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.
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Toerien, Sanette. "Selfdestruktiewe gedrag by die adolessent 'n Maatskaplikewerkperspektief /." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10042005-152407.
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Silverton, Toby Irene. "Psychosocial variables of eating disordered women : assertiveness, intimate relationships, interpersonal distrust, and social self-esteem." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28282.
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This study examined the psychosocial variables of assertiveness, intimate relationships, interpersonal distrust, and social self-esteem in eating disordered and non-eating disordered women. Assertiveness was examined between three eating disordered subgroups, namely, restricting anorexics, previously anorexic bulimics, and never anorexic bulimics, in an attempt to answer the question: Are there differences in assertiveness between these subgroups? Intimate relationships, interpersonal distrust, and social self-esteem were examined between the overall eating disordered group and the non-eating disordered group. It was expected that eating disordered women, as compared to non-eating disordered women would report more difficulty in establishing and maintaining intimate relationships, higher interpersonal distrust, and lower social self-esteem.
The subjects were 82 females (41 eating disordered and 41 non-eating disordered), aged 19 to 40 years. Eating disordered subjects were recruited from a local support group for women with eating disorders. None of the eating disordered subjects were hospitalized at the time of testing. Eating disordered subjects were classified using the DSM-III (1980) criteria for anorexia nervosa and Russell's (1979) criteria for bulimia nervosa. Non-eating disordered subjects were nursing students at a local community college. Non-eating disordered subjects were screened using the Eating Attitudes Test in order to prevent the inclusion of women with mild eating disorders into the comparison group. All subjects completed a battery of tests including: The Eating Attitudes Test; The Assertion Inventory; The Adult Self-Perception Profile; The Eating Disorder Inventory; The Social Self-Esteem Inventory; arid a demographic information sheet. All subjects were weighed and their height measured.
A one-way multivariate analysis of variance was computed for the assertiveness measures of discomfort and response probability, examining differences between the three eating disordered subgroups. No significant differences were found. Post hoc analysis between the overall eating disordered group and the non-eating disordered group revealed highly significant differences between the two groups on both assertiveness measures (ϱ<.001). An examination of the means revealed that the eating disordered group experiences more discomfort in situations requiring assertiveness, and are less likely to respond assertively in those situations. Intimate relationships, interpersonal distrust, and social self-esteem were tested using a one-way multivariate analysis of variance. Differences were tested between the eating disordered and non-eating disordered groups. Highly significant differences were found between the groups on all three measures (ϱ<.001). An examination of the means revealed that the eating disordered group have more difficulty in forming and maintaining intimate relationships, a greater degree of interpersonal distrust, and less social self-esteem. Implications of these results and suggestions for future research are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Rustige, Cindy L. "Maternal reactions, home environment, and the self-esteem of eight visually impaired children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29210.
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This study investigated the relationship among maternal reactions to visual impairment, home environment, and the self-esteem of eight visually impaired children. Educational research has clearly isolated a correlation between self-esteem, academic performance, and behavior. The premise of this study was that visually impaired children who perceived their home environments as supportive and nurturing; and who had parents, particularly mothers who accepted their loss of vision, would feel better about themselves more so than visually impaired children who held predominantly negative perceptions. The study also compared children's, mothers' and teachers' perceptions of the child's self-esteem.
The subjects were 8 visually impaired children between the ages of 5 and 8, their mothers, and their integrating teachers. A questionnaire pertaining to children's self-esteem was circulated to teachers and mothers. Children were interviewed separately.
Results indicated that the climate of the home was associated with both the use of functional vision and self-esteem in visually impaired children. The findings are congruent with educational and humanistic-phenomenological theory, and support the hypothesis that children's behavior and perceptions of themselves are influenced by the reflections of 'significant others', particularly their parents.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Law, Wai-yee Fiona, and 羅惠儀. "A study of the wrist-cutting behavior among adolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31978575.
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McLagan, Beverley May. "Self-esteem components in eating disordered women : body-image disturbance, body dissatisfaction, and cultural and individual body shape ideals." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28170.
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This study examined the differences between eating disordered and non-eating disordered women on self-deficits, specifically self-esteem, body-image disturbance, and body dissatisfaction. In addition, the existence of a cultural and individual ideal body shape was investigated. It was expected that eating disordered women, compared to non-eating disordered women would exhibit lower self-esteem, higher body dissatisfaction and a greater degree of body overestimation (as measured by the waist). Furthermore, it was expected that eating disordered women would choose a thinner cultural and individual ideal shape than the non-eating disordered women.
The subjects were 82 females aged 19 to 40 years. The eating disordered group was recruited from a local support group and subjects met either the DSM-III (1980) criteria for anorexia nervosa, or Russell's (1979) criteria for bulimia nervosa. None of these subjects were hospitalized at the time of testing. Non-eating disordered subjects were nursing students recruited from a local college. The Eating Attitudes Test was administered to these subjects as a screening device to ensure that no subjects were included who had a mild eating disorder. All subjects completed a test package: The Eating Attitudes Test; The Adult Self-Perception Profile; The Eating Disorder Inventory; and a demographic sheet. At a second interview, subjects completed a body-image estimation procedure (Askevold, 1975), the cultural and individual ideal questions (Perceived Body Image Scale, Manley & LePage, 1986), and were weighed and measured for height.
A one-way multivariate analysis of variance was computed for measures of self-esteem, body dissatisfaction and body-image disturbance, examining differences between the two groups. Significant differences were found for self-esteem and body dissatisfaction (p < .001), with body-image disturbance approaching significance (p < .06). An investigation of the means revealed that eating.disordered women showed less self-worth, more ineffectiveness and experienced greater body dissatisfaction, than did non-eating disordered women. While body-image disturbance was present in both groups, the eating disordered group showed a slightly greater tendency to overestimate
their waist area than did the non-eating disordered group. A Chi square analysis computed for the cultural and individual ideals revealed the eating disordered group chose a significantly thinner cultural ideal shape (p < .05) and individual ideal shape (p < .001) than the non-eating disordered group. Both groups chose a very narrow range of acceptable female shapes to represent the cultural and individual ideal body shapes. Implications for these results and suggestions for future research are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Chan, Kwok-kuen Ernest, and 陳國權. "The self-esteem of the hearing-impaired junior secondary pupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38625994.
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Robertson, Jennifer L. 1969. "The effects of an adventure education problem-based approach program on students' self-esteem and perceived problem solving ability /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35304.
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This study investigated changes in self-esteem and perceived problem solving ability of academically at-risk students participating in a program called Science of Survival. The program combined adventure education and problem based learning approaches. One hundred and fifty-five male and female students, between the ages of 16 and 24 years completed the Self-Esteem Inventory and the Problem Solving Inventory at the beginning of the semester, after an adventure experience weekend, and at the end of the semester. A group of seventy-seven first year social science students, serving as a control group, also completed the inventories on the same time schedule. Self-esteem and perceived problem solving ability scores were analyzed by two one-way (treatment versus control) repeated measures (three assessments times) ANOVAs. Correlations between the two measures were also computed. Results indicated significant (p $<$.05) interactions of group by time for both self-esteem and perceived problem solving ability and significant correlations. Further analysis showed the Explorations II program was effective at increasing self-esteem and perceived problem solving ability and that these two constructs are related. The control group did not change in self-esteem over the period, but showed a deterioration in perceived problem solving ability.
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McCabe, Dorothy Louise. "The underachieving gifted student: an evaluation of the relationship of learning style and academic self-concept to academic achievement and a case study of one gifted high school student." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40074.
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Tuls, Kylee Sue. "Parent Response to Adolescent Self-Injurious Behavior: A Collective Case Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3384.
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Research in the area of self-injurious behaviors and the family context is still emerging. The majority of research available is quantitative in nature. The limited qualitative research available in this area has been conducted outside of the United States. A collective case study was conducted with four parents with an adolescent that had been admitted to an inpatient psychiatric residential facility with a presenting problem of self-injurious behavior. The purpose of this study was to gain an in-depth, qualitative understanding of the parent perspective and comprehension of adolescent self-injurious behavior including the parents' ideas on how the parent-child relationship or other family relationships may have influenced the self-injury. With-in case and cross-case analyses were utilized from the collected data including field notes, interview scripts, member checking sessions, and medical record reviews. Themes identified using an inductive content analysis were discussed based on each primary interview question. Clinical implications included the importance of providing parental education, encouraging parent participation in therapy, treating self-injurious behavior from a trauma-informed perspective, and others were considered. Limitations of the present study, directions for the use of the present research, as well as implications for future research were reported.
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Fowler, Lori Ann. "Breast implants for graduation? Parent and adolescent narratives." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6111/.
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The purpose of this research is to examine through sociological and psychological theories how women make sense of the desire and attainment of breast implants for graduation. The study used a qualitative approach and focused on women ages 18-35 in the state of Texas who have received breast implants for graduation. The sample size in this study included 10 high-school graduates receiving implants as a gift and their 10 mothers. Seven theoretical paradigms provided a better understanding for why the daughters asked for breast implants and why the parent(s) paid for them. Symbolic interaction theory explained why the daughters wished to replace their "fake" cotton padded self with their augmented self, to become the most authentic woman possible. Social construction of reality theory explained why both mothers and daughters wanted to conform to the social construction of gender, and to accomplish their gender well. Conspicuous consumption theory demonstrated how cosmetic surgery practices allow women to appear wealthy, gain status, and "flash" their assets. Feminist theory explained why some women were motivated to capture the attention of men and others altered the body out of empowerment. Reference group and social comparison theories explained how the women in this study were influenced to undergo cosmetic surgery by ranking themselves in attractiveness against real friends and media icons. Lastly, self-discrepancy theory showed how the daughters in this study felt they needed surgery to fix a discrepancy between their real and ideal self. The majority of respondents expressed complete comfort with their gifting and receiving of breast implants for graduation, claiming it was a great decision. They also agreed surgery was worth any risk to increase their daughter's confidence. Most of the mothers expressed that they were comfortable with their decision to gift surgery to their daughters, despite knowing that their gift of augmentation would ultimately result in more surgery in the future.
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Williams, Cathy E. "The effects of cognitive self-instructional strategies on children's fear of fire." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101362.
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Childhood fears have been considered to be part of normal development. It is when these fears develop into severe fears or phobias that they become of concern to clinicians. Children's fears have varied over the years from school related fears, to political fears, to fears of danger and death in most recent years. Of the latter category, fear of fire-getting burned emerged as the second most commonly reported fear among children. The present study examines two cognitive self-instructional strategies to test their effectiveness in reducing children's fear of fire. Cognitive strategies were the ones of choice in that they remedied many of the problems found in some of the other behavioral techniques. Either of two self-instructional strategies including a fire safety training program using self-instructions and a self-instructional fear reduction strategy were taught to second and third grade children. A major hypothesis of the study was not confirmed which maintained that children who learned self-instructional fear reduction exercises would show greater reductions in fear than children who did not learn the exercises. Although these results were not evident immediately following training, a trend toward this expectation did appear at follow-up. These findings implied that although the cognitive self-control strategy was not effective in reducing children's fear immediately, it did tend to provide for greater maintenance of behavior change over time. The present study has implications for continued investigation in the areas of childhood fear reduction and the maintenance of behavior over time.M.S.
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Wimbush, Luke. "Female fitness: evaluating the effectiveness of a girls only physical education course on cardiorespiratoryfitness, physical activity and self-esteem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45013974.
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Mitchell, Dove Lakindra Michelle. "Got Hair that Flows in the Wind: The Complexity of Hair and Identity among African American Female Adolescents in Foster Care." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2321.
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African American children are disproportionately over-represented in the child welfare system. Many of these children linger in the system and experience disconnection from their biological families, communities, cultural beliefs, values, and practices. Familial socialization and cultural exposure are essential to developing a positive ethnic identity and self-concept. For African American female adolescents, hair and hair care are critical areas for such socialization and support. This qualitative study explored the hair and hair care perceptions and experiences of African American female adolescents in foster care. The goal was to examine hair and hair's connection to, and influence on, sense of self and self-esteem for African American female adolescents in foster care.
Eleven African American female adolescents participated in individual interviews, and grounded theory was used to analyze the data. Four major themes emerged: hair care, perception of hair and identity as an African American female, societal influences on self-awareness, and influence of the foster care system. Results from the study indicated African American female adolescents in foster care identify hair as important. Participants noted hair is connected to appearance and shapes who they are and how they view themselves as African American females. Participants addressed the complexity of hair and politics associated with hair. The findings further emphasized the role of racial socialization and the importance of a supportive hair care environment. Participants also discussed their awareness of societal influences on their perception of African American women. They offered recommendations for improving the hair care experiences of African American children in foster care, for supporting positive development of identity and self-esteem, and for implementing standards of practice that will ensure these youths' cultural needs are addressed in the child welfare system.
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Zashikhina, Anna. "Juvenile chronic physical illness in Northern Russia : Studies on mental health, health-related quality of life, and family functioning." Doctoral thesis, Umeå universitet, Barn- och ungdomspsykiatri, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86462.
Full textAbstract:
Background Chronic physical illness (CPI) is a prolonged, rarely cured condition, which often causes impairment of activities of a child’s or adolescent’s daily living. This thesis encompasses three cohorts of patients with CPI – diagnosed with diabetes, asthma or epilepsy. Psychological disturbances and difficulties experienced by young patients with CPI are common, and changes in the family environment are inevitable. Hence, from a health care perspective, three cohorts of CPI can give a frame of reference to guide our understanding on the psychological health of adolescents with CPI, and the disease impact on their life; to determine target groups for psychological interventions, and to identify important directions for health care development. Objectives The overall aim of the study was to assess the psychological well-being of adolescents with CPI in Northern Russia, as well as to identify factors of potential risk or protective significance for adolescents’ well-being. Methods The questionnaires covering different aspects of psychological well-being as behavior-emotional problems, depressive symptoms, self-esteem, and health-related quality of life (HRQoL) as well as family functioning were answered by the adolescents with CPI and their mothers, including the Child Behavior Check-List (CBCL) and Youth Self-Report (YSR); Beck Depression Inventory (BDI); The Rosenberg Self-Esteem Scale; I think I am; Quality of Life in Epilepsy Inventory for Adolescents (QOLIE-AD-48); Diabetes Quality of Life Questionnaire for Youths (DQOLY); Pediatric Asthma Quality of Life Questionnaire (PAQLQ); Self-report Family Inventory (SFI); and Socio-Economic Status (SES) questions. Disease related clinical information was withdrawn from the pediatric outpatient clinic. The sample consisted of 148 adolescents with CPI identified from Arkhangelsk pediatric outpatient clinic records and their mothers. Comparative data were obtained from a group of 301 schoolchildren and their mothers. Results Results in Paper I showed certain differences in mental health of adolescents with CPI compared to healthy counterparts indorsed by mother’s reports alone, while self-reports by adolescents with CPI didn’t show any discrepancy in the level of behavior/emotional problems and depression compared to healthy peers. Most pronounced symptoms were found in adolescents with asthma and epilepsy associated with disease severity and gender. In the results of Paper II there were no significant differences found in self/mother reported family functioning of the total group with CPI versus controls. The perception of family functioning differed between the CPI groups and was associated to certain disease-related and non-disease factors. Paper III showed that adolescents with diabetes and asthma maintain positive self-esteem similar to or even higher than that of their healthy counterparts. Adolescents with epilepsy reported lower self-esteem compared to other CPI groups or controls. A diversity of factors contributed to self-esteem variation within the CPI groups. Paper IV provides evidence that adolescents with CPI maintained relatively moderate to high levels of HRQoL. The domains affecting HRQoL were related to both disease-specific (severity) and non-disease factors (gender and SES). Conclusions In the scope of the present thesis we assessed and described psychological well-being and family functioning of adolescents with chronic illnesses. Our results demonstrate generally low levels of behavior-emotional problems, depressive symptoms, and relatively high self-esteem, positive health-related quality of life, and successful family functioning in adolescent with CPI in Northern Russia. However, we conclude that there is a risk of mental health problems, particularly of internalizing nature, in adolescents with asthma and epilepsy. The significant risk factors associated with psychological well-being mediated by family functioning in CPI groups were single-parent household, child age, disease severity, child gender, family SES, and changes in the family life. High family competence and successful family functioning are indisputable protective factors for psychological well-being in adolescents with CPI.
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Collins, Janice Marie. "Finding Leadership in the “Real World” of News: The Professional Socialization of Leadership Development and Issues of Power, Gender, Race, and Self Esteem in a College Broadcast Journalism Lab, A Case Study." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1236724544.
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Johnson, Beverly Yvonne. "Vocal Self-identification, Singing Style, and Singing Range in Relationship to a Measure of Cultural Mistrust in African-American Adolescent Females." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278339/.
Full textAbstract:
The purpose was to determine the relationship between high or low cultural mistrust and vocal characteristics in African-American adolescent females. The vocal characteristics were vocal self-identification, singing style, and singing range.
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Chung, Chiang-hon, and 叢蔣漢. "An empirical investigation of the effects of the social skills training on a group of F.2 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627140.
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Yee, Yan-yan, and 余茵茵. "An evaluation of an adventure based counseling (ABC) group in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962026.
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Rayford, Debra D. "A Phenomenological Case Study of Seventh-Grade African American Male Students at the Africentric School in Columbus, Ohio." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1334597826.
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Burgoyne, Christine Anne. "The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.
Full textAbstract:
Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.
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Moseki, Monkie Muriel. "Adolescent self-regulated learning development in school : a psycho-educational perspective." Thesis, 2013. http://hdl.handle.net/10500/13865.
Full textAbstract:
High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based.
An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test.
The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised.Psychology of Education
D. Ed. (Psychology of Education)
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Algra, Marlene. "Self-constructing a career : reflection following career adaptability as instructional scaffold." Diss., 2021. http://hdl.handle.net/10500/27409.
Full textAbstract:
South African learners transitioning into the world of work are currently lacking
adequate career education in schools. It is well documented that preparedness for the
world of work sets learners in a locus of control.
The main aim of this case study was to interpret learners’ reflections of selfconstructing
a career with the psychosocial construct of career adaptability as an
instructional scaffold. The study leaned on the life design for career construction
theory, a combination of the career construction theory of Savickas, and the selfconstruction
theory of Guichard. I utilised interpretivism as a research paradigm and
a single case study design. Following purposeful convenience sampling, sixteen
Grade 11 learners in a South African public school participated in Phase 1: a workshop
comprising five sessions. Phase 2 consisted of a focus group interview with eight
learners selected from the original group on their level of contribution and commitment.
Data collection included group reflection, reflective writing, observation, researcher
reflective field notes, and a focus group interview.
Six themes emerged from the thematic analysis of the data. Learners successfully
initiated career planning activities by reflecting on the career adaptability construct.
The research results suggest a need for an alternative approach in the manner career
education is presented in schools. This study hopes to provide insight into career selfconstruction
initiatives learners employ when using the career adaptability construct
as an instructional scaffold.Psychology of Education
M. Ed. (Psychology of Education)
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Davel, Coriena. "The mobile phone as an extention of the self : a study among adolescents in a secondary school." Thesis, 2017. http://hdl.handle.net/10500/22819.
Full textAbstract:
The mobile phone forms part of a teenager’s life world and reality today and can be regarded as a tool with which they not only communicate, but also use them to gain access to the Internet, social media and social networking sites. The primary aim of this study was to determine if the mobile phone, with all its functionalities, has an impact on the development of the adolescent’s identity formation, social development and communication skills as well as the sense of the self. Another objective of this study was to determine what the opinions and perceptions are of older generations with regard to mobile practices of the youth. A concurrent triangulation mixed method design was utilised for the purpose of the study. The quantitative and qualitative studies were conducted simultaneously and the data and results from each method were integrated and interpreted as a whole. The quantitative data gathering method was short self-structured questionnaires that were completed by learners (190), teachers (35) and parents (21) to provide a general overview of mobile usage among adolescents. A single-group pre-test post-test experimental design and individual interviews were conducted with eight volunteers. Lastly, 12 learners took part in a focus group interview as a confirmation technique for all the information that was gathered. The findings of the empirical investigation revealed that the mobile phone is used nowadays as a social tool, a planning tool and a convenience tool. The constant connectedness the mobile phone provides, strengthens the adolescents’ self-esteem and self-confidence and contributes strongly to their self-worth. The mobile phone is used as a self-expressive personalised tool and forms part of the sense of the adolescent self. It was also found that adolescents build their relationships with others on a two-dimensional platform that involves online and offline communication and activities. A definite gap exists between older generations’ perceptions and adolescents in connection with the ways that adolescents use their mobile phones nowadays. Parents and teachers have to accept the fact that technology forms part of today’s youth and they should change their mind-sets with regard to this complicated and complex phenomenon.Psychology of Education
D. Ed. (Psychology of Education)
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Preston, Candice. "Life coaching for female high school learners : a case study in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26497.
Full textAbstract:
This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners.Educational Management and Leadership
M. Ed. (Educational Management)
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Van, Schalkwyk Mari. "Die selfkonsep van die swart leerling in 'n multikultureel-sensitiewe skool." Thesis, 2014. http://hdl.handle.net/10210/11691.
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Eylon, Dafna. "Empowerment : a multi-level process." Thesis, 1993. http://hdl.handle.net/2429/1231.
Full textAbstract:
The term "empowerment" is frequently used by organizational researchers, management practitioners, and consultants. However, despite the popularity of the term, there is a lack of empirical work and no generally accepted definition. As part of a thorough multi-disciplinary literature review, fourteen different conceptualizations for the term empowerment were discovered and classified into four categories: Micro (intra-psychic), Meso (relational-interactive), Macro (structural), and Misnomer (bogus). As a result of this work, both a new definition and a multi-level process model of empowerment are offered. Empowerment is defined here as an enhancing and energizing context specific process that expands an individual's power and feelings of trust, is usually facilitated by another, and results in increased levels of self-esteem, self-efficacy and other characteristics related to personal growth and control, which eventually lead to outcomes such as performance and satisfaction. The proposed multi-level process model postulates that the process of empowerment is driven by changes in information, responsibility, and active belief, and mediated by intra-psychic factors. This model was empirically tested in a between-subject, pre-test, post-test simulation design. Over a period of three weeks 135 graduate students completed a novel application of in-basket exercises, within which an empowerment manipulation was embedded. This manipulation included increasing information, responsibility, and active belief for the empowered manipulation and decreasing these three components for the disempowered manipulation. Multivariate analysis of variance revealed that, as predicted, the manipulation had a significant impact on the three mediating intra-psychic factors (self-efficacy, self-esteem, and locus of control) and an analysis of variance found significant results in the predicted direction on the dependent variable of job satisfaction. Regression analyses revealed the predicted mediation relationship between the intra-psychic variables and the dependent variable of job satisfaction. However, none of the analyses yielded significant results for the performance measures (initiative, sensitivity, planning and organizing, delegation, administrative control, problem analysis, judgement, and decisiveness). Several potential explanations are offered for these results, including a motivational interpretation which focuses on participant's motivation directionality. Theoretical and practical implications for these results are discussed as well as directions for future research.
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Conrady, Lara Lee 1977. "A phenomenological case study of mentoring outcomes : benefiting the mentor in student development, self-esteem, and identity formation." 2007. http://hdl.handle.net/2152/15892.
Full textAbstract:
This qualitative study sought to provide a list of outcomes that mentors have as a result of being involved in a service-learning course over the course of one academic semester. The service learning course, Leadership in the Community, requires the enrollees to serve as a mentor to a local middle school student. Specifically, this study examined the mentoring outcomes of student development, self-esteem, and personal reflection. Data included semistructured interviews, researcher observations, Rosenberg Self-Esteem Scale (RSE), mentor journals, and personal reflection papers. Twenty-one participants were included in this study. An analysis of the data sources illustrated how each participant experiences mentoring and its outcomes and was informed using literature on mentoring, self-esteem, student development, and service-learning including: Maslow (1976), Chickering and Reisser (1993), Boyer (1990), Kram (1985), and Rosenberg (1965). In summary, this study's purpose was to identify mentoring outcomes and how participation in a service- learning course can contribute to changes in student development, self-esteem levels, and personal reflection. This study found that participants enrolled in the course for specific reasons, which included (a) forming relationships, (b) providing hope and promoting personal development, and (c) modeling goal setting. In regards to self-esteem development, the Leadership in the Community course provided the participants with a positive support system, a forum for sharing personal accomplishments, and an outlet to serve the local community by serving as a mentor. The participants displayed the ability to personally reflect about themselves and their mentoring experience in classroom interactions, mentor journals, interviews, and personal reflection papers. Themes and patterns noted in the participants' personal reflection were reflections about (a) personal growth, (b) identity formation, (c) past experiences, and (d) experiences with their classmates. This study suggests that service-learning courses that require mentoring as an enrollment requirement provides participants with an opportunity to develop as a student and as a person by contributing to the local community, increasing self-esteem, and reflecting upon one's past experiences. This study also makes a contribution to the literature by examining the mentoring relationship from the mentor's perspective. This departure from the existing literature on the mentoring relationship provides a new perspective for future research.text
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Mohamed, Shireen Ahmed. "Self-esteem and social distance among adolescents in a minority group, the case of the Zanzibaris in Durban." Thesis, 1998. http://hdl.handle.net/10413/5908.
Full textAbstract:
The Zanzibaris of Durban constitute the smallest minority in South Africa's ethnically diverse society. The largest cluster of Zanzibaris reside in a predominantly Indian area of Bayview, Chatsworth. Their adolescents attend schools with black and Indian peers. The theoretical perspectives of self-esteem and social distance imply that adolescents in such
circumstances face a complex task of identity formation.
This study compared levels of self-esteem, as measured by the Piers Harris Self Concept Scale, in Zanzibaris, Zulu-speaking blacks and Indian boys and girls aged 13-16 years. The sample consisted of 263 respondents of 3 racial groups (Zanzibaris (n=60); Indians (n=154) and Zulu-speaking blacks (n=49), of both genders drawn from two urban schools in Bayview, Chatsworth (a socio-economically heterogeneous area) in Durban. An adaptation of the Bogardus Social Distance Scale was employed to assess the attitudes of Zanzibari adolescents to other racial groups. These attitudes were examined for gender differences and in relation to self-esteem scores. In view of the sensitivity of the study, parental consent
was sought and respondents were briefed before and after administration of the measures.
The results were analysed using analysis of variance, t-tests and correlation co-efficients.
Interracial comparisons did not uphold the prediction that Zanzibaris would exhibit significantly lower levels of global self-esteem or its six components. Zanzibaris displayed significantly higher scores globally and for five of the components. No significant gender differences were found in self-esteem scores of the entire sample or for each racial group.
The prediction, that Zanzibari adolescents in view of their circumstances, would show greater social distance towards blacks than towards Indians was not supported. Zanzibari boys and girls were similar in their ranking of other racial groups in terms of out-group preference, with boys showing greater social distance towards each group. Self-esteem and social distance scores were positively correlated at a non-significant level. This did not support the prediction that minority adolescents who preferred out-groups over in-groups would have lower self-concept scores.
The findings are discussed in terms of theories of self-esteem, social identity and contact hypotheses, and contrasted, with those of other studies conducted in South Africa and abroad. Attention is drawn to the strengths and limitations of this study. The findings have implications for policy makers at the level of school and community in order to reduce
prejudice and promote intergroup harmony. It is suggested that curriculum packages include social science sessions to explore concepts of tolerance, racism and inter-ethnic communication both at individual and institutional levels. In the light of this study, suggestions are made for further research to inform the discourse around marginalised minorities.Thesis (M.Ed.)-University of Natal, 1998.
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Jones, Vivian Olivia Shaw Kenneth Louis Aspinwall Leslie. "Cognitive processes during problem solving of middle school students with different levels of mathematics anxiety and self-esteem case studies /." 2006. http://etd.lib.fsu.edu/theses/available/07072006-195753.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2006.Advisors: Kenneth Shaw, Leslie Aspinwall, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 14, 2006). Document formatted into pages; contains xii, 129 pages. Includes bibliographical references.
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Ismail, Sadika. "Self-esteem, graduateness skills and attributes and career adaptability of the young adult in the school-to-work transition phase." Diss., 2015. http://hdl.handle.net/10500/20299.
Full textAbstract:
This research focuses on the relationship between self-esteem, graduateness skills and
attributes and career adaptability among young adults in the school-to-work transition phase
to assist them in dealing with the transitions they are faced with during the school-to-work
transition phase in the hopes of making them more career adaptable and employable. A
cross-sectional quantitative research approach was followed, and a non-probability
convenience sample (N = 332) of undergraduate black (98.5%) and female (62%) young
emerging adults (18 to 29 years) at a Further Education and Training (FET) college in South
Africa participated in the study. A canonical correlation analysis indicated a significant overall
relationship between the graduateness/self-esteem canonical variate and the career
adaptability canonical variate. Hierarchical regression analyses indicated that the
relationship between graduateness skills and attributes and career adaptability was
moderated by self-esteem. Tests for mean differences revealed that males and females
differed significantly regarding their personal self-esteem and lie items. Recommendations
are suggested for use by human resource professionals in terms of career development
practices.Human Resource Management
M. Com. (Human Resource Management)
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Obulutsa, Thomas Austin. "Self-esteem and employee burnout as predictors of employee turnover intention among professional counsellors in Nairobi, Kenya." Thesis, 2016. http://hdl.handle.net/10500/22598.
Full textAbstract:
Text in EnglishStaff turnover affects employees, employers and their clients. When counsellors leave a particular employment context, relationships have to be modified or terminated, and in some instances, clients have to start counselling afresh. This study focused on testing whether self-esteem and burnout can be predictors of voluntary turnover. Relating the three variables of self-esteem, employee burnout, and employee turnover intentions among counsellors reveals a dearth in literature and research. This study utilised qualitative and quantitative data. A sample of 200 counsellors received questionnaires to collect quantitative data and 162 questionnaires were analysed. The Intentions-To-Stay Questionnaire by Roodt (2004) measured turnover intention, the Maslach Burnout Inventory (Maslach & Jackson, 1981) measured Burnout and the Rosenberg Self-esteem scale (Rosenberg, 1965) measured self-esteem. Qualitative data collection utilised the focus group interview. 23 participants for one group interview were selected using Convenience sampling. Significant relationship was found between self-esteem and age, gender, marital status, duration of work, academic qualification and job status. Results indicated that the emotional exhaustion subscale has statistically significant relationships with age, academic qualification, marital status and employment status. The depersonalization subscale indicated a statistically significant relationship with age, gender, marital status and employment status. The personal accomplishment subscale indicated statistically significant relationship with gender, academic qualification, marital status, duration of employment and employment status. A statistically significant relationship was found between turnover intention and age, marital status, highest academic qualification of participant and employment status. Further, a statistically significant relationship was found between turnover intention and burnout but not between turnover intention and self-esteem. This analysis confirmed burnout as a predictor variable and self-esteem as not. Study findings revealed three categories of reasons influencing turnover among counsellors; namely diversification reasons, growth and development reasons, and remunerative reasons. Counsellor narratives of burnout revealed three major themes namely: exhaustion, work settings, characteristics, and sources of stress. Workplace and institutional interventions were categorized into two namely developmental and normative. An integrated model of clinical supervision for responding to burnout and turnover intention was presented as part of the discussion.
Psychology
D.Phil. (Psychology)
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(6619163), Ying Nie. "THE ROLE OF IDENTITY AND IMAGINATION IN THE LITERATE PRACTICES OF ADOLESCENT GIRLS: FOUR CASE STUDIES FROM INDIA." Thesis, 2019.
Find full textAbstract:
The purpose of this qualitative case study is to explore the literacy practices of marginalized adolescent youth in India and the relationship of these practices to imagination and identity construction. More than just tools for communication, language and literacy practices allow individuals to express their selves and identities as they voice their thoughts, negotiate meaning (Dyson & Genishi, 2005; Gee, 2003), and enact themselves within society (Janks, 2010; New London Group, 1996). This qualitative case study took place in Lucknow, India; the subjects were a group of adolescent girls at a nonprofit all-girls school in a seventh-grade classroom. Using discourse analysis, the data revealed the ways in which the girls used literacy to agentively position themselves as actual selves in their societies, as imagined social selves and others, in relationship to social others, and in imagined events.
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Benade, Dorrithe Annie. "Educational psychological guidelines for parents based on the lifeworld of the high-achieving young adolescent." Diss., 2013. http://hdl.handle.net/10500/13978.
Full textAbstract:
The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent.
A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated.
The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment.Psychology of Education
M. Ed. (Guidance and Counselling)
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Buys, Sulize. "The factors that relate to the career maturity of school-going girls in Gauteng : a case study." Diss., 2014. http://hdl.handle.net/10500/14491.
Full textAbstract:
The first aim of this research was to identify the factors that relate to the career maturity of school-going girls and more specifically the factor positive possible selves. Secondly, the study aimed to measure the stability of the construct career maturity as learners progress from one grade to the next without any guidance intervention. The work of Super (1957), Crites (1969) and Langley (1988) formed the theoretical framework for the investigation of the contextual factors such as subject choice and career choice and the biological and psychological factors such as grade, self-efficacy, self-esteem, perceived and actual academic achievement and positive possible selves in relation to career maturity. Quantitative research that involved a cross-sectional and longitudinal research design was implemented. Career choice and self-esteem were the strongest predictors of career maturity Self-efficacy showed marginal significance and possible selves explained only 2% of the variance of the dependent variable career maturity.Psychology of Education
M. Ed. (Guidance and Counselling)
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Coutts, Lara Marlaine. "Community reflections in the House of Mirrors Pilot Project." Thesis, 2001. http://hdl.handle.net/2429/11512.
Full textAbstract:
Researchers have identified the need to explore the context in which disordered
eating is a reasonable response to violence and socio-cultural expectations, and
the need for prevention programs that link fat phobia with other forms of
oppression (Burstow, 1992; Herman, 1997; Orbach, 1994; Piran, 1999; Sesan, 1994;
Steiner-Adair, 1994, Thompson, 1992). To date, the House of Mirrors
Community Development Pilot Project (the "HOM") is the only community-based
program in Canada that addresses these issues. The HOM is a visual arts
installation of twenty-six full-length mirrors onto which women, girls and artists
of various cultures, ages, and body types portrayed how violence and fat phobia
have impacted their lives. The purpose of this multiple method study was to
assess the efficacy of the HOM as a facilitator of working relationships between
the health, business, art, and education sectors in Campbell River, B.C. The
process was documented in two focus group interviews with five members of the
HOM Subcommittee and in a survey of the HOM subcommittee and the Eating
Disorder Program Advisory Committee. Evaluating the project's effectiveness
distinguished different levels of community involvement as connections,
relationships, and partnerships. The evaluation highlights differences between
prevention and community development initiatives and the need for an
emphasis on partnership building in social work. This knowledge will be used
to inform future policy and practice decisions.
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Botha, Michelle. "Dance/movement therapy and the psychosocial well-being of learners with visual impairment : a case study." Diss., 2018. http://hdl.handle.net/10500/25746.
Full textAbstract:
This transformative mixed method case study investigated the influence of Dance/Movement Therapy (DMT) as a physical activity on the psychosocial well-being of learners with the visual impairment of low vision in a school for the visually impaired in Gauteng. A study of existing literature indicated a series of psychological and social dynamics which shape a person with low vision’s self-esteem and subsequent psychosocial well-being. A DMT intervention programme was designed accordingly. Through a filtering process, six female, adolescent participants with possible self-esteem challenges were identified. These participants completed the Rosenberg Self-Esteem Scale (RSES) prior to taking part in the eight 60 minute sessions of the DMT intervention programme. The RSES was completed again post-intervention. Results indicated an increase in the self-esteem levels of all six participants to various degrees. Qualitative measures, including observations schedules, process notes in a researcher’s diary and participant reflections in DMT Journey Journals supported quantitative findings.Mokgwa o, o o tswakantseng was diphetogo wa dithuto o batlisitse thotloetso ya Motantsho/ Motsamao wa pholo jaaka ikatiso ya mmele mo go itekanelong/ boitekanelong jwa tlhaloganyo ya barutwana ba ba sa boneng sentle mo sekolong sa bana ba ba sa boneng mo kgaolong/ porofinsi ya Gauteng. Dipatlisiso tsa dikwalo tse di leng teng di supa tatelano ya tlhaloganyo le loago e e farologaneng e e bopang go tlhoka go itshepa ga motho yo a neng le pono e e bokowa le tlhaloganyo le botho jwa gagwe. Ka jalo lenaneo la tseregano la DMT le ile la diriwa. Ka mokgwa wa go tlhopha, makgarebe a baša a le marataro, a a nang le mathata a go tlhoka boitshepo a ile a tlhopiwa. Ba tsaya karolo ba ba ile ba tlatsa kgotsa ba konosetsa selekano sa boitshepo sa Rosenberg (RSES) pele ba tsaya karolo mo go lenaneong la dikarolo tse robedi tsa metsotso e le 60 ya tserenanyo ya DMT. Morago ga tsereganyo selekano se ile sa tladiwa gape. Dipholo di supile kgolo e e farologaneng ya boitshepo mo go batsayakarolo botlhe ba le barataro. Ditekanyetso tsa boleng, tse di akaretsang lenaneo la ditlhokomediso, dintlha tsa tiriso tsa letsatsi le letsatsi mmatlisisi le maikutlo a batsaakarolo di totobatsa dipholo tse.dintsi mo dikwalong tsa tsela ya DMT.
Die invloed van die fisiese aktiwiteit van Dans/Bewegingsterapie op die psigososiale welstand van leerders met lae visie in ‘n skool vir gesiggestremde leerders in Gauteng is deur hierdie transformatiewe gemengde metode gevallestudie ondersoek. ‘n Studie van bestaande literatuur het ‘n reeks sielkundige en sosiale faktore wat die persoon met lae visie se self-beeld en gevolglike psigososiale welstand vorm uitgelig en ‘n Dans/Bewegingsterapie intervensieprogram is daarvolgens ontwerp. Ses vroulike adolesente deelnemers met moontlike self-beeld uitdagings is deur middel van ‘n filtreringsproses geïdentifiseer. Hierdie deelnemers het die Rosenberg Self-Esteem Scale (RSES) voor en na hulle deelname aan 8 60 minute sessies van die Dans/Bewegingsterapie intervensieprogram voltooi. Resultate het onderskeidelik ‘n toename in selfbeeldvlakke van al ses deelnemers tot in verskillende mates aangedui. Kwalitatiewe maatstawwe soos die gebruik van obserwasieskedules, prosesnotas in ‘n navorserdagboek en deelnemers se refleksies in hulle persoonlike Dans/Bewegingsterapie joernale het die kwantitatiewe bevindinge ondersteun.
Psychology of Education
M. Ed. (School Guidance and Counselling)
47
Govender, Lucilla. "Quiet Time Programme (QTP) as a model for managing discipline in primary schools in Chatsworth, Durban." Diss., 2014. http://hdl.handle.net/10500/18345.
Full textAbstract:
The purpose of this study was to investigate the Quiet Time Programme as a technique to maintain learner discipline in primary schools in Chatsworth, Durban.
Data regarding the impact of the Quiet Time Programme on positive discipline was collected. Questionnaires were used to collect the data. Data was collected from principals, educators and learners. Three primary schools in Chatsworth were used. A quantitative research approach was used in this study.
The empirical investigation revealed that there are many learner discipline issues that educators are faced with on a daily basis. The investigation also demonstrated the ineffectiveness of the alternatives to Corporal Punishment that are used at schools currently. This study introduced the Quiet Time Model. Principals, educators and learners revealed their perceptions of the Quiet Time Programme.
The study concluded with the discussion of the major findings emanating from the data analysis. Recommendations have been provided to schools for drawing up their discipline policies. The role of the principals, parents, educators and learners play in creating an environment conducive to teaching and learning must be considered. Some techniques to keep all stakeholders interested and inspired in the implementation of new discipline techniques are provided.Educational Management and Leadership
M. Ed. (Education Management)
48
Mamhute, Rosemary. "The educational challenges of pregnant and nursing adult learners: a case study of Morgenster Teachers’ College." Diss., 2011. http://hdl.handle.net/10500/4809.
Full textAbstract:
The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem.M. Ed. (Adult Education)
Educational Studies
49
Badenhorst, Charlotte Henrietta. "Psigiese lewensaktualisering van die afknouer in die primere skool." Diss., 2013. http://hdl.handle.net/10500/10590.
Full textAbstract:
Text in AfrikaansDie doelstelling van hierdie kwalitatiewe navorsing was om die leerder in die primêre skool, wat ander afknou, se psigiese lewensaktualisering te verken en te beskryf. Om hierdie doelstelling te bereik, is bepaalde doelwitte gestel. Deur middel van ’n literatuurstudie is ondersoek ingestel na die ontwikkeling van die leerder in die middelkinderjare. Voorts is die konsep van afknouery ondersoek, om sodoende ‘n psigiese beeld te kan skep van die leerder wat ander afknou. Projeksiemedia is in drie gevallestudies gebruik om empiriese inligting rakende die doel van die navorsing te bekom. Temas is uit die projeksiemedia geïdentifiseer en teen die bestaande literatuur geverifieer. Tydens die bespreking van die inligting wat uit die projeksiemedia verkry is, is gevolgtrekkings en aanbevelings gemaak. Daar is gepoog om die bevindinge nie te veralgemeen nie, omdat dit ‘n kwalitatiewe studie was.
The aim of this qualitative study was to explore and describe the psychological life actualization of the learner in primary school who bullies others. To achieve this goal, specific objectives were set. The development of the learner in middle childhood was examined by means of a literature investigation. Furthermore, the concept of bullying was investigated, thus creating a psychological image of the learner who bullies others. Projection media were used in three case studies to obtain empirical information regarding the objective of the research. Themes from the projection media were identified and verified against the existing literature. During the discussion of the information acquired from the projection media, conclusions and recommendations were made. An attempt was made not to generalize the findings, because this was a qualitative study.
Psychology of Education
M. Ed. (Voorligting)