Academic literature on the topic 'Self-esteem in adolescence Case studies'
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Journal articles on the topic "Self-esteem in adolescence Case studies"
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Park, Young Suk. "The Effect of Self-Esteem on Aggression in Adolescents Who Have Experienced Delinquency: Focusing on Mediating Effects of Social Withdrawal." Correction Welfare Society of Korea 79 (August 31, 2022): 33–58. http://dx.doi.org/10.35422/cwsk.2022.79.33.
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In the case of early adolescents, it has been reported that if they do not adequately radiate aggression, they are more likely to cause delinquency in the future. In addition, aggression in adolescence can predict not only current maladaptation but also future maladaptation, and is highly likely to continue as adult aggression. In addition to this, many studies claim that aggression is a major factor in adolescent delinquency.
Regarding aggression, many scholars argue that self-esteem and social withdrawal are related to aggression. In other words, when self-esteem is high, aggression is low, and when the degree of social withdrawal is high, aggression is high. In this study, the purpose of this study was to investigate the relationship between the two, namely, to examine whether social withdrawal has a mediating effect in the process of self-esteem affecting aggression.
As a result of the study, self-esteem was found to have a significant effect of wealth on social withdrawal. Also, social withdrawal was found to have a significant positive effect on aggression, and self-esteem was found to have a significant positive effect on aggression. Therefore, it can be seen that social withdrawal has a mediating effect in the process of self-esteem affecting aggression. As a result of bootstrapping to verify the mediating effect, the indirect effect of social withdrawal was significant in the process of self-esteem affecting aggression, indicating that self-esteem affects aggression through social withdrawal.
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Prastuti, Ikromilah Yety, Budi Purwoko, and Retno Tri Hariastuti. "Overview of Self-Esteem in Adolescent Behavior that do Self-Injury (Case Studies)." International Journal of Multicultural and Multireligious Understanding 6, no. 3 (August 6, 2019): 1017. http://dx.doi.org/10.18415/ijmmu.v6i3.926.
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This study aims to look at the picture of adolescent self-esteem that performs self-injury behavior. The subjects of this study were 3 junior high school students in Tulangan District, Sidoarjo. The method of data collection carried out was an independent interview and observation. Analysis of the data used in this study is qualitative analysis. The results showed that individuals who engage in self-injury with the kind of slashing body parts using the help of sharp objects (broken glass, needles, and a small knife), inhaling hazards, as well as hitting themselves they basically have self-esteem is low due to the factors from personal-social, parents, friends and academics. The three subjects carried out self-injury behaviors on the basis of their perceived worthlessness both from lack of attention from parents, inability to accept themselves, conflict with parents and friends, failure in academic activities and social interaction. Based on the results of this study, it is expected that further research can carry out development studies for developing a model in increasing self-esteem and reducing or overcoming self-injury behavior in adolescents.
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Cotter, Richard P. "High Risk Behaviors in Adolescence and Their Relationship to Death Anxiety and Death Personifications." OMEGA - Journal of Death and Dying 47, no. 2 (October 2003): 119–37. http://dx.doi.org/10.2190/38ct-e5mb-12ng-yxar.
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This study examines adolescent perceptions of death with a sample of 220 high school students. Variables examined were personifications of death, death anxiety, locus of control, self-esteem, and level of risk. Chi-square, regression analysis, and analysis of variance were used to analyze the data. High risk behaviors were negatively correlated with death anxiety. Males had higher risk scores and lower death anxiety scores than females. Females revealed higher death anxiety scores than males and lower self-esteem scores. High self-esteem correlated with an internal locus of control. Most students selected a male, cold, remote death personification image; females were more likely to select a female death personification image than males. These results suggest that adolescents have formulated a perception of death. When asked to personify death most students chose a negative, cold, remote image, with females more likely to select a gentle, comforting death image than males. The grim, terrifying, and robot-like images were more likely to be selected by males but were chosen much less frequently than the cold, remote, and gentle well-meaning images.
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Ihbour, Said, Hammou Anarghou, Abdelmounaim Boulhana, Mohamed Najimi, and Fatiha Chigr. "Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents." Dementia & Neuropsychologia 15, no. 4 (December 2021): 533–40. http://dx.doi.org/10.1590/1980-57642021dn15-040014.
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ABSTRACT Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor’s Self-Assessment Scale of Anxiety, Beck’s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
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Sander, Johanna, Markus Moessner, and Stephanie Bauer. "Depression, Anxiety and Eating Disorder-Related Impairment: Moderators in Female Adolescents and Young Adults." International Journal of Environmental Research and Public Health 18, no. 5 (March 9, 2021): 2779. http://dx.doi.org/10.3390/ijerph18052779.
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Adolescents and young adults, particularly females, are highly vulnerable to the development of anxiety disorders, depression, and eating disorders. Comorbid anxiety disorder or depression in eating disorders are associated with greater symptom severity, poorer prognosis, and burden of illness. Nonetheless, studies on what affects the relationship between anxiety, depression, and eating disorders in female at-risk samples are scarce. Using hierarchical linear modeling, the present study examined potential moderators to explain between-person differences in the association between anxiety, depression, and eating disorder-related impairment within 12- to 25-year-old females (N = 320). High impairment in anxiety/depression was associated with more severe eating disorder symptoms. Older age as well as greater impairment in mood dysregulation, self-esteem, and perfectionism were linked to more severe eating disorder symptomatology. Whereas mood dysregulation, self-esteem, and perfectionism had no statistically significant moderating effects, younger age appeared to augment the association of anxiety/depression and eating disorder symptomatology. Preventive care in particular needs to consider age-related effects as eating disorder symptoms are associated more strongly with symptoms of anxiety and depression in early adolescence.
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Konaszewski, Karol, and Tomasz Sosnowski. "Self-esteem of socially maladjusted adolescents in the context of selected personality and environmental determinants." Kwartalnik Pedagogiczny 63, no. 1 (247) (May 2, 2018): 217–36. http://dx.doi.org/10.5604/01.3001.0011.8245.
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The article is an analysis of the results of the studies conducted in a group of socially maladjusted youth in whose case the family court applied educational measures, i.e. placed them in a Youth Educational Centre. The aim of the study was to find out the correlations between self-esteem, personality traits of maladjusted adolescents, and the environmental determinants (support factors and limiting factors). A total of 481 juveniles staying in Youth Educational Centres (YEC) participated in the study. The analysis showed that in the model the significant predictors of self-esteem were neuroticism, extraversion, conscientiousness and negative relations at school. The obtained research results are to be used in designing methodological solutions in order to support social rehabilitation and education activities carried out both in an open environment and in social rehabilitation facilities.
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Ţarcă, Elena, Elena Cojocaru, Alina Costina Luca, Laura Mihaela Trandafir, Solange Tamara Roşu, Valentin Munteanu, Viorel Țarcă, Cristian Constantin Budacu, and Claudia Florida Costea. "Unusual Case of Masseter Muscle Hypertrophy in Adolescence—Case Report and Literature Overview." Diagnostics 12, no. 2 (February 16, 2022): 505. http://dx.doi.org/10.3390/diagnostics12020505.
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Unilateral hypertrophy of the masseter muscle is a very rare pathological entity in children. Its etiology is uncertain and it requires a high degree of suspicion, as it must be differentiated from other conditions of the masseter area. As there are few pathological studies to elucidate this condition, we report a rare case of unilateral masseter muscle hypertrophy in a 16-year-old female patient with gradual onset of a painless swelling in the posterior left cheek which caused facial asymmetry with repercussions on the patient’s self-image. The diagnosis of unilateral masseter muscle hypertrophy was suggested by clinical examination, ultrasound scanning, and nuclear magnetic resonance, and was confirmed by histologic examination two years later when the patient returned for the surgical correction. The pathological findings report showed fragments of skeletal muscle with hypertrophic fibers associated with normal-sized muscle fibers in both longitudinal and transverse sections. The postoperative evaluation was favorable as both the adolescent and her family were satisfied with her look on the 14th day, 1st year, and 3rd year follow-ups. In conclusion, unilateral masseter muscle hypertrophy in adolescence is a sensitive problem due to the psychological implications of facial appearance. Definite diagnosis and treatment of the hypertrophied muscle is the ideal solution.
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Mandava, Prasad, Gowri Sankar Singaraju, Sobitha Obili, Venkatesh Nettam, Sasipriya Vatturu, and Seshu Erugu. "Impact of self-esteem on the relationship between orthodontic treatment and the oral health-related quality of life in patients after orthodontic treatment – a systematic review." Medicine and Pharmacy Reports 94, no. 2 (April 29, 2021): 158–69. http://dx.doi.org/10.15386/mpr-1843.
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Objective. The treatment protocol in the modern health care paradigm has shifted considerably towards enhancing the quality of life in the last decade. This is particularly important in cosmetic and elective treatments, and hence the interest in oral health-related quality of life (OHRQoL) also has increased. OHRQoL always been measured by endogenous, functional, social, or psychological determinants. Self-esteem (SE) is one of the internal factors that affect the perception of malocclusion and hence OHRQoL before and after treatment. The purpose of this review is to assess whether there exists any correlation between the Oral Health-Related Quality of Life, Self-esteem (SE) in patients following orthodontic treatment.
Methods. A literature search was confined to the English language using Medical Subject Heading terms (MeSH) in PubMed, Cochrane Library, and Ovid® covering the period from January 1, 1951 to May 15, 2020. Search in Google Scholar, grey literature, and hand search on cross-references was performed to find additional data. The studies found to be suitable were selected based on the predefined inclusion and exclusion criteria. The quality of assessment and risk of bias for the included studies were evaluated independently by two invigilators utilizing “The Cochrane Collaboration’s tool for assessing the risk of bias” and “Modified version of the Newcastle Ottawa scale” for Randomized Controlled Trials (RCTs) and non-randomized trials respectively.
Results. A total of 7688 studies were retrieved from all the sources. After screening all the titles and excluding the duplicates, 28 studies were finally included for text review, and all of them were fit for quality appraisal. The design of the final studies included comprised of 3 RCTs, 14 cohort studies, 9 cross-sectional studies, and 2 case-control studies.
Conclusion. There is moderate evidence to show that fixed orthodontic treatment improves OHRQoL and SE in children. OHRQoL also increased in adolescents and adults. However, there is a weak correlation between SE and OHRQoL. More evidence-based studies are needed to analyze the relationship.
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Klitynska, O. V., V. Z. Ivaskevych, and N. V. Hasiuk. "Comprehensive Analysis of the Quality of Orthodontic Treatment of Transcarpathian Teenagers." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 1 (February 26, 2021): 237–43. http://dx.doi.org/10.26693/jmbs06.01.237.
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The high prevalence of dental anomalies and deformities requires a careful approach to orthodontic treatment, especially to improve quality of life. The purpose of the study was to determine the effectiveness of orthodontic care by index assessment of the results of correction of dental anomalies and determination of the psychosocial profile in adolescents of the Transcarpathian region. Material and methods. The object of the study were 68 adolescents from the Transcarpathian region. Determination of the correction of dental and maxillary apparatus anomalies was performed by calculating the relevant part of the ICON index, calculating the evaluation of the results. The quality of life of adolescents was assessed using the OHIP-14 quality of life questionnaire. Statistical analysis was performed after consolidation of results using the application package Statistica 10.0 (StatSoft, Inc., USA) and Microsoft Office Excel 2010. Results and discussion. Many studies in the field of psychology have determined that self-esteem is a core characteristic of the individual and together with the level of claims is a regulator of human activity and significantly affects its development. The result of self-esteem depends on how a person evaluates his/her success in joint activities where he/she is a member. This is especially true for teenagers and adolescence. The most important aspect of impaired quality of life in patients of this subgroup were problems of psychological and social nature, issues of external attractiveness, which prevailed even over the physical aspects of the impact, which is quite typical of adolescence. In patients with moderate orthodontic treatment there was a statistically significant improvement on the scales of psychological discomfort (from 6.4±0.6 points to 3.96±0.6 points; p <0.05), psychological disability (from 6.5±0.5 points to 2.18±0.5 points; p <0.05) and social disability (from 5.4±0.5 points to 3.36±0.5 points; p <0.05). Patients in this group after solving problems related to the aesthetics of the smile, as well as discomfort during communication, felt greater psychological comfort, relief in interaction with others and peers. There was a noteworthy shift of accentuation in such patients from problems with appearance to study and active social life. Among patients with severe orthodontic treatment, the most pronounced dynamics was observed on all scales of dental quality of life: on the scale of masticatory dysfunction (from 5.7±1.0 points to 3.12±1.0 points; p <0.05), physical pain (from 7.5±0.7 points to 2.01±0.7 * points; p <0.05), psychological discomfort (from 7.9±0.6 points to 3.48±0.6 points; p <0.05) physical disability (from 7.7±0.5 points to 3.20±0.5 points; p <0.05), psychological disability (from 7.5±0.4 points to 3.41±0.5 points; p <0.05). Conclusion. According to the study results, the success of orthodontic treatment (indicators of severity and effectiveness of orthodontic treatment according to the ISO index) directly correlated with the level of quality of life (r = 0.62; p <0.05)
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Norfatmazura Che Wil and Nooraini Othman. "Individual and Spiritual Factors Contributing to the Social and Mental Health Problems of Adolescents in Malaysia." global journal al thaqafah SI, no. 1 (June 30, 2022): 11–22. http://dx.doi.org/10.7187/gjatsi062022-2.
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The rise of social issues among adolescents from time to time proves that the level of mental health among adolescents is alarming. Various factors should give serious attention to curb this issue from spreading. This study was conducted to explore the extent of individual and spiritual factors that cause social and mental health problems among adolescents. It uses a qualitative study approach through a case study strategy. Through interviews with respondents in an individual counseling session, this study involves the purposive sampling method aimed at eleven adolescents aged 16 to 20 years who are undergoing rehabilitation. The data obtained from the interviews were analyzed thematically using the Atlas.ti application. Data analysis enabled the identification of underlying themes that further contributed to the main themes for this study. Results show three main themes identified for individual factors: low self-esteem, social interest, and personality formation. Meanwhile, for spiritual factors, two elements were successfully formed: belief and confidence and the motivation to worship. This study provides vital information and implications that may guide the stakeholders to create various models, modules, and interventions to treat and prevent adolescents from engaging in social problems that affect their mental health.
Dissertations / Theses on the topic "Self-esteem in adolescence Case studies"
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Cheung, Shui Ha Ruby. "Structural equation models of self-discrepancy theory : tripartite relationships of domain-specific, perspective-specific self-discrepancies to psychological maladjustment and life satisfaction with self-esteem as mediator." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/726.
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Ngai, Suet-man Beatrice, and 倪雪敏. "Evaluation of a rational emotional behaviour therapy (REBT) group programme for students with low self-esteem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196039X.
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Cale, Chris. "A Case Study Examining the Impact of Adventure Based Counseling on High School Adolescent Self-Esteem, Empathy, and Racism." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1585.
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This study investigated the effectiveness of Adventure Based Counseling upon high school adolescents. The goals of this study were to (a) explore the effectiveness of ABC Counseling in increasing levels of self-esteem and empathy among adolescents; (b) study the efficacy of ABC counseling in reducing perceived racial discrimination, racist attitudes, or both; and (c) investigate the correlation between self-esteem, empathy, perceived racial discrimination, and racist attitudes as related to the effects of ABC counseling. In addition, the effects of ABC counseling on the school-related variables such as discipline, attendance, and academics, as well as possible outcome differences caused by demographic variables like gender and ethnicity were measured in relation to the effects of the ABC counseling treatment. Finally, this study also gathered descriptive data from participants through survey questionnaires regarding their prior knowledge and sensitivity to other races, their perception of racism occurring at the study site, and their experience in ABC counseling.
Research indicates that adolescents struggle with and are confronted by many developmental, psychological, and social phenomena while in high school. Salient among these phenomena are self-esteem, empathy, and racism. Research shows that developmentally appropriate self-esteem and empathy have a positive effect on the well being and functioning of adolescents. Furthermore, research indicates that racism has a significant negative impact on the development of adolescents. Social Identity Theory suggests that increases in self-esteem could lead to decreases in racism (Tajfel & Turner, 1979; Tajfel, 1978, 1981, 1982). Research based on this theory indicates a possible correlation between increased empathy and a decrease in racism (Tajfel & Turner, 1979). In addition, ABC counseling has been shown to produce a positive impact on both self-esteem and empathy in adolescents (Tajfel & Turner, 1979).
A total of 108 African American, Latina/o, and Caucasian adolescents from one Southeastern high school participated in the study. Half the students received a one-day ABC counseling treatment, and half served as the control group receiving no treatment. Results of the study found significant increases for the ABC counseling group in both self-esteem and empathy, and significant decreases in perceived racial discrimination and racist attitudes. In addition, a significant reduction in discipline referrals occurred from baseline to one-month follow-up. An ancillary analysis showed significance for the variables gender and ethnicity: males experienced a significantly greater increase in self-esteem and empathy as compared to females; Latina/os had the most significant decrease in racist attitudes and highest overall scores on the same measure; African Americans possessed significantly higher perceived racial discrimination scores than Caucasians or Latina/os.
Limitations existed concerning the sample, instruments, and analysis. The sample was taken from a single high school in an affluent community; some of the instruments do not have reported reliability and validity or prior use with high school students in the study; and the absence of multicollinearity was assessed through examination of the Variance Inflation Factors (VIF) and the assumption was violated with the outcome self-esteem. These limitations necessitate caution when making generalizations using the study's results.
Similar to previous research, the ABC group experienced a significant increase in self-esteem and empathy. Participating in the program also produced significant decreases in both perceived racism and racist attitudes. The latter results support the hypothesis made by the theoretical models used in this research, but it is believed that this is the first time such an effect has received empirical support. In addition, the significant negative relationships found between self-esteem and perceived racism, and empathy and perceived racism verified the prediction that increases in self-esteem and empathy would correlate with decreases in racism.
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Johnson, Gwendolyn Gay. "An analysis of the impact of an official diagnosis and label of ʹdyslexiaʹ on pupils’ self-concept and self-esteem : a sociological case study involving pupils in Grahamstown." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013124.
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The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.
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Naidu, Narainsamy. "Impact of social relation on the self actualization of the adolescent." Thesis, University of Zululand, 2007. http://hdl.handle.net/10530/1157.
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Submitted in accordance with the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand, South Africa, 2007.This study is on the impact of copyright law on the provision of information by libraries with special reference to computerized databases. For the purposes of this study, four hypotheses were set, being: the appropriateness of copyright law; the restriction on access to information; author's remuneration for his work; and the interpretation of the law of copyright. A literature review was done on the origin and development of copyright, from the ancient cultures through the Middle Ages and the invention of the printing period to the enactment of the first copyright law in history (the Statute of Anne) which is the fundamental basis of the modern copyright as a legal protection for an author, artist or composer that restricts any form of reproduction. In general, copyright law grants the autln,r an exclusive right to his works and also grants the pucil J the right to use intellectual works within th^ limits of the doctrine of 'fair use* that would not cripple the economic conditions of the author. In chapter three, it is indicated that recent developments in computer technology, telecommunications technology and reprography have made it possible for information to be easily and cheaply copied and transmitted over distances (transborder data flow) for the use of many users. Such indiscriminate access withholds from the copyright holder legitimate royalties for his work and the protection by legal copyright. To restrict such access on the other hand, inhibits the use of the work which is also contrary to the interests of the author and to the intent of copyright law. Libraries are a primary source of disseminated information and as such are required to observe the legal conventions of the country. With the recent developments of a wide range of technological advancements in information transfer, and an increased demand for information sharing, it is becoming increasingly difficult and in some cases impossible for libraries to fully uphold and enforce the provisions of the copyright law. Nowadays, intellectual property has become a tradeable commodity and the recent problem is one of economic threat brought about by changing technology. Librarians depend upon the originality and products of authors and publishers in the provision of information services to users and must therefore observe the copyright law to give incentive to those with the ability to write. The results of this study confirm the hypotheses that copyright law is not appropriate in the reproduction of all forms of copyrighted material from computerized databases; that copyright law restricts the free access to information; that authors have the right to expect remuneration for their works; and that the interpretation of copyright law is a problem and therefore confusing to libraries.
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Leung, Pui-seung, and 梁佩嫦. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960339.
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Sullivan, Daniel Lawrence. "Exposure to violence and self-reported aggression among a sample of high school learners in the Stellenbosch district." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50350.
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Thesis (MScPsy)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The phenomenon of violence is an all-too-common experience for many people around the world. In South Africa the legacy of a system of institutionalised violence has influenced the fabric of this society. The consequences of violence on South African youth are of major concern for the country's future. This research examines the types and contexts of exposure to violence and the types of self-reported aggression in a sample of 426 adolescent learners from three schools in the Stellenbosch District. The role of gender in mediating the type and the location of violence exposure and aggressive behaviour is also explored in this study. A questionnaire consisting of modified versions of the Screen for Adolescent Violence Exposure (SAVE) and the Aggression Questionnaire (AQ) was administered to 187 male and 239 female adolescents from three schools. The sample reported being exposed to moderately high levels of indirect violence in their community. This exposure was significantly correlated to high levels of self-reported aggression. Results from the Analyses of Variance indicated that females were exposed to more physical/verbal abuse at home, while males more frequently witnessed traumatic violence at school and in the community. The learners reported high levels of aggression, particularly with regard to physical aggression, verbal aggression and hostility. From these observations, females were found to be more hostile, while males demonstrated higher levels of physical aggression. Analysis of the gender differences suggested that males were more likely to display verbal aggression when exposed to violence, while females' exposure to physical/verbal abuse at school appeared to increase their levels of anger. The findings from this study indicate that adolescents exposed to high levels of violence are at risk of presenting with elevated levels of aggression. Efforts need to be made to reduce the levels of exposure to violence and adolescents' levels of aggression. It is suggested that adolescents be taught prosocial skills with regard to conflict situations.
AFRIKAANSE OPSOMMING: Geweld is vir baie mense dwarsoor die wêreld 'n alledaagse verskynsel. Die stelsel van geinstitusionaliseerde geweld in Suid-Afrika het die wese van die samelewing beinvloed. Die gevolge van geweld op die Suid-Afrikaanse jeug is vir die land se toekoms kommerwekkend. Hierdie studie ondersoek die tipes en inhoud van blootstelling aan geweld, die tipes van selferkende aggressie en die verband tussen blootstelling en aggressie. Die studie ondersoek ook die rol van geslag in die blootstelling aan geweld, asook dié van aggressiewe gedrag. Die ondersoekgroep was 'n groep van 426 adolessente leerders van drie skole in die Stellenbosch Distrik. 'n Vraelys, bestaande uit aangepaste weergawes van die "Screen for Adolescent Violent Exposure (SAVE)" (Hastings & Kelley, 1997) en die "Aggression Questionnaire (AQ)" (Buss & Perry, 1992) is gebruik om 187 manlike en 239 vroulike adolessente by die drie skole te toets. Daar is gevind dat die ondersoekgroep blootgestel was aan redelike hoë vlakke van indirekte geweld in hulle gemeenskap wat beduidend korreleer met hul hoë selferkende aggressie. Resultate van die variansie-ontleding wys dat meisies meer blootgestel is aan fisiese/verbale geweld tuis, terwyl seuns weer meer dikwels getuies van traumatiese geweld by die skool en in die gemeenskap was. Die leerders het hoë vlakke van aggressie, veral fisiese aggressie, verbale aggressie en vyandigheid gerapporteer. Van die bevindings kan afgelei word dat meisies meer vyandig is, terwyl seuns weer hoër vlakke van fisiese aggressie geopenbaar het. Analise van die geslags verskille dui aan dat seuns meer geneig is tot verbale aggressie wanneer hulle aan geweld blootgestel word, terwyl meisies meer geneig is tot woede wanneer hulle aan fisiese of verba Ie geweld by die skool blootgestel word. Die bevindings dui aan dat adolessente wat blootgestel word aan hoë vlakke van geweld geneig is tot hoë vlakke van aggressie. Pogings behoort aangewend te word om geweld en die vlakke van aggressie verminder. Daar word aanbeveel dat adolessente sosiale vaardighede geleer moet word om konfliksituasies beter te kan hanteer.
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Cheung, Ching-po, and 張淸波. "Reader self-perception and academic reading achievement of the junior form students of a local secondary school: implications for a reading program." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B44569907.
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Johnson, Juli A. "A Retrospective Look at How Effectively Parents, Peers Without a Chronic Illness, and Other Adolescents With a Chronic Illness Impact the Self-Esteem and Body Image of Adolescents With a Chronic Illness." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1472747981.
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Van, Breda Maynard John. "Guidelines for empowering secondary school educators, in loco parentis, in addressing truancy among early adolescent learners." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/8481.
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Doctor EducationisThis study examined the prevalence and the nature of truancy among early adolescent learners attending secondary schools in the Education Management and Development Centre (EMDC) in the eastern metropole of the Western Cape. The main purpose of the study was to answer the following question: How can secondary school educators, in loco parentis, be equipped with the required skills and resources in order to deal with the issue of truant behaviour among early adolescent learners? A comprehensive literature review was conducted to explore the character and extent of truancy. Thereafter, various theories of child development were highlighted, followed by a synopsis comprising different dimensions of the development of the early adolescent learner. The empirical investigation was carried out through quantitative as well as qualitative research methodology. A focus group interview was conducted with six learners, offering them an opportunity to express their perceptions and experiences as truants. Interviews were conducted with principals to obtain their impressions regarding truant behaviour. Thereafter, a questionnaire, which investigated truancy related aspects such as interaction with peers, parents and caregivers' involvement in learners' school activities, educators' influence on learners' school work and learners' self-esteem regarding their schooling, was administered to three hundred learners. The quantitative investigation revealed significant aspects about truant behaviour, indicating that predominantly more male than female learners (173 male and 26 as in the case of the present study) display this type of behaviour, truants generally originate from single parent families, and that they experience their educators and learning environments as extremely negative. Finally, two in-depth case studies were conducted on two learners, one identified as a truant and the other as a non-truant respectively. The purpose of the in-depth studies was to explore possible differences in their experiential worlds. Although the qualitative data is not generalisable, the findings of the case studies have revealed significant differences in the life worlds of the two learners. Comparatively speaking, it appears that non-truant learners are significantly better adjusted on all their functioning levels than truant learners. The results of the empirical investigation were compared with relevant findings which emerged from the literature study. Based on the present investigation, the study was concluded by offering a range of recommendations to secondary school educators, in loco parentis, empowering them in addressing the phenomenon of truancy among early adolescent learners in the Western Cape with its distinctive problems.
Books on the topic "Self-esteem in adolescence Case studies"
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B, Wexler David. The adolescent self: Strategies for self-management, self-soothing, and self-esteem in adolescents. New York: Norton, 1991.
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Helge, Doris. Report of pilot project regarding strategies for enhancing self-esteem of at-risk students. [Bellingham, Wash.]: National Rural Development Institute, 1989.
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Walker, Cassandra. Becoming myself: True stories about learning from life. Minneapolis, MN: Free Spirit Pub., 1997.
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Walker, Cassandra. Becoming myself: True stories about learning from life. Minneapolis, MN: Free Spirit Pub., 1994.
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Vanderberg, Hope. Vicious: True stories by teens about bullying. Minneapolis, MN: Free Spirit Pub., 2012.
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Vanderberg, Hope. Vicious: True stories by teens about bullying. Minneapolis, MN: Free Spirit Publishing, 2012.
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Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballantine Books, 2001.
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Reviving Ophelia: Saving the selves of adolescent girls. New York: Putnam, 1994.
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Verkuyten, M. Zelfbeleving van jeugdige allochtonen: Een socio-psychologische benadering. Amsterdam: Swets & Zeitlinger, 1992.
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Speaking out: Teenagers take on race, sex, and identity. New York: Putnam's Sons, 1993.
Find full textBook chapters on the topic "Self-esteem in adolescence Case studies"
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Gleeson, Helena. "Transition in endocrinology." In Oxford Textbook of Endocrinology and Diabetes, 1160–70. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199235292.003.7145.
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Adolescence represents the process of becoming an adult. It involves significant biological, psychological and social changes. Transition has been defined as ‘a multi-faceted, active process that attends to the medical, psychosocial and educational/vocational needs of adolescents as they move from child to adult centred care’. There is an increasing focus on improving adolescent healthcare and transition. It is now recognized that adolescents have particular healthcare needs, and that these should be addressed to provide effective management and transition to adult endocrine care. Growing up with any chronic condition can affect adolescent development, for instance, pubertal and growth delay and failure to reach peak bone mass, delayed social independence, poor body and sexual self-image, and educational and vocational failure. Conversely, normal adolescent development can make chronic condition management problematic through poor adherence to medical regimens and risky health behaviours. Much of endocrine care and research in adolescence focuses on optimizing hormone replacement therapy to try and normalize or maximize biological aspects of adolescence, growth and puberty in early and mid-adolescence, and peak bone mass and reproductive potential in late adolescence and young adulthood. Despite certain groups of young people with endocrine conditions having documented psychological and social consequences of growing up with this condition, current endocrine practice does little to address these and minimal research has been done into interventions to improve this. For healthcare professionals to engage adolescents effectively, psychological and social aspects need to be considered and studied and communication skills need to be improved.
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Thambirajah, MS. "Deliberate self-harm II: self-injury." In Case Studies in Child and Adolescent Mental Health, 278–94. CRC Press, 2018. http://dx.doi.org/10.1201/9781315377582-15.
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Thambirajah, MS. "Deliberate self-harm I: overdose." In Case Studies in Child and Adolescent Mental Health, 258–77. CRC Press, 2018. http://dx.doi.org/10.1201/9781315377582-14.
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Di Grazia, Massimo, and Camilla Taverna. "Effects of Hypothalamic Blockers in the Treatment of Gender Dysphoria in Preadolescence: Medical and Psychological Implications of Taking Care." In Transgender Health - Advances and New Perspectives [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.101812.
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Gender identity does not always develop in line with biological sex. Gender dysphoria at young age implies a strong incongruence between gender identity and the assigned sex; the rejection of one\'s sexual attributes and the desire to belong to the opposite sex; and a significant clinical suffering or impaired individual functioning in life spheres. The purpose of this chapter is a narrative review of the literature available on puberty suppression therapy through GnRH analogues. Biological puberty provides intense suffering to the adolescent with gender dysphoria who does not recognize himself in his own body. These drugs suppress the production of endogenous gametes and sex hormones. Although the effects of therapy are reversible, and biological development resumes spontaneously once the medication is stopped, the administration of GnRH analogues at a young age has fueled a scientific debate on the matter of the ethics of pharmacological intervention with minors. In conclusion, the studies considered show that GnRH analogues do not have long-term harmful effects on the body; prevent the negative psychosocial consequences associated with gender dysphoria in adolescence (suicidal ideation and attempts, self-medication, prostitution, self-harm); improve the psychological functioning of young transsexuals; and are diagnostic tools that allow adolescents to buy time to explore their gender identities.
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Holstad, Marcia M. "Integration of Motivational Interviewing with Other Intervention Modalities in HIV Care." In Motivational Interviewing in HIV Care, edited by Antoine Douaihy and K. Rivet Amico, 141–48. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190619954.003.0015.
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Motivational interviewing (MI) has been effective in promoting HIV self-management behaviors in people (both adolescents and adults) living with HIV. The most frequently studied behaviors are medication adherence, safer sex, alcohol use, and substance use. MI has also been effectively used to reduce smoking and depression/anxiety. Often MI is combined with other modalities such as cognitive behavior therapy, health education techniques, group methods, and emerging technology. This chapter discusses MI in combination with other modalities and provides examples for providers to incorporate MI into patient communication to promote self-management behaviors.
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Li, Qingfeng, and Adnan A. Hyder. "Adolescent injuries." In Oxford Textbook of Global Health of Women, Newborns, Children, and Adolescents, edited by Delan Devakumar, Jennifer Hall, Zeshan Qureshi, and Joy Lawn, 78–81. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198794684.003.0016.
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Injuries are the leading cause of mortality and morbidity for children 10–19 years old globally. Low and middle-income countries account for a burden of injuries disproportionate to their population, vehicle possession, and economic activities. Common types of unintentional injuries include road traffic crashes, drowning, burns, and falls. Self-harm is the most common type of intentional injury globally. Major barriers to injury prevention are lack of quality data on injury epidemiology, misperception of injuries as ‘accidents’, insufficient funding, and the multi-sectorial nature of injury prevention. Previous studies and experience, mostly from high-income countries, have identified a set of effective and cost-effective interventions to prevent child injuries. Evidence-based and well-enforced legislation is a highly effective tool in preventing injuries. Enhanced multi-sectorial effort is required to achieve development goals on injuries, including the sustainable development goal (SDG) target 3.6: by 2020, halve the number of global deaths and injuries from road traffic injuries.
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Attia, Evelyn, Anne E. Becker, Cynthia M. Bulik, Alison E. Field, Neville H. Golden, Richard E. Kreipe, Daniel Le Grange, et al. "Treatment of Eating Disorders." In Treating and Preventing Adolescent Mental Health Disorders, edited by B. Timothy Walsh, 315–34. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199928163.003.0014.
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This chapter focuses on treatments for adolescents with eating disorders, using information derived from randomized controlled trials and evidence-based treatments for eating disorders in adults. Available data provide some guidance in selecting treatments, but there are significant limitations in research on psychological and pharmacological interventions. Family-based treatment is effective for adolescents with anorexia nervosa, especially for those with a short duration of illness. For adolescents with bulimia nervosa, both family-based treatment and guided self-help based on cognitive-behavioral therapy are empirically supported interventions. At this time, there are no randomized controlled trials on the treatment of adolescents with binge-eating disorder, and, despite the widespread use of psychotropic medications, there is little empirical information about the utility and safety of such interventions for adolescents. Additional large well-controlled systematic studies with adolescents are needed to inform best care practices.
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Holmes, Robyn M. "Human Development: Processes, Transitions, and Rituals." In Cultural Psychology, 408–52. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0011.
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Chapter 11 explores the ways culture shapes developmental processes and outcomes throughout the lifespan. It discusses models of development, childbirth, cross-cultural childbirth comparisons, infant mortality, infancy, infant sleeping arrangements, temperament, goodness of fit, and culture and temperament. Childhood subtopics include socialization processes, culture-specific and cross-cultural childhood studies, gender socialization and culture, and moral development models. Adolescent subtopics include 21st century experiences, parent–adolescent conflict, culture–specific studies, body image, rites of passage, social media use, and dating. Emerging adulthood topics include self and identity, love and sexuality, and media and technology. Late adulthood subtopics include culture and aging, culture–specific and cross-cultural studies, and Alzheimer’s disease and culture. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
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Painter, Kirstin, and Maria Scannapieco. "Treatment of Anxiety Disorders." In Understanding the Mental Health Problems of Children and Adolescents, 122–33. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927844.003.0008.
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As with depressive disorders, the two most common treatments for anxiety are psychotropic medication and psychotherapy, either individually or in conjunction. Psychotherapy is often the preferred first line of treatment unless the youth is a danger to self or others or is significantly unable to function. This chapter provides an overview of the classes of antianxiety and antidepressant medications (i.e., selective serotonin reuptake inhibitors, serotonin norepinephrine reuptake inhibitors, benzodiazepines) used for treating different anxiety disorders along with brief information on their side effects. Descriptions are provided of the core components of curriculum and non-curriculum evidence-based and promising practices, including child–parent psychotherapy, trauma-focused cognitive-behavioral therapy, and two computerized therapies. The chapter ends by revisiting the case studies from Chapter 7, reviewing the actual outcomes of the cases and posing questions to prompt further discussion.
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Legenhausen, Lienhard. "The Development of a Dyslexic Learner in the Autonomy Classroom - a Case Study." In 9. The Answer is Learner Autonomy: Issues in Language Teaching and Learning., 118–34. Candlin & Mynard ePublishing Limited, 2013. http://dx.doi.org/10.47908/9/6.
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Dyslexia has been studied and researched for many decades now, but the underlying causes still remain unknown. There are a host of competing theories many of which focus on various forms of neurobiological impairment. Since therapies would have to start out from the identification of an underlying cause, this means that most treatments are based on speculative theorizing. The more authoritative studies argue the point that dyslexia is a stable condition. This means that the most promising path towards supporting dyslexic learners would be to set up a learning environment in which their personality and especially their self-esteem can develop in a climate of mutual trust and respect. The article summarizes the content of a specific psychological program for developing self-esteem and compares its recommendations with what happens in the autonomy classroom. The logbook entries of a severe dyslexic learner testify to the fact that she feels accepted and respected by teacher and classmates alike, which augurs well for her linguistic development. Text samples covering a span of five years give evidence of a successful learning undertaking.
Conference papers on the topic "Self-esteem in adolescence Case studies"
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Sudrajad, Kiyat, RB Soemanto RB. Soemanto, and Hanung Prasetya. "The Effect of Bullying on Depression in Adolescents in Surakarta: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the6thicph.02.56.
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Background: Depression is common among adolescents that have been victims of bullying at school or through social media. However, numerous cases of bullying are never reported. Several studies have shown that suicidal ideation is associated with depression in adolescents with bullying. The purpose of this study was to examine the effect of bullying on depression in adolescents in Surakarta using Health Belief Model. Subjects and Method: A cross sectional study was carried out in Surakarta, Central Java, in December 2019. A sample of 250 adolescents was selected for this study randomly. The dependent variable was depression. The independent variables were bullying, perceived susceptibility, perceived severity, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Depression increased with bullying (OR= 3.5; 95% CI= 1.70 to 7.25; p= 0.001), strong perceived susceptibility (OR= 2.86; 95% CI= 1.32 to 6.19; p= 0.008), strong perceived severity (OR= 2.65; 95% CI= 1.20 to 5.88; p= 0.016), and weak self-efficacy (OR= 5.26; 95% CI= 2.49 to 11.09; p<0.001). Conclusion: Depression increases with bullying, strong perceived susceptibility, strong perceived severity, and weak self-efficacy. Keywords: bullying, depression, health belief model Correspondence: Kiyat Sudrajad. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36 A, Surakarta 57126, Central Java. Email: kiyatrambo@gmail.com. Mobile: +6285647116834. DOI: https://doi.org/10.26911/the6thicph.02.56
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Lambrecht, Franz, and Carsten Sommer. "SafeBike - a road safety programme for young adolescent cyclists." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002428.
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In 2019, approximately 29,000 children (up to 15 years of age) were involved in road traffic accidents in Germany. The cohorts with the most accident victims are the 11- to 14-year-olds, about half of whom (approx. 6,000 children) were involved in accidents by bicycle. The number of cyclists involved in accidents rises sharply after the transition from primary to secondary school. This is due to a change in driving behavior after the change of school compared to the primary school period. Many pupils start cycling to school after changing to secondary school. Furthermore, extensive behavioral changes occur with the onset of puberty, which, for example, increases the willingness to take risks in road traffic. SafeBike is a road safety program for the particularly vulnerable target group of 11 to 14-year-old cyclists based on observation procedures, self-reflection and personal responsibility. The basic aim of SafeBike is to raise students' awareness of danger perception when cycling, leading to an increased sense of safety in the short term, so that in the long term the number of cycling accidents in the target group will decrease. After participating in the program, students are expected to be more critical of their own behavior, among other things. SafeBike consists of three components: a self-assessment of one's own driving behavior in terms of safety, the treatment of several subject areas in which driving errors and traffic conflicts occur more frequently, and a final re-assessment of one's own driving behavior.The traffic effects of the program were surveyed and evaluated in a pilot test at two different schools in Germany. In the post-surveys, the test group committed about 50% fewer traffic conflicts and driving errors than the control group, which attests to the very high short-term effectiveness of SafeBike. In the control group, who did not complete the program, no significant improvements occurred in comparison to the before survey, in contrast to the subject group. In the test group, there were significant positive effects, especially in the case of driving errors that occurred particularly frequently in the pre-surveys and were correspondingly addressed in the program and discussed by the students. Particularly high positive effects were achieved with conversations while driving, at the pedestrian crossing and using the pavement on the wrong side of the road. Medium effects were achieved with hand signals and looking around. This means that the road safety program can be used in road safety education throughout the country. However, long-term effects are not yet available and must be determined in further studies.
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Kröll, Martin, and Kristina Burova-Keßler. "Use of AI tools in learning platforms and the role of feedback for learning." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001504.
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The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.