Dissertations / Theses on the topic 'Self-esteem'
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1
Patterson, Lisa. "Self-esteem in youth and factors relating to overall self-esteem." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ66719.pdf.
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Forney, Louis Robert. "Self esteem and adolescence." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Cater, Joanne Jerstad. "Self-Esteem in Psychosis." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504720.
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Research suggests that self-esteem is influential in many aspects of schizophrenia, including symptomatology, experience ofillness, quality of life, and recovery (Barrowclough, et aI, 2003; Freeman, et aI, 1998). However, this field of study has been limited by a number of factors including a lack of longitudinal research, difficulties in interpreting the construct, and problematic measurement techniques (Andrews & Brown 19903). Barrowclough et al. (2003) used an interview-based method ofself-esteem assessment (SESS-sv), which was found to be superior to past measures ofthe construct. Using this measure, Barrowclough and colleagues (2003) found a relationship between negative self-evaluation and positive symptom severity and an inverse relationship between positive self-evaluation and negative symptoms. The general aim ofthe current research is to investigate the relationship of self-esteem to aspects ofpsychopathology in a clinical and a non-clinical sample, using new measures that address past inconsistencies in the self-esteem literature. Method The relationship between self-esteem and psychopathology was assessed in three ways: (1) A follow-up investigation ofBarrowclough and colleagues (2003) study was conducted to address the stability ofself-esteem and its effect on outcomes over time; (2) A new self-report measure of self-evaluation was developed based on an established interview to see if the benefits of the SESS-sv are due to its interview format or to its specific conceptualization ofthe construct; (3) The psychometric properties ofthe measure and its relation~hip to positive and negative symptoms of psychosis were tested in a clinical and a non clinical sample. Results Self-evaluation appeared to be relatively stable at follow-up. Time to relapse was associated with High negative self-evaluation and inversely with High positive selfevaluation. The Questionnaire for Evaluation of Self (QES) was found to be a reliable and valid self-report assessment of self-evaluation. As predicted, negative selfevaluation was strongly associated with positive symptoms ofpsychosis, specifically feelings ofparanoia and persecution. Participants in the clinical sample had greater levels ofnegative self-evaluation than a university sample, but their levels ofpositive self-evaluation were comparable. Discussion/Conclusions This research emphasizes the importance ofrecognising the multi-dimensional nature of self-esteem and its potential long-term impact on outcomes. The QES is a useful new measure of self-evaluation that will be appropriate for use in both research and practice settings, as it provides a more comprehensive assessment of self-evaiuation than traditional self-report measures.
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Scott, Raymond Henderson. "Attributional style, self-esteem, and depression, the role of lability of self-esteem." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ55240.pdf.
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Van, Rensburg Philip. "Cyberbullying and adolescents' self-esteem." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4343.
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Cyberbullying can be defined as the wilful and repeated harm inflicted upon others through the medium of electronic text (Patchin, 2002). Typically, cyberbullying involves sending harassing or threatening e-mails and instant messages, posting derogatory comments of someone on a website, or physically threatening or intimidating someone online. The purpose of this study was to investigate the relationship between adolescents’ experience with cyberbullying and their level of self-esteem. There is a considerable amount of support, which has been accrued over the years, alluding to the fact that incidents involving bullying have damaging consequences upon adolescent development. One such correlation that has earned a considerable amount of interest is the consequence of bullying on selfesteem. Self-esteem can be defined as a favourable or unfavourable attitude toward the self. The current research study employed an exploratory, descriptive quantitative research design. Quantitative research focuses on using empirical data with findings based on certainty. Results are accumulated through formal measurements using prearranged instruments and analysed through the use of statistical measures. Research consisted of the completion of a biographical questionnaire which provided data on the demographics of the sample. The cyber bully/victim questionnaire provided information about the prevalence of cyberbullying behaviours among the participants. James Battle’s Culture-Free Self-Esteem Inventory was utilised to measure the construct of self-esteem. Participants were selected by means of non-probability sampling and comprised of a sample of grade seven learners enrolled at a primary school in George, Western Cape. Quantitativedata, obtained from the self-report questionnaires, were analysed through the use of descriptive statistics, ANOVA statistics and a Pearson R correlation coefficient. One key finding revealed that over fifty percent (51.40%) of the grade 7 participants had been involved in cyberbullying behaviours. No significant relationship was found to exist between cyberbullying and selfesteem in the grade 7 sample. Self-esteem scores did not vary significantly among the cyberbullies, cybervictims, cyberbully-victims and bystanders in the sample.
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Gilchrist, Phyllis Margaret. "Themes in adult self-esteem." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25411.
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This exploratory study, using the Critical Incident Technique (Flanagan, 1954), examined what enhances or detracts from adult self-esteem. A sample of 13 females and 7 males, ages 24 - 49, from a small urban church were selected as a study group from a normal adult population. Critical Incident interviews, lasting one and a half hours, resulted in 113 incidents. Subjects also completed a form recording age, sex, marital status and also completed the Rosenberg Self-Esteem Scale. These data were used to compare subject characteristics to categories formed from the critical incidents. From the incidents, five basic categories were formed: Confirmation by Others, Overcoming Deficits, Acceptance by Others, Sense of Mutuality and Sense of Achievement. Categories contained 16 to 27 incidents each and each category was contributed to by at least 50% of the subjects. These categories demonstrated an acceptable level of interjudge reliability. Comparison between the investigator and a colleague in categorizing 50 incidents resulted in 92% agreement. Secondary examination between subject characteristics and categories indicated that the majority of data came from 30 to 36 year-olds and that no low self-esteem subjects were represented in the study.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Sigal, Marilee. "Women's bonds and self-esteem." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26918.
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This study explores women's homosocial bonds and their impact on a woman's self-esteem. In addition, the relationships between liberated behaviour and homosocial bonds, and between liberated behaviour and self-esteem, are explored. The research examines societal devaluation of women in terms of its effect on a woman's sense of self.
Five measurement instruments were used to test the various constructs measured in this study: Homosocial Bonds were measured by the Bonds Between Women Scale (Woolsey, 1986); social support by the Social Provisions Scale (Russel & Cutrona, 1984); sexist attitudes by the Liberated Behavior Questionnaire (Ghaffaradli-Doty & Carlson, 1979); mastery by the Spheres of Control Scale (Paulhus & Christie, 1981); and self-esteem by the Rosenberg Self-esteem Scale (Rosenberg, 1965).
One hundred and twelve unmarried, childless women between the ages of 18-26 made up the sample used in this study. All these women were students at a local city college and volunteered their time to complete the questionnaire packet after an announcement was made by the researcher.
The first hypothesis, derived from Rawlings and Carter’s (1977) theory, that women who behave in a more liberated manner would have significantly higher scores on measures of homosocial bonds and social support, was supported. The second hypothesis, derived from Bernard's (1976) theory that women who behave in a more liberated manner would have significantly higher scores on the measures of self-esteem and mastery, was also supported.
The third hypothesis, drawn from Bernard's (1976) theory that women with stronger homosocial bonds would have significantly higher scores on measures of self-esteem and mastery, was mostly unsupported.
The implications of these findings for counselling and suggestions for further research are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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John, Jabez. "Self-Esteem in Primigravida Women." Thesis, The University of Arizona, 2018. http://hdl.handle.net/10150/627172.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.Hormonal and related biological changes associated with giving birth may initiate or precipitate a change in self-esteem. Alternatively, or additionally, the change in lifestyle associated with caring for a young infant, for example changes in normal daily activities, lack of sleep caring for the infant, change in financial security, change in the relationship with her partner, may constitute a set of stresses that have mental health consequences for the mother. Since primigravida women have no previous personal experience with childbirth they might have less of a coping strategy to deal with their emotional changes during childbirth.
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au, Clearly@iprimus com, and Colin Earl. "Shame, Admiration, and Self-Esteem." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061129.122025.
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This thesis is an exploration of the shame that inheres in not being able to self-admire. I call this incapacity to admire oneself ontological shame, and I argue that it is the source of the masquerades, concealments and negative emotions that surround the pursuit and defence of a self-esteem founded on an impoverished form of pride. I argue that there is a radical asymmetry between our admiration and esteem for others and how we evaluate our own sense of self-worth. Where admiration at its highest pitch is the wonderful agape experience of apprehending preciousness in others, our own sense of self-worth is limited to experiences of pride and other forms of self-affirmation; none of which allow us the joy of seeing ourselves as wonders in the world. Because we can admire and want to be admired, not being able to self-admire amounts to a limitation of a sort which carries with it a primordial resentment against life itself. It is largely how we respond to our ontological limitation and to our resentment that determines the positive or negative manner in which we interact with others, and whether or not we are likely to have an envious or humble disposition.
In the first three chapters I lay the groundwork for the main argument of the thesis by highlighting the difficulties self-esteem theorists have in agreeing upon the value of high self-esteem, introduce the relation between self-esteem and shame, argue for a distinction between self-esteem and public esteem, and provide an account of the gift-exchange nature of admiration which explains why we cannot self-admire. In the central chapters I focus on shame; on acts of concealment that can be either appropriate covering for, or deceitful denial of our ontological limitation; how self-worth is created through a reconciliation to shame, and why the self-act dissociation theories of guilt fail to capture the shame attached to being guilty of a wrongdoing. In Chapters Seven and Eight I examine envy, first in how it can be disguised as moral resentment; how it differs to admiration in its role in emulation, and finally how as a disposition it stands in stark contrast to humility. It is in humility that we grasp the benefits associated with our own incapacity to self-admire through our need to interact and exchange gifts with others.
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Brack, Lee. "Self-esteem : toward enhancement strategies." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Driscoll, Lucy C. "Parenting Styles and Self-Esteem." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/155.
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Data from 183 participants were collected through an online survey focusing on the relationship between parenting styles and self-esteem across a specific age range. Parenting styles were assessed using a four-factor model while self-esteem was evaluated using two different scales. Multiple analyses were completed to find that self-esteem changed across the age range, and across parenting styles. The study looks at the ways in which these two variables changed. Implications, limitations and future research opportunities are discussed.
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Oakes, Cynthia. "Group affiliation and self-esteem." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1469.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
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England, Alexa, Sarah Jenkins, Alex Jackson, Courtney Ray, and Amber McCord. "Social Media and Self-Esteem." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/36.
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The common us of social media in everyday life has raised questions on the possible impact it has on individuals’ wellbeing. This study was conducted to determine if there was a correlation between Instagram, a common social media platform, usage and self-esteem of college students. The sample population for this research was 95 undergraduate students at Mississippi State University during the fall semester of 2019. Data was collected via an online survey that included Rosenburg’s Self-Esteem scale and ten additional questions relating to the independent variables and Instagram. The independent variables of this study were the number of Instagram followers, the average number of likes on a post, the frequency of posting, and the pressure to post and the dependent variable was self-esteem according to the Rosenburg scale. This study did not find a correlation between Instagram usage and self-esteem.
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Naylor, Charles J. "Enhancing a church's self-esteem." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Earl, Colin. "Shame, admiration, and self-esteem." Thesis, Earl, Colin (2006) Shame, admiration, and self-esteem. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/448/.
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This thesis is an exploration of the shame that inheres in not being able to self-admire. I call this incapacity to admire oneself ontological shame, and I argue that it is the source of the masquerades, concealments and negative emotions that surround the pursuit and defence of a self-esteem founded on an impoverished form of pride. I argue that there is a radical asymmetry between our admiration and esteem for others and how we evaluate our own sense of self-worth. Where admiration at its highest pitch is the wonderful agape experience of apprehending preciousness in others, our own sense of self-worth is limited to experiences of pride and other forms of self-affirmation; none of which allow us the joy of seeing ourselves as wonders in the world. Because we can admire and want to be admired, not being able to self-admire amounts to a limitation of a sort which carries with it a primordial resentment against life itself. It is largely how we respond to our ontological limitation and to our resentment that determines the positive or negative manner in which we interact with others, and whether or not we are likely to have an envious or humble disposition.
In the first three chapters I lay the groundwork for the main argument of the thesis by highlighting the difficulties self-esteem theorists have in agreeing upon the value of 'high' self-esteem, introduce the relation between self-esteem and shame, argue for a distinction between self-esteem and public esteem, and provide an account of the gift-exchange nature of admiration which explains why we cannot self-admire. In the central chapters I focus on shame; on acts of concealment that can be either appropriate covering for, or deceitful denial of our ontological limitation; how self-worth is created through a reconciliation to shame, and why the 'self-act dissociation' theories of guilt fail to capture the shame attached to 'being guilty' of a wrongdoing. In Chapters Seven and Eight I examine envy, first in how it can be disguised as moral resentment; how it differs to admiration in its role in emulation, and finally how as a disposition it stands in stark contrast to humility. It is in humility that we grasp the benefits associated with our own incapacity to self-admire through our need to interact and exchange gifts with others.
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Earl, Colin. "Shame, admiration, and self-esteem." Earl, Colin (2006) Shame, admiration, and self-esteem. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/448/.
Full textAbstract:
This thesis is an exploration of the shame that inheres in not being able to self-admire. I call this incapacity to admire oneself ontological shame, and I argue that it is the source of the masquerades, concealments and negative emotions that surround the pursuit and defence of a self-esteem founded on an impoverished form of pride. I argue that there is a radical asymmetry between our admiration and esteem for others and how we evaluate our own sense of self-worth. Where admiration at its highest pitch is the wonderful agape experience of apprehending preciousness in others, our own sense of self-worth is limited to experiences of pride and other forms of self-affirmation; none of which allow us the joy of seeing ourselves as wonders in the world. Because we can admire and want to be admired, not being able to self-admire amounts to a limitation of a sort which carries with it a primordial resentment against life itself. It is largely how we respond to our ontological limitation and to our resentment that determines the positive or negative manner in which we interact with others, and whether or not we are likely to have an envious or humble disposition.
In the first three chapters I lay the groundwork for the main argument of the thesis by highlighting the difficulties self-esteem theorists have in agreeing upon the value of 'high' self-esteem, introduce the relation between self-esteem and shame, argue for a distinction between self-esteem and public esteem, and provide an account of the gift-exchange nature of admiration which explains why we cannot self-admire. In the central chapters I focus on shame; on acts of concealment that can be either appropriate covering for, or deceitful denial of our ontological limitation; how self-worth is created through a reconciliation to shame, and why the 'self-act dissociation' theories of guilt fail to capture the shame attached to 'being guilty' of a wrongdoing. In Chapters Seven and Eight I examine envy, first in how it can be disguised as moral resentment; how it differs to admiration in its role in emulation, and finally how as a disposition it stands in stark contrast to humility. It is in humility that we grasp the benefits associated with our own incapacity to self-admire through our need to interact and exchange gifts with others.
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Mortlock, Alex. "Attention Training, Self-Focus, and Stress-Vulnerability: The Influence of Self-Esteem, Self-Esteem Range, and Social Anxiety." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/2654.
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Attention training (AT) is a therapeutic intervention developed by Adrian Wells that involves the training of attentional skills to treat emotional disorders (Wells, 1990). This study investigated whether the AT technique works as theorised to reduce anxiety and other symptoms by reducing self-focus. In a laboratory setting, seventy-one student participants were exposed to a single session of either an AT analogue or a control treatment to see if AT would reduce their self-focus and vulnerability to a subsequent stressor task. AT was not found to decrease self-focus or reduce vulnerability to the stressor. In addition, self-esteem (SE) and social anxiety were investigated as potential moderators of the relationship between AT and/or self-focus on vulnerability to the stressor. Prior research has shown that SE level and self-focus interact such that self-focus predicts vulnerability to anxiety in people with low SE, but not in those with high SE. In this study we also examined SE range, a measure we developed here to reflect the range within which a person’s state SE fluctuates over time. The results indicated that self-focus is related to increased vulnerability in those with low SE or a large SE range, but decreased vulnerability in those with high SE or a small SE range. This supports theorising that self-focus activates people’s self-beliefs, which then influence how they respond during potentially threatening experiences. The findings also support the recommendation that SE range be subjected to further evaluation.
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Marshall, Nicola. "Relationships amongst self-compassion, self-esteem and schizotypy." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/48748/.
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Aims and Objectives: The primary aim of the research was to investigate the nature of the relationships between self-compassion, self-esteem and schizotypy using a non-clinical sample. A secondary aim was to investigate the mechanisms which help to explain any relationships found. In utilising a non-clinical sample the study aimed to determine whether relationships exist between the variables prior to the onset of psychosis within a continuum approach to schizotypy. A final objective was to identify specific correlates of self-compassion and schizotypy through detailed subscale analyses. Method: The study utilised a quantitative, cross-sectional design. Participants completed self-report questionnaires via a secure website host measuring: self-compassion, global self-esteem, and trait schizotypy. A total of 93 participants took part in the research. Results: As predicted, highly significant negative correlations were determined between self-compassion and schizotypy, and between self-esteem and schizotypy. With respect to the mechanisms through which these variables were related, self-compassion was not found to moderate the relationship between self-esteem and schizotypy. However, self-compassion and schizotypy were found to be related via both a direct and an indirect route, which was mediated by self-esteem. Conclusions: The study is the first to investigate the nature of the relationships amongst self-compassion, self-esteem and schizotypy in a non-clinical population, utilising the schizotypy construct as an analogue of the psychosis continuum. The findings indicated that there may be both a direct, and an indirect route through self-esteem, which accounted for the relationship between self-compassion and schizotypy. The results mirror associations determined within clinical populations. The authors argues that in utilising schizotypy as an analogue of the psychosis continuum the results of this study provide evidence that self-esteem and self-compassion may reflect underlying mechanisms which could underpin schizotypal symptomatology.
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Scarborough, Larry. "Self-perception of Smile Aesthetics and Self-esteem." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2508.
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Introduction: Self-perception of smile aesthetics has been suggested as the most common reason for seeking orthodontic treatment. A recent study concluded that an improvement of dental attractiveness at the end of orthodontic treatment had positive effects on self-esteem. The purpose of this study was to determine if a relationship exists between one’s self-perceived smile aesthetics and their self-esteem. Methods: A survey was conducted where each subject completed an evaluation of their smile aesthetics and a Rosenberg Self-esteem Test (RST). A smiling photograph of each subject was evaluated by dental professionals for dental aesthetics and straightness. Results: Female students rated their teeth straighter than males (mean = 78.5, p value < .0001). Self-esteem varied by race (p = 0.0017). African Americans had the highest self-esteem. There was a significant relationship between a subject’s satisfaction with their smile and their self-esteem (r = .30, p < .0001), but not with their self rating of their smile straightness (r = 0.11, p = 0.0528). Conclusions: Subjects with straight teeth perceived their smile as more aesthetic. Subjects that perceived themselves as having a more aesthetic smile had a higher self-esteem. Subjects that had orthodontic treatment in the past perceived their teeth were straighter and their smile was more aesthetic. There was no relationship between previous orthodontic therapy and self-esteem. Perception of smile aesthetics may be a more important aspect and a better predictor of self-esteem than a subject’s actual smile aesthetics.
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Wyatt, Timothy John. "Self-concept development, self-esteem and television viewing." Thesis, The University of Sydney, 1986. https://hdl.handle.net/2123/26031.
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Although there has been a great amount of research into both the effects of television on children's behaviour, and into the nature, antecedents and consequences of possession of a concept of self, there has been little previous research into the relationship between television viewing and the viewer's self—concept.
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Renfro, Carol Jean 1943. "Self-esteem and self-perception of adolescent mothers." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291790.
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The purpose of this study was to evaluate the ratings of self-esteem and self-perception by adolescent mothers who participated in an adolescent parent program. Self-esteem and self-perception were measured prior to participation in the program and again upon completion. The population for this study consisted of adolescent mothers between the ages of 15 and 20, none of which had completed high school. The two instruments utilized in the study were the Rosenberg Self-Esteem Scale (1985) and the Harter Self-Perception Scale for Adolescents (1988). Self-esteem and scholastic competence scores increased to a statistically significant degree after participation in the program. The values represented a 12.8% increase in self-esteem scores and an 18.2% increase in scholastic competence scores. Although not statistically significant, all other subscales increased between 5.4% and 12.2%, with an average of 9.2%.
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Luhtanen, Riia Kaarina. "Private Self-Consciousness, Self-Esteem, and Perspective-Taking." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539625371.
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Karacan, Nurten. "The Effect Of Self-esteem Enrichment Bibliocounseling Program On The Self-esteem Level Sixth Grade Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610804/index.pdf.
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This study aims to design and investigate the effect of Self-Esteem Enrichment
Bibliocounseling Program on the self-esteem level of sixth grade students. Twenty
four subjects (13 female, 11 male) out of 166 total sixth grade students from a
university affiliated private middle school in Ankara, were randomly selected based
on Coopersmith Self-Esteem Inventory (CSEI) total scores and assigned to treatment
and no-treatment control group conditions. An experimental design with one selfesteem
treatment group and one no-treatment control group, and two measurements
(pre and post) were used to investigate the effectiveness of Self-Esteem Enrichment
Bibliocounseling Program. The treatment program developed by the researcher was
introduced to subjects during eight weeks. The group sessions were held once a
week. Each session lasted 80 minutes. Mixed Design (one between and one within
factor) Repeated-Measures Analysis of Variance (ANOVA) was employed to the
pre-test and post-test CSEI scores of experimental and control group subjects.
Results indicated that, the Self-Esteem Enrichment Bibliocounseling Program
employed to the treatment group produced significant increase in treatment group
subjects self-esteem scores.
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Binti, Amad Suzana. "Self-esteem and aggression : the relationships between explicit-implicit self-esteem, narcissism, and reactive-proactive aggression." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/77062/.
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Aggression can be detrimental to both victims and perpetrators. Recent research on the theoretical risks for aggressive behaviours fail to demonstrate consistent links with the human’s evaluation of self-worth, hence the nature of this relationship remains unclear. Specifically, the purpose of the investigation was to examine the differential association between multidimensional self-esteem using both explicit and implicit measures, narcissism, and reactive and proactive aggression across three samples of different cultures and characteristics. Chapter 1 discusses the general background of the study and a brief review of the possible issues that might have contributed to the ambiguous findings on the relationships between self-esteem and aggression. Chapter 2 discusses the theoretical links between self-esteem and aggression, which includes the limitations of self-report assessments (i.e., explicit measures) and how the alternative of indirect assessment tools (i.e., implicit measures) may help to overcome this issue by assessing more automated forms of processes involved in the development of aggressive behaviours. The investigation examines whether the use of the current Single-Target Implicit Association Test (ST-IAT) would provide a greater empirical support for the links between multidimensional self-esteem with reactive and proactive aggression, relative to self-report questionnaires. Chapter 3 describes the evidence surrounding the role of multidimensional self-esteem in different types of aggression in a different culture of similar characteristics, through a replication of the aforementioned investigation. The cross-cultural comparisons were inspected based on the individualistic-collectivistic perspectives. Chapter 4 further explores the relationship of interest by taking into account the content dimensions of self-esteem, namely agency and communion. These dimensions were assessed using both explicit vi and implicit measures on a high-risk population sample within the community. Across each chapter, the current results concerning explicit self-esteem demonstrated consistent evidence to show that low self-esteem is associated with high reactive aggression, whereas narcissism is positively related to aggression, and proactive aggression in particular. Unfortunately, the use of the IAT paradigms in this current investigation did not improve prediction of group membership or estimated risk of aggression. Chapter 5 describes how such findings may be of benefit in unravelling the inconsistency within the self-esteem and aggression relationships. Through further replication and methodological refinement, the current findings could be utilised in support of forensic risk assessment needs within the violence/aggression treatment programmes.
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Ah, Toy Tracey C. "Friendships/relationships, self-disclosure, self-esteem & affiliative motivation /." Title page, abstract and table of contents only, 1989. http://web4.library.adelaide.edu.au/theses/09SB/09sba287.pdf.
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Qiu, Xiao. "Self-esteem, motivation, and self-enhancement presentation on WeChat." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7221.
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The purpose of the present study was to analyze whether self-esteem stability moderated the association between self-esteem level and the forms of self-enhancement strategies. Previous research has found that self-esteem level can predict the forms of self-enhancement, whereas the advances in the conceptualization of self-esteem recommend that the self-esteem stability is another essential variable in terms of analyzing the relationship between self-esteem and self-enhancement. Depending on the relevant researches on use and gratification theory, which indicate that people use social media for self-enhancement and fulfilling their inner needs. This research focused on examining the forms of individual’s self-enhance on WeChat Circle of Friends (COF) and how it influenced by the interaction between self-esteem level and self-esteem stability by analyzing 305 participants in China. The results of the study show that both self-esteem level and stability was positively correlated with direct self-enhancement, but negatively correlated with indirect self-enhancement. Furthermore, the findings also show that self-esteem stability moderated the association between self-esteem level and direct self-enhancement such that individuals with stable high self-esteem reported higher levels of frequency in direct self-enhancement. However, the findings also revealed the self-esteem stability failed to moderate the association between self-esteem level and indirect self-enhancement presentation. These results suggest that self-esteem level and self-esteem stability will interact to impact the forms of self-enhancement. The importance of considering both stability and level of self-esteem in analyses of self-enhancement presentation on social media is discussed.
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McKenzie, Jill K. "Correlation between self-efficacy and self-esteem in students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999mckenzie.pdf.
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Moore, Katy Marie 1957. "Self-esteem, self-portraiture: an examination of their relationship." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/558119.
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Graham, Sarah. "Retirement: self-esteem and leisure lifestyles." Lincoln University, 1992. http://hdl.handle.net/10182/859.
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The objective of this study is to examine the relationship between participation in leisure activities and the self-esteem and life satisfaction of retired New Zealanders. A mail questionnaire and interviews were used to gather information from 100 retirees in Christchurch, New Zealand. The issues examined were: the individual's perceived self-esteem and life-satisfaction levels, their pre- and post-retirement leisure activities and their own personal characteristics that may be related to the types of leisure activities in which they participate. A number of hypotheses were proposed. Results from this research supported the proposed hypotheses at a 95% confidence level. There were no significant differences between catagories of retirees, classified according to such things as their leisure activities, life satisfaction and self-esteem. Results showed that although there was no relationship at such a high confidence level, there were relationships at a lower confidence level. Those retirees who participated in the questionnaire and interviews appeared to be well adjusted to retirement, and involved in a wide range of leisure activities. Overall, there was an increase in the number of activities regularly participated in after retirement. The majority rated themselves as being in very good or excellent health. Not only do those who are married and live with others participate in all types of activities, but so do those who are widowed, never married and live alone. For those who live alone, their leisure participation provides the opportunity for social interaction and skill development. "Just as the ancient Greeks believed the life of leisure required extensive preparation, so too does retirement" (Godby, 1985:179). My research suggests that those with a wide range of recreation and leisure skills adapt best to retirement. There is a need for leisure activity to be a part of pre-retirement planning. Those with limited leisure interests may need to rekindle old interests or develop new leisure pursuits so that, in retirement, they will enjoy some continuity of lifestyle.
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Smith, Christine. "FMT, Intrinsic Motivation and Self-esteem." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31216.
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This essay presents a brief history of Music Therapy and describes the background, method and thinking behind Functionally-oriented Music Therapy – FMT. The essay includes two case studies describing my work with two clients during the last year of my training to become an FMT therapist. The topics explored are intrinsic (inner) motivation and self-esteem in the context of functional development in school children. The research question for the essay is to discuss whether Functionally-oriented Music Therapy can assist school children to rediscover their inner motivation and increase their self-esteem. FMT encourages brain activity through sensory stimulation, movement and play – without verbal instruction, critical evaluation or praise. The FMT therapist meets the client with knowledge, understanding and unconditional acceptance of his/her present level of physical and mental function and with the intention of creating opportunities for development at every level. I have found that the work and approach used in FMT can play a vital role in helping school children towards increased inner motivation and self-esteem.
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Luizza, Theresa. "Exercise, self-esteem, and emotional intelligence." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/199.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
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Fletcher, Tifani R., Andrea D. Clements, Beth A. Bailey, and Lana McGrady. "Stress, Self-Esteem, and Pregnant Smokers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7269.
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Over 30% of women in Northeast Tennessee smoke during pregnancy. Understanding how psychosocial variables relate to smoking status and amount is important for cessation interventions. During pregnancy, this information is even more imperative, as the well-being of the developing child is also at risk. Stress, self-esteem, and smoking have the potential to be modified during pregnancy to improve pre- and postnatal health outcomes for the mother and child. Stress levels have been clearly linked to smoking habits; however, the research on self-esteem and smoking habits has been mixed. The purpose of the current study was to analyze stress and self-esteem in pregnancy, and to examine how they are both related to smoking status. Data were analyzed using questionnaire responses acquired from 581 TIPS (Tennessee Intervention for Pregnant Smokers) participants during their first trimester. TIPS is a state funded project which enrolls smokers and nonsmokers. Participants met with a case manager at their prenatal care provider, and completed a packet of questionnaires which included the Prenatal Psychosocial Profile (PPP), and several questions inquiring about their past and current smoking status. The participants were paid $20 for each research meeting. The PPP instrument is a composite measure of stress, self-esteem and social support. Both stress t (485.27) = -6.01, p < 0.001, and self-esteem t (573) = 5.60, p < 0.001 measures were significantly different for smokers and non-smokers As predicted, stress levels were higher and self-esteem levels were lower in pregnant smokers compared to non-smokers. The full direct logistic regression model predicting smoking status based on stress and self-esteem, controlling for age and marital status was significant, χ2 (2, n = 575) = 35.02, p < .001. Stress, self-esteem, and marital status all made significant contributions to the model. Because both stress and self-esteem levels were related to smoking status during pregnancy, efforts to change stress and self-esteem levels in pregnancy should be investigated as a possible aid to smoking cessation efforts. Future research should also investigate how stress and self-esteem levels may change over time throughout pregnancy and how that may affect birth outcomes, such as low birth weight or premature delivery.
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Abraham, Michelle M. "Early Adolescent Friendship and Self-Esteem." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216321700.
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DeGarmo, Lillian G. "Ostomies, Self-Esteem, and Body Image." Walsh University Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors15554983446509.
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Carriere, Debbie (Debbie Teresa) Carleton University Dissertation Psychology. "The Inmate code and self-esteem." Ottawa, 1996.
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Bork, Katie D. "Self-esteem in at-risk students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008borkk.pdf.
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Picard, Kelly M. "Adolescent body image and self-esteem." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/437.
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Wolf, Katie D. "Self-esteem in at risk children." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004wolfk.pdf.
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Paz, Janet, and Lisa Lauxman. "Healthy Self Esteem for Young Children." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1998. http://hdl.handle.net/10150/156947.
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4 pp.Self-esteem has two components: a feeling of personal competence which allows us to cope with life's challenges, and a feeling of personal worth or self-respect which encourages us to stand up for our interests and needs. It reflects your judgment and your ability to cope with the challenges of your life and of your right to be happy. This publication addresses the issue of how to help children build a healthy self-esteem.
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Toor, Salmaan F. "Domain-Specific Self-Esteem and Resilience." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626469.
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Gee, Courtney. "Down Syndrome and Self-esteem: the Media's Portrayal of Self-esteem in Characters Who Have Down Syndrome." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177198/.
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Representations of people with a developmental disability are virtually not covered in the media. Although there is little coverage of people with developmental disabilities in the media, there are a few entertainment television characters who have Down syndrome and are represented in the media. This study will take a look at the history of how people with disabilities were represented in the media and examine how two television characters with Down syndrome were portrayed on the shows by examining their self-esteem. This study seeks to focus on portrayal of people with Down Syndrome because the physical features that people with Down Syndrome possess are easy to identify. Specifically, the study examines the portrayal of self-esteem in two television characters, Corky Thatcher (Life Goes On) and Becky Faye Jackson (Glee). The researcher will also examine how the portrayal of self-esteem in the two characters is similar or different in people who have Down Syndrome. In the study the researcher found that the representation of the character Corky was different from the character Becky. But both characters tackled issues that affected the Down Syndrome community and it affected their self-esteem. Corky and Becky were different from the interviewees in the way they realized their competencies. Although the interviewees who have Down Syndrome and the television characters used self-evaluation differently to evaluate one's own self-esteem, they all seem to exhibit a positive level of self-esteem.
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Hermann, Anthony D. "Strategic self-presentation and self-esteem : compensatory self-enhancement and compensatory self-protection." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261053351.
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Jefferson, Sean G. "Developing a Self-Respect Instrument to Distinguish Self-Respect from Self-Esteem." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011788/.
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Throughout the scientific literature, researchers have referred to self-respect and self-esteem as being the same construct. However, the present study advocated that they exist as two distinct constructs. In this quantitative study, an instrument was developed to measure self-respect as a construct, and subsequently distinguish that self-respect is distinct from the construct of self-esteem. Exploratory factor analyses (EFA) indicated 32.60% of the variance was accounted for by the 11-item Jefferson Self-Respect instrument (JSR), which measured self-respect as a unidimensional construct. The reliability estimate of the scores from the JSR reached an acceptable α = .82. Fit indices (RMSEA = .031, SRMR = .037, CFI = .982, and TLI = .977) from the confirmatory factor analyses (CFA) signified a well-fitted hypothesized model of self-respect that existed as a unidimensional construct. Additionally, the CFA revealed that the construct of self-respect, and self-esteem was generally distinct, and the strength of the correlation between the two constructs was moderately positive (r = .62).
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Rossouw, Annelle. "Confirmatory factor analysis of the collective self esteem scale." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/30540.
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Self-esteem and measurement thereof is a very prominent phenomenon in psychology and related fields of study. In contrast to traditional measures of selfesteem which focus on individual self-esteem, Luhtanen and Crocker (1992) developed a measure of Collective self-esteem (CSE) with the following subscales: membership self-esteem, private collective self-esteem, public collective self-esteem and importance to identity. The aim of this study was to determine if the instrument is a valid measurement of collective self-esteem in the South African context. The CSE was evaluated using item analysis and confirmatory factor analysis. According to the findings of this study the Collective Self Esteem Scale is a reliable instrument for South African use, but confirmatory factor analysis determined that it is not factorially valid. The fit indexes indicate that the theorized four-factor model is not a good fit to the data in the South African context and should pave the way for further research on the construct validity of the Collective Self esteem Scale. Copyright 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Rossouw, A 2010, Confirmatory factor analysis of the collective self esteem scale, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02212012-122435 / > C12/4/134/gmDissertation (MCom)--University of Pretoria, 2010.
Human Resource Management
unrestricted
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Walker, Lucinda L. M. "Self perception and self esteem in overweight children and adolescents." Thesis, University of Leeds, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446148.
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Chew, Barry. "Self-esteem, self-complexity, and reactions to naturally-occurring events." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26796.
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Prior research has established that individual differences in self-esteem moderate reactions to self-relevant events. Although all people generally favour positive outcomes to negative outcomes, low self-esteem (LSE) people exhibit more affective extremity in response to artificially-contrived events than high self-esteem (HSE) people. That is, LSE people exhibit more positive affective reactions to positive outcomes and more negative affective reactions to negative outcomes than HSE people. Two competing theoretical models have been proposed to account for the self-esteem differences in mood extremity in the laboratory setting—the defensive-styles hypothesis and the life-events composition hypothesis. Evidence from two studies, the Mood-Diary Study and the Role-Playing Study, provide support for the first hypothesis by demonstrating that (a) esteem-related differences in the cognitive interpretations and causal attributions for positive and negative self-relevant events exist for naturally-occurring events as well as laboratory-contrived feedback, (b) LSE subjects claimed that these events had a greater impact on their mood and that they considered them to be more personally important than did HSE subjects, and finally, (c) LSE subjects were more variable in their moods across time than their HSE counterparts. Although esteem-related differences in mood variability were predicted for both differences in the extremity and frequency of mood changes, the differences were obtained only on the frequency of change measure. Although the evidence for the defensive-styles model was substantial, there was also some evidence for the life-events composition model, which essentially postulates that the lives of HSE and LSE which essentially postulates that the lives of HSE and LSE individuals differed markedly. Finally, an exploratory investigation of the relationship between self-esteem, self-complexity, and mood indicated that the two individual difference variables were positively correlated and that both were related to the frequency of change in mood but not mood extremity.Arts, Faculty of
Psychology, Department of
Graduate
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Düring, Camilla. "The moderating impact of self-esteem on self-affirmation effects." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/53561/.
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Self-affirmation has been successfully applied as a technique to promote open processing of health-risk information. However, much research in this area has explored the uniform effectiveness of self-affirmation interventions. The current thesis adds to existing literature by exploring whether different aspects of self-regard moderate self-affirmation effects. Study 1 (N = 328) investigated whether global self-esteem moderated the effectiveness of self-affirmation at promoting openness to a message highlighting the risks of insufficient exercise. Global self-esteem was found to be a significant moderator. Self -affirmed individuals with low global self-esteem reported more positive attitudes and intentions towards increasing their exercise behaviour, together with less message derogation; there was no effect of self-affirmation for those high in global self-esteem. Study 2 (N = 166) extended this research by exploring the moderating impact of a variety of self-regard aspects on self-affirmation effects. Contingent self-esteem emerged as a significant moderator. Thus self-affirmed individuals with low contingent self-esteem reported more positive attitudes and perceptions of control towards increasing their exercise behaviour; there was no evidence that self-affirmation promoted openness for those high in contingent self-esteem. Study 3 (N = 139) explored whether experimentally induced contingent self-esteem moderated the effectiveness of a self-affirmation manipulation at promoting open processing of a message detailing the risks of insufficient exercise. There was no evidence of this for any of the outcome variables. Lastly, study 4 (N = 125) investigated whether the moderating impact of global and/or contingent self-esteem on self-affirmation effects would extend to a message detailing the risks of alcohol consumption. Both self-esteem aspects moderated the impact of the self-affirmation manipulation on perceptions of behavioural control regarding reducing the amount of alcohol consumed. Moreover, self-affirmation was associated with lower levels of alcohol consumption at follow-up for those with low global self-esteem, and with higher alcohol consumption at follow-up for those with high global self-esteem.
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Higginbotham, Brennan, Lauren Babineaux, Elizabeth Ledet, and Sun-A. Lee. "Helicopter Parenting and College Students' Self-Esteem and Self-Efficacy." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/4.
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The current study will examine the effect of helicopter parenting on college students’ psychosocial outcomes, such as self-esteem and self-esteem. Helicopter parenting is commonly defined as parental over-involvement to their children’s live, which can negatively affect children’s self-esteem and self-efficacy since helicopter parenting, in general, is argued as not developmentally appropriate parenting for young adult children. The study uses about 208 undergraduate students at one of major universities in southern region in the U.S. The current study aims to examine the link between helicopter parenting and college students’ self-esteem and self-efficacy, which are critical for developing positive and healthy identity during adolescence and emerging adulthood.
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Kagan, Pamela Lynne. "The influence of self-esteem on levels of self-disclosure." Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2214.
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This study will further the base of research concerned with the phenomenon of self-esteem and its relationship to self-disclosure. The view one has of self significantly affects attitudes, behaviors, evaluations, and cognitive processes. By correlating the self-esteem measure with a pen and paper measure of self-disclosure, and a behavioral measure of self-disclosure, we will have a better understanding of the relationship self-esteem has in regulating or influencing what we disclose of ourselves to others. Also, we can determine if one's reported disclosures are a measurement of one's actual disclosures.
This study examined whether self-esteem influences an individual's readiness to self-disclose.
It would make intuitive sense that we should seek to understand conditions that affect the degree to which individuals are more or less likely to disclose information about themselves. In this way, we will be better equipped to promote and maintain relationships. Research has suggested that disclosure promotes relational growth. If we better understand the conditions that affect levels of disclosure, we can establish deeper, more committed relations with others, as well as communicate more effectively.
Self-esteem refers to an individual's personal judgement of his or her worth. This construct was operationalized by using the Index of Self-Esteem, ISE.
Self-disclosure is any message about the self that a person communicates to another. It implies that in some situations an individual chooses how much or how little to divulge. This construct was operationalized by using Viii the Disclosiveness/Disclosure Scale-RSDS, and also by having subjects rate their actual disclosures: BSDl - openness; BSD2 - comfort; and BSD3 - level (See Appendices A,B,& C).
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James, Spencer L. "Self-Esteem, Self-Efficacy and Gender in Social Class Reproduction." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1832.
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The observation that middle class parents tend to have middle class children is rather obvious. Why this is so has been the subject of less research than the fact that it is so. Using the National Survey of Families and Households (NSFH), I employ theories about social class reproduction to examine and evaluate a model that scrutinizes the influence of self-efficacy and self-esteem on college completion or current enrollment and investigate gender differences. I find that self-esteem and self-efficacy play a vital role in social class outcomes. However, I find no evidence of gender differences in the social class reproduction process. Implications for these findings are discussed and directions for future research are briefly outlined. Particular attention is paid to the importance of the social class reproduction framework and the role that children, combined with parents, play in the process of social class reproduction.