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Dissertations / Theses on the topic 'Self-perception in adolescence'

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Published: 4 June 2021

Last updated: 1 August 2024

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1

Dunn, Ruth. "Adolescent views of the world and the relationships between adolescent and parental self efficacy, self esteem and locus of control /." Title page, abstract and contents only, 1993. http://web4.library.adelaide.edu.au/theses/09PM/09pmd923.pdf.

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2

Duggan, Peter M. "Adolescent invulnerability and personal uniqueness : scale development and initial construct validation." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203838.

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Two measures, The Adolescent Invulnerability Scale (TAIS) and The Adolescent Personal Uniqueness Scale (TAPUS) were developed to quantify levels of felt invulnerability and personal uniqueness, respectively. The relationship among these two personal fables (invulnerability, personal uniqueness), and mental health variables was assessed in a large sample of adolescents (n = 248, including seventh and eighth grade students). Participants responded to the newly crafted measures of adolescent invulnerability and personal uniqueness, the Reynolds Adolescent Depression Scale, three indices of suicidal ideation, an inventory of delinquent risk behaviors, and two subscales from the Self-Image Questionnaire for Young Adolescents. It was predicted that invulnerability would be positively associated with risk behaviors and more prevalent among boys. In addition, personal uniqueness would be positively associated with depression and suicidal ideation, and more prevalent in girls. With respect to personal fable ideation, boys demonstrated higher levels of felt invulnerability and more risk behaviors than girls. In addition, girls reported more feelings of depression than boys, however neither group differed on the amount of reported felt personal uniqueness. The results show that the personal fables of invulnerability and personal uniqueness are differentially linked to indices of mental health within an adolescent population.
Department of Educational Psychology

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3

Cheng, Hon-kwong Christopher. "The self-conceptions of Hong Kong adolescents : conceptual, measurement, and process perspectives /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18598213.

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4

Buote, Carol Anne. "Relations of autonomy and relatedness to school functioning and psychological adjustment during adolescence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ56515.pdf.

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5

Oelheim, Russell I. "Environmental and age differences in the formation of romantic pairs and self-monitoring in adolescents." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4430.

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As I have worked with teenagers in regular and alternative schools, I have often wondered why some children seem to be more prone to displaying behavioral problems. One popular explanation points to the home environment as the place where appropriate behaviors are learned, and strength, discipline and positive self-image are developed to resist negative pressures of the child's peer culture. Bronfenbrenner (1986) very eloquently describes the importance of an enriched home life for the development of a well-adjusted child. Likewise, the Rochester Schools Project (Connell, Deci, Ryan, and Grolnick, 1989) speaks to the need for teachers and staff to "connect" with students, and thus through their interactions help them work through difficult times and make decisions regarding their choices of actions.

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6

Cheng, Hon-kwong Christopher, and 鄭漢光. "The self-conceptions of Hong Kong adolescents: conceptual, measurement, and process perspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B43893855.

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7

Berger, Amy White. "An investigation of adolescents' choice of and identification with their heroes, and how their perceptions change over time." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.

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8

Woods, Lance Gregory 1945. "Sex-role attributes, self-perception and predisposition to depression in early adolescence." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288838.

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This study investigated the relationship of sex-role attributes, self-perception, and predisposition to depression in early adolescence. 235 students from middle schools in Dade County, Florida were asked to complete three instruments; the Personal Attributes Questionnaire, the Perceived Competence Scale, and the Children's Depression Inventory. The study was designed to determine the effects of sex-role attributes on self-perception and predisposition to depression in early adolescence. More specifically, the study asked whether instrumental attributes were implicated in higher levels of perceived competence and lower depressive symptomatology while the reverse was true for those with expressive attributes. The results of the study confirmed that instrumentality and perceived competence appear to inoculate against depression. Instrumentality for the entire sample was, in fact, significantly correlated with higher overall perceived competence and significantly inversely correlated with depressive symptomatology. Contrary to the initial hypotheses, however, expressive traits were also positively correlated with higher perceived competence and lower levels of depressive symptomatology in the entire sample. Within the sample, though, those designated as expressive individuals did report a positive but nonsignificant relationship between expressive traits and increased depression measures. Instrumental males and androgynous females reported the lowest percentages of elevated depression scores while undifferentiated males and females reported the highest percentage. While both perceived competence and instrumental attributes were found to have a significant inverse relationship with depression, the hypothesis that instrumental traits mediated the relationship between perceived competence and depression was not borne out with both perceived competence and instrumentality maintaining significant contributions to overall levels of depressive symptoms. The same was not true for expressive attributes as they related to the mediation of perceived competence and depression. When both perceived competence and expressivity were considered expressivity failed to maintain a significant relationship with levels of depressive symptoms. The study also reflected sex role attributes as coping styles similar to problem focused and emotion focused approaches and also suggested an awareness that a coping style other than the individual's predominant style seemed to exist.

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9

Adams, Philippe. "Structural and evaluative aspects of the self-concept in the development of depression in adolescence." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115669.

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Rates of depression have been observed to increase markedly during adolescence. In addition, depression rates for adolescent girls have been reported to be up to twice those of boys. A wide variety of factors have been proposed to account for these changes, including psychological factors derived from cognitive theories of depression. Such theories have often awarded an important contributory role to a negative self-concept. In the meantime, research in child and adolescent development has revealed that the self-concept undergoes profound changes during adolescence, and that these changes affect boys and girls differently. Thus the significant sex difference in rates of depression occurring in adolescence appear to develop against the backdrop of significant structural and evaluative developmental changes in the self-concept that appear to differentially affect adolescent girls and boys. The current research project was aimed at examining the roles of two aspects of the self-concept proposed to be involved in the development of depressive symptoms and clinically significant episodes of depression in adolescence, namely: self-complexity and contingency of self-worth. These constructs were selected based on their empirically demonstrated relationship with depression in youth or adults, as well as their relationship with changes occurring in the self-concept during early adolescence. In order to examine the roles of self-complexity and contingency of self-worth, a large community sample of early adolescents was recruited and followed for a period of two years. During this period, participants were contacted to monitor changes in depressive symptoms, the occurrence of negative life events, and the onset of clinically significant episodes of depression. Results reveal that self-complexity best predicted depressive outcomes when deconstructed into its positive and negative components. Moreover, negative self-complexity successfully predicted the prospective onset of clinically significant episodes of major depression. In regards to the contingency of self-worth, results supported a previous self-worth contingency model of depression, but suggest that this conceptualization cannot account entirely for the phenomenology of depression in adolescence. Two additional conceptualizations of contingent self-worth were proposed and supported. Sex differences were observed. Results were interpreted within a cognitive vulnerability framework.

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10

Melrose, Regalena 1970. "The self-image disparity of maltreated adolescents /." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69621.

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The goal of this study was to investigate the real self-image, ideal self-image, and self-image disparity of maltreated adolescents, both acting-out and nonacting-out, as compared to nonmaltreated adolescents. Participants included 58 adolescents between the ages of 13 and 17 with groups approximately matched for age, IQ, and mental age. The maltreated group consisted of children who had been neglected, physically abused, and/or psychologically abused. Children in both maltreated and nonmaltreated groups were classified as acting-out or nonacting-out based on reports of truancy, substance abuse, disrespect for authority, violent outbursts, and trouble within the legal system. The primary findings of the study were that maltreated as compared to nonmaltreated individuals displayed lower real self-images and larger self-image disparities. However, the lowest real self-image scores were displayed by the acting-out adolescents regardless of their maltreatment status. In a comparison between the acting-out maltreated adolescents and the acting-out nonmaltreated adolescents, the real self-images were comparable, suggesting that the experience of maltreatment does not exacerbate the negative effect of behavioural difficulty. In addition, the acting-out maltreated children displayed higher ideal self-images than the acting-out nonmaltreated children. Both experiences of maltreatment and acting-out behaviours appear to be related to negative effects of self-image in adolescents. This highlights the importance of investigating the influence of experiential factors on self-system processing.

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11

Cheung, Siu-kau. "Depressive experiences and perception of self : a longitudinal study on Chinese early adolescents /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16539473.

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12

Abel, Karen. "Factors Affecting Academic Interest and Self Perception of Adolescent Hispanic Females." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4011/.

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This investigation identifies deterrents to the educational, social, and cultural success of Latina adolescent females. Across the nation, and especially in states such as Texas and California, the Hispanic population is fast becoming the largest minority in society. Because the adolescent Hispanic population within the United States today will comprise much of America's future economic and social base, identifying and addressing educational, cultural, and social deterrents to their success becomes important not only for personal well-being, but for the well-being of future society as a whole. A second purpose was that of determining the efficacy of group-centered psychoeducational therapy in improving self-esteem and decreasing anxiety and depression symptoms in adolescent female Hispanic high school students. The experimental groups consisted of one group of seven female Hispanic adolescents who received computer and internet training and psychoeducational group counseling twice a week for five weeks. and a second group of five female Hispanic adolescents who received computer and internet training and psychoeducational group counseling twice a week for five weeks. The control group consisted of fourteen female Hispanic students who received no treatments. The Beck Depression Inventory was used to measure pre and post test levels of depression, the Beck Anxiety Inventory was used to measure pre and post test levels of anxiety, and the Rosenberg Self-Esteem questionnaire and the Index of Self-Esteem were used to measure pre and post levels of self-esteem.

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13

Leung, Pui-seung. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264331.

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14

Brown, Stephanie Vivian. "Learning adolescence : producing the family and the self in an expert culture /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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15

Callen, Karen S. "Clothing deprivation : influence on self-esteem and perceptions of school climate for middle school female students /." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09122009-040212/.

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16

Vaughn, Christy Ann. "The impact of perceived parental criticism on self-schema and depression during adolescence /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3064677.

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17

Hall, Deryck John. "The role of the self-concept in a system of guidance at the level of initial adolescence." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001448.

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Part One I A Perspective on Guidance II Concepts of Self This section is a review and discussion of the two conceptualizations which are fundamental to the research structure: guidance as an overall framework within which procedures are devised for the development of this understanding of the "self" . Part Two • III Didactic Discovery IV The Class Citation Award A way of thinking about an ~ducational approach which could generate a classroom mileu, where the in a practical ongoing process to encourage participation and CCA is the key~ote strategy involve the group in "self" and "other" awareness. Part Three V VI Experiment, Survey, Action Research Results, Reflections and Recommendations The three research methods employed to gather evidence of pupil awareness and its implications, with a discussion patterns of self~knowledge, and its effect on the NOTE: Constant reference to thi s page, and to page xxxii will enable the reader to view the thesis as a whole

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18

Cheung, Ching-po. "Reader self-perception and academic reading achievement of the junior form students of a local secondary school : implications for a reading program /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424370.

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19

Abel, Karen Chandler Cynthia K. "Factors affecting academic interest and self perception of adolescent Hispanic females." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-4011.

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20

Else, ʻIwalani R. Nāhuina. "Modeling psychopathology the role of culture in Native Hawaiian adolescents /." Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044421&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208543420&clientId=23440.

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21

Blankenbuehler, Stacy J. "Self-concept as a predictor of resiliency in gifted adolescents." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1343466.

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The purpose of this research study was to identify which dimensions of self-concept were predictive of depression and anxiety in gifted adolescents in a residential academic setting. Additionally, this study compared mean scores of the Minnesota Multiphasic Personality Inventory-Adolescents (MMPI-A; Butcher, et, al, 1992) to normative data. A total of 278 high school juniors and seniors from the Indiana Academy completed both the Self Description Questionnaire III (Marsh, 1984) and the MMPI-A. After screening data on the basis of MMPI-A validity scales, the final sample of 222 students consisted of 128 females and 94 males.Simultaneous multiple regression analyses were conducted to identify which dimensions of self-concept were related to depression and anxiety. Frequency data was generated to compare the MMPI-A profiles to normative scores.Three dimensions of self-concept; Same-Sex, Emotional Stability, and General Self-Esteem were found to predict depression. Five dimensions of self-concept; Verbal, Problem-Solving Ability, Same-Sex, Emotional Stability, and General Self-Esteem were found to predict anxiety. Frequency data showed 10% of the sample fell in the clinically elevated range on the MMPI-A Depression scale and only 6% of the sample fell in the clinically elevated range on the MMPI-A Anxiety scale.Future research on protective factors in gifted youth should utilize a more heterogeneous sample. In addition, future research should be longitudinal in order to identify causality in the relationship. Implications for counseling psychologists include providing social skills training to enhance social self-concept. Additional implications include providing programming to increase opportunities to practice social skills.
Department of Counseling Psychology and Guidance Services

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22

Coates, Zachary Alan. "Contact Lens, Academics, and Self-Perception (CLASP) Study: Study Design and Initial Results." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554753474788361.

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23

Wu, Keung-fai Joseph, and 胡強輝. "The self-concept clarity of Hong Kong Chinese adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31246151.

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24

Lalkhen, Yusuf. "A phenomenological understanding of self-esteem in physically disabled adolescents in a non-disabled environment." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03202006-141911.

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25

Tuttle, Sarah Lynn. "The relationship between meaning in life and depression in young adult." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3070.

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The study was designed to explore and describe the relationship between young adults' sense of meaning and purpose in life and the experience of depression. The relationship between the existential constructs of meaning and purpose in life, assessed using Reker's (1992) Life Attitude Profile - Revised (LAP-R) instrument, and depression, assessed using Beck's Depression Inventory (BDI), was explored in young adults.

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26

Louw, Karlien. "Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5395.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
Bibliography
AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer omvattende behandelingsplan ter bevordering van 'n positiewe selfkonsep. Toeganklikheid ten opsigte van akademiese deelname vir studente wat hakkel behoort bevorder te word in 'n veilige en nie-bedreigende onderrig- en leeromgewing. Spesifieke wyses van ondersteuning in die konteks van die Universiteit Stellenbosch is voorgestel. Die uitsluiting van studente wat hakkel weens stigmatisering bring psigiese verwonding mee, wat gevolglik bydra tot die wyse waarop die student se selfkonsep tot uitdrukking kom. As navorser vertrou ek dat hierdie studie sal bydra tot 'n ruimer begrip van die selfkonsep van studente wat hakkel. Op so 'n wyse kan Opvoedkundige Sielkunde as vakgebied 'n agent van verandering wees, deurdat dit krities-reflekterende denke ten opsigte van die holistiese ondersteuning van studente wat hakkel, aanmoedig. Die teoreties gefundeerde gevolgtrekkings en aanbevelings in hierdie tesis kan dien as kennisraamwerk vir toekomstige navorsing op hierdie gebied.
ENGLISH ABSTRACT: The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of somebody who stutters. The increased search for the causes, "treatment" and "curing" of stuttering probably leads to underemphasising the manner in which the person makes sense of his or her stuttering. However, holistic support focuses not only on dealing with stuttering, but also on the positive integration of stuttering in someone's self-concept – regardless of the pain or distress associated with it. To be able to do this, knowledge about the manner in which the various dimensions of the person's self-concept are expressed, is required. The aim of this study was of dual purpose. Firstly it attempted to explore and describe the self-concepts of students who stutter by means of their experiences of stuttering with regard to the different dimensions thereof. This has lead to a better understanding of the way in which the self-concept of the students concerned becomes manifested in different relationships. Secondly this study aimed to identify more holistic ways of support which has lead to the identification of such ways in both the therapeutic and teaching and learning environments. To understand and explain stuttering as a human quality, a qualitative approach to research is used. It is supported by grounded theory as selected research design, which emphasises the inductive method of data generation and analysis. The methods of research with regard to data generation include individual interviews and a focus group. Data is analysed by using the constant comparative method. Exploring the students' self-concepts in this way eventually led to the identification of a few determinants with regard to intra- and interpersonal functioning. The two processes of healing and suffering involved in students' self-concepts illustrate how relationships contribute to the support or even stigmatisation and consequential exclusion of these students. The exploration of the different dimensions of the self-concept of students who stutter brought the following to light: That the self-concept serves as a manifestation of the students’ relationship with stuttering on the three different levels of psychological functioning, namely the: vi - Cognitive level: alienation of authentic self, personal truths, transendence and congruency - Affective level: psychological distress (suffering) - Conative level: compensation, isloation, projection Specific therapeutic approaches can possibly enhance healing in the student whose self-concept seems to be brittle due to the psychological distress or suffering that sometimes goes with stuttering. It can probably serve as a preliminary framework for developing a single, more comprehensive treatment plan to enhance a positive self-concept. Accessibility with regard to academic participation for students who stutter should be enhanced in a safe and non-threatening teaching and learning environment. Specific ways of support in the context of the Stellenbosch University are suggested. The exclusion of students who stutter due to stigmatisation causes psychological suffering, which consequently contributes to the manner in which the student's self-concept is expressed. As a researcher, I trust that this study will contribute to a broader understanding of the self-concept of students who stutter. In such a way, Educational Psychology as a subject field could be an agent for change by supporting critical-reflective thinking with regard to the holistic support of students who stutter. The theoretically grounded conclusions and recommendations in this thesis could serve as a framework of knowledge for future research in this field.

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Feeney, Michael E. "Relational Influences of Self-Perceptions in Late Adolescence." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3803.

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Self-perceptions are rooted in our relationships, interactions, and comparisons with others. The relational influences that impact self-perceptions may range from family members and friends to celebrities or characters in books, all of whom differ in terms of relational and psychological distance, such that some are more proximal (e.g., friends and family) while others are more distal (e.g., celebrities or characters in a book). Self-perceptions are meaningful given the bulk of research indicating that low self-perceptions are related to numerous clinical problems, especially in young people. Yet, researchers have yet to study the junction between late adolescents’ evaluations of the self in relation to proximal and distal influences. This dissertation begins by defining the constructs of the self and self-perception. The manner in which relational influences and a healthy sense of self develop are discussed within psychodynamic and social-psychological frameworks. A study is then presented that examines the relationships between individuals’ self-perception within different domains and with whom they identify in those domains. Late adolescents were asked about their self-perceptions across nine domains of perceived competency and then asked about with whom they relate, both positively (someone good) and negatively (someone bad), in each of those domains. Results demonstrated that higher levels of self-perception in three domains (job, social, and friends) increased the odds of identifying a proximal influence when asked about negative relational influences. Proximal influences (people close in relationships) were more prevalent than distal objects across all domains for a majority of the sample. However, high self-perception did increase the likelihood within these three domains. Gathering information regarding relational influences while also measuring self-perceptions contributes to understanding the construct of the self and the theoretical orientations presented. Current results may also inform clinical interventions aimed at strengthening self-concept in youth.

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28

Wagner, Ryan R. "Body image perceptions of adolescent males." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wagnerr.pdf.

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29

Kooiker, Marilyn K. "Seventh and twelfth grade adolescents' perceptions of their risk environment." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998kooikerm.pdf.

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30

Grima, Francis Gerald. "Assessing the Importance of Self-Concept Intervention Among High School Students As Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279154/.

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31

Brunner, Lauren M. "Sport and gender roles : a viewpoint from Liberian adolescent girls in Ghana /." Click here to view full text, 2007.

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32

Klima, Tali. "The quality of adolescent girls' best friendships and their self-perceptions." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1472128061&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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33

Zhu, Shimin, and 朱詩敏. "Possible selves among adolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202366.

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Adolescence is a stage full of possibility, in which adolescents start exploring what is possible for them. Possible selves represent people’s self-concept pointing to the future, what they hope to be, what they expect to be and what they fear to be. These future oriented selves are closely related with adolescents’ behaviors, channeling their effort toward positive behavioral outcomes. The possible selves in Chinese context are less examined and adolescents in Hong Kong are facing a lot of challenges and uncertainties in the fast changing society. What are the possible selves among Hong Kong adolescents? How are parental influences associated with possible selves in the Chinese context? How proximal psychological associates, such as planfulness and self-esteem, relate with possible selves among adolescents? The current study was designed to answer the above questions. There were two phases in the research. Phase one adapted Possible Selves Questionnaire into Chinese (PSQ_C) with a translation and back-translation procedure and two pilot tests. Phase two conducted a large sample survey with secondary school adolescents. 3,078 participants, aged 12-20, were from 99 classes in 11 middle schools. The findings were presented with three themed papers. Research findings were presented in three journal papers with different foci. Paper one investigated the profile of possible selves among Chinese adolescents in Hong Kong, including the content of possible selves, strategies of possible selves and perceived likelihood of possible selves. Gender and age differences were examined. Paper two examined the effect of parental support on possible selves. It was found that parental pragmatic support consistently predicted having at least one strategy and perceived likelihood of hoped-for and feared possible selves, while socio-emotional support was only associated with perceived likelihood of hoped-for possible selves. Paper three examined planfulness and self-esteem as proximal psychological antecedents of possible selves. It was found that both planfulness and self-esteem were positively associated with having at least one strategy and perceived likelihood of hoped-for and feared possible selves. Self-esteem was more related to perceived likelihood whereas planfulness was more related with having strategy. It was found that planfulness and self-esteem mediated the relationship between parental support and possible selves. The current doctoral study complemented the existing literature in terms of theory by exploring the external and proximal psychological antecedents of possible selves and establishing a mediation model to explain the interplay among parental support, planfulness, self-esteem and possible selves. It was the first possible selves study among Hong Kong adolescents. It not only contributed to the indigenous research on adolescents by providing a handy Chinese possible selves questionnaire, enriching the understanding about modern adolescents, but also by providing information for further setup of intervention using possible selves constructs. The limitations were discussed, along with directions for future studies, contributions and implications in terms of theory, research and intervention.
published_or_final_version
Social Work and Social Administration
Doctoral
Doctor of Philosophy

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34

Lyn, Heather D. "Self-perceptions of low and high achieving students in Jamaica, W. I." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23227.

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This study investigated the self-perceptions of low and high achieving adolescent students in a rural community of Jamaica, W.I. The effects of achievement level and sex were considered.
The participants were 95 low achieving students and 100 high achieving students who were rigidly tracked into two separate schools. The survey instrument, "How I See Myself and Feel About Myself" was specially designed for this study. Student responses were compared to the subscales from Harter's Self-Perception Profile for Adolescents (1988).
The results revealed twelve self-perception categories, four of which were unique to the Jamaican adolescents. High achievers referred more frequently to academic competence, romantic appeal, and close friendship. Low achievers referred more frequently to behavioral conduct. Overall, male students referred more frequently to scholastic competence, athletic competence and behavioral conduct. Female students referred more frequently to social acceptance, romantic appeal, close friendship and family relations.

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Hixon, Jon Eric. "The effects of congruence in mother-adolescent communication, dyadic relationships, and adolescent self-image on adolescent person perception." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82652.

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The purpose of this study was to examine intrafamily relationship variables which constitute the frame of reference for person perception. A model was proposed to conceptualize how the variables interact and influence the process. Specifically, the proposed model was developed to investigate how adolescent person perception is influenced by congruence between the mother and adolescent in: (a) communication, (b) dyadic relationships, and (c) adolescent self-image. One hundred forty-six mother-adolescent dyads participated in the study. Fifty-nine males and 87 females (M = 14.6 years) represented the adolescent sample. Two communication subscales from The Parent-Adolescent Communication Scale were used to measure mother-adolescent congruence: Open and Problem Family Communication (Barnes & Olson, 1982). Congruence in four aspects of dyadic relationships was measured with the Family Assessment Measure-Dyadic Relationship Scale (Skinner, Steinhauer & Santa-Barbara, 1984). The four dyadic relationship subscales were: (a) task accomplishment, (b) role performance, (c) affective interaction, and (d) control. Congruence between the adolescent's own self-image and the perception of the adolescent held by the mother was measured with The Offer Self-Image Questionnaire For Adolescents (Offer, 1977), and The Offer Parent-Adolescent Questionnaire (Offer, 1982). Adolescent person perception was measured using the Adapted Modified Role Reperatory Test-(AMRRT) (Vacc & Vacc, 1982). The results indicated a significant path coefficient between mother-adolescent congruence in adolescent social self-image and adolescent person perception ability. Contrary to expected outcomes, high percentages of mother-adolescent congruence were associated with less self and other role differentiation by the adolescent and accounted for 6% of the total variance in the model. These data indicate that the unexpected high percentages of congruence occurring in the mother's and adolescent's perceptions of the adolescent's social self-image could have represented an enmeshed relationship, thus inhibiting the adolescent's self and other role differentiation. Additionally, the dispersion of scores on the AMRRT indicated possible random responding on the instrument by the adolescent which could have contributed to a large variance, and subsequently, the loss of path linkages in the proposed model.
Ph. D.

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廖淑儀 and Shuk-yi Ivy Liu. "An inquiry into the relationship between self and delinquency in adolescent development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31248664.

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37

Freeman, Elizabeth DeHart. "Developmental changes in the female adolescent body image." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12052009-020336/.

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Smallwood, E. Mary. "The effect of two intervention programs on self-concept /." Title page, contents and abstract, 1989. http://web4.library.adelaide.edu.au/theses/09EDM/09edms635.pdf.

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39

Munsie, Steven D. "Multi-dimensional self-concept in junior high school students : issues of gender, intelligence and program effects." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56766.

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This study investigated levels of general, academic, and social self-concept in junior high school children. The effects of Gender, IQ and achievement level, as well as type of program were also considered in relation to self-concept.
Subjects were 85 students in grades 7 and 8 attending a large comprehensive high school, 40 of whom participated in a specialized Talented and Gifted (TAG) program. The remaining 45 were drawn from the regular school population and constituted a comparison group. Measurements included the Piers-Harris Childrens' Self-Concept scale and the Otis-Lennon Mental Ability Test.
Results indicated no significant differences between groups on measures of general or social self-concept. On measures of academic self-concept, TAG students scored significantly higher than students from the regular program. With regard to gender effects, no significant differences emerged between males and females on measures of self-concept. Finally, no significant differences were determined on measures of self-concept between TAG participants scoring higher on measures of IQ and achievement and those scoring lower. Educational implications and suggestions for future research are discussed.

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40

Owens, Ann M. "Culture, age, gender factors in the early onset of eating disorders /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.

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Deanes, Lester A. "Implications of self-leadership on occupational success among adolescents." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/574.

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The study examines the implications of self-leadership on occupational success among adolescents. Self-leadership is the new leadership research paradigm · that simply states that leadership skills are social cognitive characteristics developed within individuals and shaped by environment. It is linked to an individual's self-esteem, self-concept and self-efficacy. The higher a person's self-leadership skill development, the more likely an individual will succeed in life. These simple skills can be communicated and instilled in adolescents more effectively than adults because their "self" is still being created and is easily influenced by external cognitive stimulation. Three focus groups were conducted on adolescents to determine how effective self-leadership skills would be in determining effective career decision-making ability. All of the focus group transcripts were systematically analyzed. Through data analysis, a model was created that describes a process by which self-leadership influences work performance. The process begins by training self-leadership enhancement strategies. As a result, the core self, which includes self-esteem, self-efficacy, and self-concept, is changed during this process. This will then allow an individual to better resist the negative influences that occur due to environmental factors. Finally, job satisfaction and work performance increase. What is most significant about this study is its potential to influence the way teachers and counselors encourage their students to be successful both in and outside the classroom. There are currently existing modules aimed at increasing education levels and motivation in students. However, what is missing is a module designed to teach youth how to find inspiration and motivation within themselves. Also, employers who employ youth will be able to enhance current training modules by adding a self-leadership training component.

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42

Bommersbach, Marjorie Lynn. "Voice and self in adolescence: Exploring relationships among voice, self and friendship." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1830.

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43

Reguero, Julia Teresa. "Relationship between familism and ego identity development of Puerto Rican and immigrant Puerto Rican adolescents." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39959.

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44

Torres, Claudia S. ""Can't express yourself, what's your hope" : stories of high school students /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Pearce, Pamela Lipscomb Morreau Lanny E. "Characteristics of pregnant teenagers and attributes associated with self-image." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323741.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 16, 2006. Dissertation Committee: Lanny E. Morreau (chair), Jeffrey Hecht, Paula Smith, Miryam Assaf-Keller. Includes bibliographical references (leaves 112-123) and abstract. Also available in print.

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Jacobs, M. Joy. "Temperament patterns in families of individuals with anorexia nervosa /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3208601.

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47

McClellan, Edward Richard. "Relationships among parental influences, selected demographic factors, adolescent self-concept as a future music educator, and the decision to major in music education." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1465McClellan/umi-uncg-1465.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Donald A. Hodges; submitted to the School of Music. Includes bibliographical references (p. 192-216).

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48

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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49

Pienaar, Kiran Merle. "A critical analysis of oppositional discourses of the ideal female body in women's conversations." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1002641.

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Socialisation agents such as the popular media and same age female peers construct and reproduce notions of what is physically ideal, feminine and beautiful in a woman (Hesse-Biber 1996). My interest lies in how a group of young women reproduce, contest and possibly transform such notions in conversations with their same age female friends. The study aims to answer the following question: What ideologies are reflected and perpetuated in the discourses associated with the ideal female body? Since notions of what is ideal and beautiful are indeterminate and in perpetual flux, I focus in particular on areas of contradiction and contestation in the body talk conversations. As such, the analysis examines three extracts in which the young women draw on oppositional discourses to construct notions of female beauty. I believe that these extracts represent discursive struggles in relation to the dominant Western ideal of the slim, toned female body, an ideal which more closely resembles a newly pubescent girl's body than the curvaceous, shapely body of an adult woman (Bartky 2003; Grogan 1998). My analysis is based on conversational data collected from sixteen, white adolescent English-speaking women between the ages of fourteen and eighteen who attend a boarding school in Grahamstown. I elicited the body talk data using three stimulus exercises designed to encourage discussion on topics such as the overweight female body, dieting and the ideal body. I selected three extracts from the recorded conversations and used the methodological framework of Critical Discourse Analysis to analyse the data. This framework proposes three interdependent stages of analysis: 1) the Description of the formal features of the text, 2) the Interpretation of the text in terms of the participants' background assumptions, the situational context and the intertextual context and 3) an Explanation of the text in light of the sociocultural context and the text's contribution to the reproduction or transformation of the status quo. Since I was present during the conversational recordings and contributed to the discussions, part of the interpretation stage of analysis critically evaluates how the asymmetrical power relations between myself and the participants influenced the conversations. In this regard, my findings attest to my coercive role in promoting conservative, reactionary discourses which sustain the dominance of traditional ideologies of female beauty and which stifle oppositional ideologies. My interpretation of the extracts also reveals that, in their discussions of topics such as excess weight, female ageing and cosmetic surgery, the young women negotiate alternative conceptions of what constitutes the ideal female body. However, the articulation of an alternative beauty ideal, one which values women of different body sizes and ages is not sustained in the extracts. By discussing the relationship between these alternative constructions and dominant norms of beauty, I show how the prevailing ideal of the youthful, slim, toned female body wins out in the conversations. The interpretation of the extracts also reveals the participants' preoccupation with the pursuit of health and well¬being. In this respect, the young women construct the ideal body as not only slim and youthful, but also healthy. In my explanation of the extracts, I explore the sociocultural factors which have contributed to the rise of the health ethic. In concluding, I argue that the valorisation of the healthy body in the conversations, far from challenging the imperative to be thin, actually reinforces it by constructing dieting as a necessary adjunct to the pursuit of health. From this perspective, the preoccupation with attaining the ideal thin, toned body can be justified in terms of a desire to be healthy.

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Lam, Lee Kam-sau Jessica. "Self-concept and attribution pattern of science and arts students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29789059.

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