children and adolescents to examine the complex causal pathways between childhood witnessing of IPV, psychosocial characteristics, and adulthood IPV victimization.
Temple University--Theses
44
Kirst, Laura K. "Investigating the relationship between assertiveness and personality characteristics." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/449.
Full textAbstract:
Assertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience, agreeableness, and conscientiousness), self-esteem, social anxiety, and shyness to update past research findings. Participants completed the College Self-Expression Scale, the IPIP representation of the NEO PI-R, the Rosenberg Self-Esteem Scale, the Brief Fear of Negative Evaluation Scale, and the Revised Cheek and Buss Shyness Scale. It was hypothesized that assertiveness would correlate positively with extraversion, openness to experience, conscientiousness, agreeableness, and self-esteem. Assertiveness was further hypothesized to correlate negatively with neuroticism, social anxiety, and shyness. Results revealed direct relationships between assertiveness and self-esteem, extraversion, openness to experience, and conscientiousness, as well as inverse relationships to neuroticism, shyness, and fear of disapproval. No significant relationship was found between assertiveness and agreeableness. This study aimed to advance the understanding of the complex personality structure of low-assertive individuals.B.S.
Bachelors
Sciences
Psychology
45
Plaza, Diego. "Perceptions of the consumption of sexually-explicit material as an act of infidelity in the context of college romantic relationships and their connection to population variables." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/603.
Full textAbstract:
This study sought to examine whether individuals perceive the consumption (i.e., viewing) of sexually-explicit material (SEM) as an act of infidelity. The study also looked into whether ethnicity, sexual orientation, religiosity, self-esteem, and femininity/masculinity influence this opinion. As an extension of the study, the participants' susceptibility for jealousy, general attitudes toward infidelity, attitudes toward SEM, opinion toward sexuality, and fear of abandonment were also analyzed. Social desirability was also used to find people's tendency to give socially desirable answers to questions related to sexuality. A statistical analysis of the study's results showed that religiosity significantly predicted opinions toward SEM as an act of infidelity. All other demographic values did not have significant predictability. An exploratory analysis showed that participants who think that viewing SEM is an acceptable behavior, are sexually liberal, use the internet for sexual purposes, and are less inclined to suffer jealousy in relationships were the most likely to believe that viewing SEM is not an act of infidelity.B.S.
Bachelors
Sciences
Psychology
46
Drake, Emily Eiwen. "Method of Infant Feeding as a Predictor of Maternal Responsiveness." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1099.
Full textAbstract:
Infants need to develop effective, secure attachment to their primary caregivers in the first year of life. Researchers have not been able to identify all the factors that may influence the development of infant attachment. Most of the studies in this area have been done without regard to infant feeding as a potential factor. Maternal responsiveness appears to be key in the child's development of secure attachment behaviors, yet even after decades of research on infant attachment and maternal responsiveness, there is little evidence available to assist with early identification of families at risk and few interventions known to be effective in promoting maternal responsiveness.The research questions for this study were: 1) Do mothers who exclusively breastfed their infants for at least 6 weeks report more maternal responsiveness behaviors 2-4 months after delivery compared to mothers who exclusively formula feed their infants? 2) How well does breastfeeding duration predict self-reported maternal responsiveness at 2-4 months once socio-demographics and maternal characteristics (i.e., self-esteem, satisfaction with life) are statistically controlled?A cross-sectional survey design was used to assess the variables of maternal responsiveness, feeding patterns, and maternal characteristics in a convenience sample of 200 mothers in the first 2-4 months after delivery. The 60-item instrument included scales to measure maternal responsiveness (MIRI: Amankwaa et al., 2002), self-esteem (RSE: Rosenberg, 1965), and satisfaction with life (SWLS: Diener et al., 1985) as well as infant feeding and socio-demographic questions. A mixed mode data collection strategy was used combining Internet data collection with traditional paper-and-pencil survey methods.Somewhat surprisingly, mothers who exclusively breastfed for at least 6 weeks did not report any more maternal responsiveness behaviors compared to mothers who formula fed their infants. Hierarchical multiple regression analysis revealed that satisfaction with life, self-esteem, and parity, but not breastfeeding, explained a significant portion of the variance in self-reported maternal responsiveness scores. Further research in this area is needed. It should be noted that this is one of few studies of maternal responsiveness using a self-report instrument and may also be the first study of maternal responsiveness using Internet data collection.
47
"Surface acting and employees' well being: the moderating roles of personal self esteem and collective self esteem across cultures." 2014. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292011.
Full textAbstract:
Sio, Teng.Thesis M.Phil. Chinese University of Hong Kong 2014.
Includes bibliographical references (leaves 43-53).
Abstracts also in Chinese.
Title from PDF title page (viewed on 15, December, 2016).
48
"Life satisfaction in Chinese people: the contribution of collective self-esteem." 2000. http://library.cuhk.edu.hk/record=b6073279.
Full textAbstract:
Liwei Zhang."23, July, 2000."
Thesis (Ph.D.)--Chinese University of Hong Kong, 2000.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.
49
"An Exploratory Development of a Bantu Informed Collective Self-Esteem Scale for African American Youth." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53712.
Full textAbstract:
abstract: Collective self-esteem is defined as the aspect of identity that relates to how one evaluates the value or worth of the social group to which they belong (Luttanen and Croker, 1992). For African American youth, little research has been conducted to understand how they assess the value or worth they place on their ethnic social grouping as opposed to their racial identity (Hecht, Jackson, & Ribeau, 2003). Moreover, African American scholars for decades have theorized about the importance of applying African centered frameworks to ground community solutions for these youth. Drawing from both the African centered and collective self-esteem literature, the purpose of the present study is to develop a measure of collective self-esteem derived from an African framework to examine its relationship with African American youths’ ethnic identity perceptions. The first phase of the study consisted of a content analysis to generate a pool of items derived from Bantu philosophical text. The second phase consisted of cognitive interviewing to understand the mental processing of African American youth answering the developed items. In the final phase, an exploratory factor analysis was conducted to identify the factor structure of the tested items. A single factor was identified, which was strongly correlated with African American youth perceptions of ethnic belonging further supporting that self-perceptions amongst African American youth is associated with how they positively or negatively perceive their ethnic identity.Dissertation/Thesis
Doctoral Dissertation Social Work 2019
50
HUANG, PAO-HUI, and 黃寶輝. "The Influence of Occupational Discrimination on the Soldiers Group Cohesion︰Collective Self-Esteem as a moderator." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6qg4s7.
Full textAbstract:
碩士國防大學政治作戰學院
心理碩士班
107
Group cohesion is one of the important indicators for measuring the combat capabilities of the ROC military. Since the Hung Chung-chiu’s incident, the public has discriminated against the soldiers. Thus, how to maintain the group cohesion of the troops will be the most important issue in the warfare political work. This study explored the effect of the soldier's sense of perceived discrimination on the group cohesion, and examined the possible effects of collective self-esteem involved in the relation aboved. By adopting a mixed two-factor experimental design, the researcher sampled conveniently 908 commissioned officers, non-commissioned officers and soldiers who were under Lieutenant Colonel. A revised "Perceive Discrimination Scale" and a self-made "Self-Assessment Scale" were used as a research tools. The results showed that: 1. In the battlefield situation or not, the occupational discrimination had a negative impact on group cohesion；2. In the battlefield situation or not, the collective self-esteem had no significant impact on group cohesion；3. Enhancing soldiers’ collective self-esteem could mitigate the negative impact of the occupational discrimination on group cohesion. Accordingly, the collective self-esteem of the soldiers could be used to regulate the negative impact of the occupational discrimination on group cohesion. It is suggested that future study could further explore the impact of different levels of occupational discrimination, or use meta-analysis to find the most effective way to improve collective self-esteem in order to alleviate the negative impact of military occupational discrimination.