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Dissertations / Theses on the topic 'Self-concepts'

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Published: 4 June 2021

Last updated: 15 June 2024

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1

Erdmann, Amy. "Preschoolers' self-concepts are they accurate? /." Connect to resource, 2006. http://hdl.handle.net/1811/21903.

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Thesis (Honors)--Ohio State University, 2006.
Title from first page of PDF file. Document formatted into pages: contains 40 p. Includes bibliographical references (p. 22-24). Available online via Ohio State University's Knowledge Bank.

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2

Thomas, Emyr Vaughan. "Wittgensteinian descriptivism and concepts of self-renunciation." Thesis, Open University, 1997. http://oro.open.ac.uk/57717/.

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Part I presents a systematic presentation of what is termed 'the Wittgensteinian position', broken down into eight theses, each of which is thought of as intrinsic to self-renouncing faith. Part II consists of three case-studies examining the conception of self-renouncing faith found in the works of Francois Mauriac, Georges Bernanos, and Patrick White. Distinct divergencies from many of the Wittgensteinian theses are unearthed. Part III traces the roots of each of the Wittgensteinian theses to their sitz im leben in a strain of neo-Romanticism centred on securing independence of the world. Connections are made to Tolstoy, Emerson, Rilke, Trakl and Von Hofmannsthal. Part IV argues that each case study in Part II runs counter to the Wittgensteinian position in one of three ways: (1) not having some theses which are proposed by the Wittgensteinian position to be intrinsic to self-renouncing faith; (2) deeming some theses which are proposed by the Wittgensteinian position to be intrinsic to self-renouncing faith as either (2.1) not inherently selfrenouncing or (2.2) actually incompatible with the understanding of selfrenunciation exemplified in the case-study; (3) having a different logical structure to its model of self-renouncing belief from that of the Wittgensteinian position. Points (1), (2) and (3), and particularly points (2.1) and (2.2), suggest that self-renouncing faith is not the unitary phenomenon assumed by the Wittgensteinian position. The casestudies represent three distinct models of self-renouncing faith. These models have no place for the self-concern that characterises the Weltbild of self-concern with which the Wittgensteinian position is impregnated. There follows a broad discussion of the implications of the above findings for the Wittgensteinian position, including Wittgenstein's status as a religious thinker, the way a descriptivist methodology should be understood, the blanket exclusion of the metaphysical from religious belief and the over-simple portrayal of religious belief as a conceptual orientation to the world.

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3

Boger, Emma. "Self-management following stroke : concepts and measurement." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/362824/.

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Stroke is a major cause of disability world-wide, representing a significant health and social burden (Feigin et al., 2009). Self-management has potential importance for reducing the personal and health service impact of illness, but is yet to be fully understood or measured in stroke (Boger et al., 2013, Jones & Riazi, 2011).This research sought to develop a new patient-reported outcome measure (PROM) of self-management following stroke. A mixed methods paradigm with three distinct phases was adopted. Focus group methodology (n=28) first explored self-management from the perspectives of people following stroke and informed the content of a preliminary PROM. Three key themes identified from the data affect stroke self-management; Individual capacity; Support for self-management and Self-management environment. Following the focus group enquiry, the preliminary PROM item pool consisted of 57 items relating to Individual Capacity. Cognitive Interviewing methodology (n=11) was next employed to refine the item pool and explore acceptability of the items. Finally, the revised PROM was subject to psychometric evaluation using responses from a nationally derived sample (n=87). Mokken scale analysis and correlations with additional outcome measures of theoretical importance were used to identify scale structure and investigate reliability and validity. The subsequent PROM, the Stroke Self-Management Questionnaire (SSMQ) forms a unidimensional Mokken scale which measures the construct of self-management competency. The SSMQ possesses excellent internal consistency reliability (Mokken r 0.89), test retest reliability (ICC 0.928) and represents a valid tool for the evaluation of stroke self-management interventions.

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4

Riley, Mary K. "THE EMERGENT SELF: RESONATING THEMES IN CONFUCIAN AND MEADEAN CONCEPTS OF SELF." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302117989.

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5

Laschewsky, André. "Molecular concepts, self-organisation and properties of polysoaps." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2008/2689/.

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The article reviews water-soluble polymers characterized by surfactant side chains, and related amphiphilic polymers. Various synthetic approaches are presented, and rules for useful molecular architectures are given. Models for the self-organization of such polymers in water are presented comparing them with the micellization of low molecular weight surfactants. Highlighting key properties of aqueous polysoap solutions such as viscosity, surface tension and solubilization power, some structure-property relationships are established. Further, the formation of mesophases and of superstructures in bulk is addressed. Finally, the functionalization of polysoaps, and potential applications are discussed.

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6

Johnson, Melanie Kay. "Effects of family structure on children's self-concepts." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/495215.

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The purpose of this study was to examine the effects of family structure (intact, stepparent, and single-parent) on children's self-concepts using Parish & Parish's Personal Attribute Inventory for Children (PAIC). A review of the literature indicated that there seemed to be a trend for children living in single-parent families and stepfamilies to have a lower self-concept when compared to children living in intact homes.Participants in the present study were one hundred ninety-nine (199) students in grades 7 through 12 attending Burris Laboratory School. All were given the PAIC and a demographic questionnaire during their usual class times. A 3 X 3 (family structure by grade level) and a 3 X 2 (family structure by sex) factorial design analysis of variance was computed utilizing the .05 level of confidence. Although a trend was noted for students from stepfamilies to check fewer positive adjectives on the PAIC, they did not differ significantly from the means of children from single-parent or intact families. Adjectives actually chosen by children in each of the three family structures were also identified in an attempt to determine the relationships between the adjectives checked and the family structure. sex, and grade level of the student.

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7

Lan, Yu-ling. "Exploring Taiwanese undergraduates' self-concepts : validity and cultural relevance /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7547.

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8

Perry, S. Marshall. "Shaping self-concepts : ability grouping and middle school students /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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9

Sparks, Paul. "The interpretation of dispositions." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253393.

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10

Lo, Man-fai, and 盧曼輝. "Concepts of self amongst secondary school pupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31207819.

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11

Pang, Jody Wing Chung. "Development and evaluation of self-repair concepts for composite materials." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419208.

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12

Schiefer, Philipp. "Self-healing concepts involving fine-grained redundancy for electronic systems." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11501/.

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The start of the digital revolution came through the metal-oxide-semiconductor field-effect transistor (MOSFET) in 1959 followed by massive integration onto a silicon die by means of constant down scaling of individual components. Digital systems for certain applications require fault-tolerance against faults caused by temporary or permanent influence. The most widely used technique is triple module redundancy (TMR) in conjunction with a majority voter, which is regarded as a passive fault mitigation strategy. Design by functional resilience has been applied to circuit structures for increased fault-tolerance and towards self-diagnostic triggered self-healing. The focus of this thesis is therefore to develop new design strategies for fault detection and mitigation within transistor, gate and cell design levels. The research described in this thesis makes three contributions. The first contribution is based on adding fine-grained transistor level redundancy to logic gates in order to accomplish stuck-at fault-tolerance. The objective is to realise maximum fault-masking for a logic gate with minimal added redundant transistors. In the case of non-maskable stuck-at faults, the gate structure generates an intrinsic indication signal that is suitable for autonomous self-healing functions. As a result, logic circuitry utilising this design is now able to differentiate between gate faults and faults occurring in inter-gate connections. This distinction between fault-types can then be used for triggering selective self-healing responses. The second contribution is a logic matrix element which applies the three core redundancy concepts of spatial- temporal- and data-redundancy. This logic structure is composed of quad-modular redundant structures and is capable of selective fault-masking and localisation depending of fault-type at the cell level, which is referred to as a spatiotemporal quadded logic cell (QLC) structure. This QLC structure has the capability of cellular self-healing. Through the combination of fault-tolerant and masking logic features the QLC is designed with a fault-behaviour that is equal to existing quadded logic designs using only 33.3% of the equivalent transistor resources. The inherent self-diagnosing feature of QLC is capable of identifying individual faulty cells and can trigger self-healing features. The final contribution is focused on the conversion of finite state machines (FSM) into memory to achieve better state transition timing, minimal memory utilisation and fault protection compared to common FSM designs. A novel implementation based on content-addressable type memory (CAM) is used to achieve this. The FSM is further enhanced by creating the design out of logic gates of the first contribution by achieving stuck-at fault resilience. Applying cross-data parity checking, the FSM becomes equipped with single bit fault detection and correction.

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Lo, Man-fai. "Concepts of self amongst secondary school pupils in Hong Kong /." [Hong Kong] : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12326239.

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14

Yeung, Fung-yi. "Academic, social and general self-concepts of students with learning disabilities." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23476576.

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15

Nahdee, Russell. "The liberal ideal and aboriginality, concepts of citizenship and self-determination." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/MQ52618.pdf.

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16

Fong, Wai-tsz Ricci. "Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B39872798.

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17

Yeung, Fung-yi, and 揚鳳儀. "Academic, social and general self-concepts of students with learning disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962671.

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18

Fong, Wai-tsz Ricci, and 方蔚子. "Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007925.

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19

Fanlo, Pinies Maria Pilar. "The mind styles and self-concepts of characters in prose fiction." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440403.

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20

LaDuke, Sheri L., Stacey Williams, and Jodi Polaha. "Merging Social and Clinical Concepts: Self-Compassion and Acceptance and Action." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6584.

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21

LaDuke, Sheri L., and Stacey Williams. "Merging Social and Clinical Concepts: Self-Compassion and Acceptance and Action." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8364.

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Given that the National Institute of Health is currently focusing on a translational approach to research, the fields of clinical and social psychology have been coming together to foster mutual understandings of shared concepts. Acceptance and action, two processes in Acceptance and Commitment Therapy, are prevalent in the clinical research and literature following the advent of 3rd wave (cognitive and behavioral) therapies. During this same time self-compassion, or the concept that internal states should be accepted by the individual as only responses to the environment and that the individual should continue to act on value directed goals, has been gaining credibility in the social psychology literature. Self-compassion combines mindfulness, recognition of a common humanity, and self-kindness. The current study focuses on selfcompassion and acceptance and action.. These two concepts share similarities by way of encouraging the individual to look at situations and reactions objectively and accept the negative aspects as part of the human experience not as a reflection of self. These two concepts may be particularly relevant when dealing with a stigmatizing characteristic or situation. Specifically, the individual at risk for perceiving stigma may engage these tools to understand that others experience similar situations and that their internal reactions are part of the human condition. Thus, the implementation of such concepts could mitigate some of the negative aspects of stigma. The current study looks at self-compassion and acceptance and action in the context of parental reactions regarding their children’s behavioral concerns. Specifically, we look at parents’ stigma of their child’s behavior, stigma of seeking help for their child, and willingness to seek help. Initial analysis of this cross-sectional data revealed that among parents, higher scores on acceptance and action, as well as self-compassion, predicted lower perceived stigma of the problem behavior. Additionally, parents’ stigma of seeking help for their child’s behavior predicted willingness to seek help, suggesting that in addition to logistical barriers (e.g., transportation, availability of services) to seeking help for their children, parents may also face social psychological barriers. These findings identify specific concepts that may influence parents’ perception of stigma and willingness to seek services that can be targeted to increase service use for children with behavioral problems. Discussion will surround the specific settings in which parents are willing to seek services (doctor’s office versus mental health facility) and the roles of self-compassion and acceptance in reducing stigma in order to enhance service seeking.

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22

Chang, Li-chun. "The development of racial attitudes and self-concepts of Taiwanese preschoolers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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23

Houvouras, Shannon Krista. "Negotiated concepts body, mind, emotions and self in women's childbearing narratives /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004329.

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24

McGuire, Jenifer Kristine. "Young adult sexual styles: Links to concepts of self and others." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280435.

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Sexual identity is examined in terms of three distinct parts: sexual style, self-concept in relational and sexual domains, and concepts of relationships and partners. Sexual style, the first component of sexual identity in this study, is defined operationally to include numerous features of sexual behavior and attitudes about behavior. Self-concept in relational and sexual domains is the second component of sexual identity and includes beliefs about the self in relationships, desire for relationships, personal marriage expectations and gender role beliefs. Concepts of relationships and partners, the third component of sexual identity, includes features of dating relationships in general, beliefs about dating, experience of communication and violence in relationships, and for people in relationships, specific characteristics of the relationship. The data for this project were taken from Wave 7 (age 20-21) of the Michigan Study of Adolescent Life Transitions (MSALT). Part one of the study utilized hierarchical cluster analysis with split halves of females and males to group individuals into different sexual style clusters. Clusters were based on the measured variables: Usual frequency of intercourse, importance of regularly having sex, satisfaction with sex life, experience of coercion for sex, and sexual risk reduction. For females, the following five-cluster solution best represented the sample: Satisfied, Moderate, Active Unprotected, Pressured and Comfortably Inactive. For males, the following six-cluster solution best represented the sample: Satisfied, Dissatisfied, Moderate, Active Unprotected, Pressured and Comfortably Inactive. The model to predict sexual style was based on a model of sexual identity, and used multivariate logistic regression to estimate the probability of cluster membership given a certain level of each predictor variable, holding constant the other predictor variables. Using the model of sexual identity, it was possible to correctly classify between 35--47% of the females and males into the correct sexual style.

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25

Davidson, Yonaton Sahar. "SELF-RELEVANCE CONSTRUCTIONS OF BIOLOGY CONCEPTS: MEANING-MAKING AND IDENTITY-FORMATION." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/457522.

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School Psychology
Ph.D.
Recent research supports the benefit of students’ construction of relevance through writing about the connection of content to their life. However, most such research defines relevance narrowly as utility value – perceived instrumentality of the content to the student’s career goals. Furthermore, the scope of phenomenological and conceptual dimensions that characterizes students’ perceptions of relevance remains largely unexplored in the literature. Rather, scholars have equated relevance with specific constructs such as utility, value or interest, which in turn has yielded a narrow conceptualization of relevance, usually constrained to a single construct, most commonly, utility. Whereas prior research certainly provides important insights into some of the features of relevance, it falls short of portraying the full scope of meanings that perceived relevance might take. To address this gap in the literature, this mixed-methods dissertation study explored the conceptual and phenomenological landscape of perceived relevance by employing a broad multidimensional conception of relevance to examine (a) the dimensional variability of students’ relevance constructions; and (b) the individual characteristics and the motivational and identity processes underlying differences in their constructions of relevance. The context of this study was an Institute of Educational Science (IES)-funded semester-long multi-modal intervention project that aimed to promote learning, motivation and achievement in an undergraduate introductory biology course. One module within the intervention involved students’ engagement in four relevance writing assignments, each focusing on a central biology concept in the course. The following dissertation employed data collected as part of this intervention project. This study involved coding and analyzing students’ relevance writing about two biology concepts—evolution (n = 50) and organismic diversity (n = 38)—with the purpose of characterizing dimensions underlying undergraduate students’ relevance constructions of central biology concepts and comparing these constructions across the two different biology concepts. Exploratory qualitative analysis procedures were used in the first phase of this investigation to develop an initial coding framework via intensive content analyses of students’ relevance writing products on evolution. A second phase of qualitative content analyses of students’ relevance writing about organismic diversity led to further development of the coding framework and comparative analyses of written products across the two concepts. Findings supported the dimensional variability of relevance constructions including the self-aspect connected to the content, the kind of connection made, and the type of perceived value, with some notable differences between the two biology concepts. Finally, the findings suggested that the meaningful connection engendered by the relevance construction experience originates primarily in the experience of understanding one’s self within the relation—understanding the self in relation to the relevant content; and that understanding some content in relation to a component of one’s identity may be secondary to the disclosure of the self. This dissertation explored the ways in which the relevance construction experience is a vital, dynamic process of identity formation. It is the findings from these intensive analyses that are reported in detail in this dissertation along with an in-depth discussion of the theoretical, methodological, and practical implications of this content-specific, multidimensional, identity-based conception of relevance.
Temple University--Theses

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26

Robinson, Melissa J. "Learning Healthy Sleep Behaviors: The Importance of Selection, Self-Concepts, and Social Comparison in Narrative Self-Education." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492435342459696.

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27

Jung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.

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28

Holze, Marc Verfasser], and Norbert [Akademischer Betreuer] [Ritter. "Self-Management Concepts for Relational Database Systems / Marc Holze. Betreuer: Norbert Ritter." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2012. http://d-nb.info/1020931094/34.

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29

Williams, Hugo Robert. "Biomimetic vascular self-healing : fundamental design concepts and application in sandwich construction." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495823.

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30

Malik, Rabia. "Depression kills more than a self : concepts of mental distress amongst Pakistanis." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264992.

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31

Cochran, Caroline S. "Effects of Social Support on the Social Self-Concepts of Gifted Adolescents." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/55/.

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32

Schneider, Rebecca [Verfasser]. "Scholastic achievements and academic self-concepts in elementary school students / Rebecca Schneider." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2018. http://d-nb.info/1223452700/34.

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33

Senanayake, Samitha Sumanthri. "Reading the No-Self: Points of Convergence and Disjuncture Between the Concepts of the Poststructuralist No-Self and the Buddhist No-Self." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1501047392661818.

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34

McCall, Catherine C. "Concepts of person : an analysis of concepts of person, self and human being, and their relevance to theories of personal identity." Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254873.

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35

Douglas, Emily A. "The effects of verbally aggressive messages on women's self-concepts within romantic relationships." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1365177.

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The purpose of this study was to examine the effects of verbally aggressive messages on women's self-concepts within romantic relationships. Through a qualitative methodological approach, this study examined the effects of such messages in the role of control negotiation, effects on women's self-concepts, and effects on future communication patterns. Through one-on-one interviews, women who have previously been in verbally abusive relationships were given the opportunity to share their individual stories through a narrative analysis. In addition, the theories of Communication Theory of Identity and Relationship Scripts were applied to understand the relationship between the effects of the messages on attitudes, behaviors, sense of identity, and communication patterns of the participants.The results indicated negative effects on victims who have experienced verbally abusive relationships. The need for control exemplified by the male aggressors resulted in compliance by the participants. The participants also experienced lower self-esteem and change or loss of personal identity, which affected communication in subsequent romantic relationships.
Department of Speech Communication

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36

Hatfield, Carrie. "A correlational study of fourth grade students' self-concepts and their achievement performance." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hatfieldc.pdf.

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37

Wilson, Rebecca Jo. "The effects of self-concept treatment on global and specific areas of self-concepts of first and third graders." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776630.

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The purpose of this study was to determine whether global and area specific self-concept decreased as students advanced in the elementary grades and whether an educational program to increase self-concept affected global and area specific self-concept in a positive way. The participants were 154 first and third grade students from eight intact classrooms in two public elementary schools in a rural midwestern school district.An altered Non-Equivalent Control Group Design was utilized in which the self-concept treatment was administered to School A between Test One and Test Two and to School B between Test Two and Test Three.A repeated measures design and a MANOVA were used to test the seven null hypotheses at the .05 level of significance. The three hypotheses that were rejected dealt with increased self-concept scores for first and third graders after the treatment was given and differences in specific areas of self-concept.The following results were reported:1. There was a decline in global self-concepts from first to third grades, but the difference was not significant.2. Self-concept scores for first and third graders increased after the treatment.3. The only significant difference on the six specific area subtest scores between first and third grade students existed on the intellectual and school status subtest.The researcher concluded that the treatment may have been related to the increase in self-concept scores for both first and third graders.Recommendations for further research included replication and expansion of this study with various grade levels, different self-concept tests and interventions.
Department of Elementary Education

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38

Wellings, Matthew Thomas. "Performing the self : an examination of the relationships between concepts of identity and performance." Thesis, University of Plymouth, 1997. http://hdl.handle.net/10026.1/2570.

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This thesis sets out to examine the idea that self-identity can be coherently viewed as a performance event. If such a proposition is supportable, it would seem to argue for attention to be paid to the nature of the activity of performing as a means to better understanding the processes of human identity. Beginning with an analysis of an early example of such a theoretical position, this thesis examines some of the central issues involved in viewing the self as performative. The agenda dictating the direction of this analysis can be summarised as an effort to provide a model of the performative self that is affirmatory rather than negative; that establishes it as a positive, rather than debilitating, fact of existence. The construction of this model is achieved in large part by the adoption of the ontological outlook contained in the philosophy of Frederich Nietzsche which, it is argued, offers a reading of the nature of human identity that avoids the sometimes reductive elements of more contemporary theories such as poststructuralism. Allied to this elaboration of a theoretical model of the self is the recognition that the theory produced within and around radical theatre practice in the West over the last century can be seen as a field of activity that has consistently argued for, and experimented with, new conceptualisations of the constituent factors of human social identities. Because of this, such theatre writings are proposed as being genuinely potent political activities; ones which continuously seeks to extend, rather than reduce, the sphere of influence of individuals in society. The contribution this thesis makes to research in the field of theatre studies, then, is in the provision of a theoretical framework within which it becomes possible to see radical theatre as a paradigmatic site of liberatory activity.

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39

Kranstuber, Haley Ann. "Let's Start at the Beginning: The Relationship between Entrance Narratives and Adoptees' Self Concepts." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1217370913.

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40

Tam, Sing-fai, and 譚聲輝. "Exploring, measuring, and enhancing the self-concepts of Hong Kong Chinese adults with physical disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31234471.

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41

Tam, Sing-fai. "Exploring, measuring, and enhancing the self-concepts of Hong Kong Chinese adults with physical disabilities /." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777393.

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42

Parker, Josie L. "Self-Concepts of Homeless People in an Urban Setting: Processes and Consequences of the Stigmatized Identity." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/sociology_diss/65.

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This study investigates social psychological strategies homeless persons use to develop and maintain the self while homeless. To understand this topic, I apply the identity theory of Stryker, self-esteem ofRosenberg, self-efficacy of Gecas and Schwalbe, and homeless identity meanings and behaviors of Burke. Additionally, I examine what is needed to no longer be homeless. In all, 326 surveys were collected at six different homeless service agencies such as shelters and meal sites. The data analysis includes descriptive statistics and multivariate regression. The results only partially support identity theory in that interactive commitment (increased number of homeless friends) predicts salience (frequently invoking the homeless identity across different situations) which predicts increased length of time in role. However, affective commitment and centrality of the homeless identity have no effect. This study does confirm Snow andAnderson’s findings that homeless persons on the streets for a shorter period of time will distance themselves from the homeless identity, while those on the streets longer will embrace the homeless identity. As opposed to previous research, I find that the majority of homeless respondents do not have low self-esteem or self-efficacy. Instead it is certain factors such as being homeless longer and more often, accepting the homeless identity, viewing the homeless identity as most important, little to no family support and having a high school diploma (or less) that result in homeless persons having low self-esteem or self-efficacy. With homeless identity meanings, people thinking negatively about themselves is the result of having more homeless friends, being homeless longer and more often, possessing low self-esteem and low self-efficacy. Placing great importance on homeless identity behaviors such as helping other homeless people and staying sober influence these outcomes: thinking positively about the self, stronger ties with other homeless people, more homeless friends and invoking the homeless identity more often in different situations. For homeless people to obtain housing, two factors, income and social support systems, are most important. Of all the control variables, sleeping on the streets and multiple disabilities demonstrate the greatest impact for almost all of the independent variables. The implications of these findings are discussed.

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43

Christensen, Jennifer E. Bullock Lyndal M. "Female adolescents identified with emotional disturbance and adjudicated female adolescents a comparison of self-concepts /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3689.

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Ratcliff, Jennifer J. "GENDER-ROLE SELF-CONCEPTS AS MOTIVATORS FOR NONPREJUDICED PERSONAL STANDARDS: A ROUTE TO PREJUDICE REDUCTION?" Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1185937691.

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45

Sauter, Eric [Verfasser], and Michael [Akademischer Betreuer] Zharnikov. "New Concepts in Interfacial Dipole Engineering by Self-Assembled Monolayers / Eric Sauter ; Betreuer: Michael Zharnikov." Heidelberg : Universitätsbibliothek Heidelberg, 2018. http://d-nb.info/117715000X/34.

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46

Arnold, J. M. "Change and stability in occupational self-concepts amongst students and recent graduates : A longitudinal study." Thesis, University of Sheffield, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383511.

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47

McQueen, Phyllis Jean Shelby. "Learning styles and self-concepts of underachieving and achieving gifted 6th graders : a comparison study /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695624482.

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Perera, Shiromanie A. "The effects of group treatment on the self-concepts of sexually abused children and adolescents." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2146.

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This study attempted to evaluate the effects of the group treatment component of the Santa Clara County Child Sexual Abuse Treatment Program on the self-concepts of child and adolescent victims of intrafamilial sexual abuse. The Piers-Harris self-concept inventory was used to measure self-concept. The four groups of participants included 42 girls, (a) 10 who had been abused but had not received treatment, (b) 9 who had received 15 weeks of treatment, (c) 9 who had received 1-2 years of treatment, and (d) 14 in a non-abused comparison group. Results indicated that there was a significant difference between the abused, non-treated group and the comparison group in self-concept, but that there were no reliable differences between the treated and the non-treated abused groups. Problems in determining the actual nature of the treatment delivered, the possibility of pre-existing differences between the groups, and small sample sizes make the interpretation of these results difficult, but there is at least some indication that the Santa Clara program does not substantially influence self-concept as represented by the Piers-Harris.

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49

Christensen, Jennifer E. "Female adolescents identified with emotional disturbance and adjudicated female adolescents: A comparison of self-concepts." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3689/.

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This study addresses the academic, social, and self-image self-concepts of females ages 13-17 who are labeled emotionally and behaviorally disordered by their public school systems and are in residential treatment, and females ages 13-17 who are adjudicated, or labeled “juvenile offenders” and are involved with the juvenile justice system. The purpose of this study is to examine and compare the self-concepts of these populations of adolescent females. Research questions focus on whether or not there is a difference in the confidence scores of self-image, academic, and social self-concepts, the importance scores of self-image, academic, and social self-concepts, and the confidence composite and outcome composite scores among female adolescents according to whether or not the female is adjudicated. Results show no statistically significant differences on seven of the eight measures. On the eighth measure, a statistically significant difference was found, with the non-offenders having a higher Outcome Confidence Composite score than the offenders.

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Ryan, Michael F. "The effects of length of placement and parental contact on institutionalized juvenile offenders' self concepts." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/387.

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