Dissertations / Theses on the topic 'Ego-resilience'

The objectives of this study were to investigate the relationship between positive psychological capacities (state ego-resilience and state self-efficacy) and burnout levels of employees (N = 164) in a chemical organisation and to determine whether state ego-resilience and state self-efficacy can be used to predict burnout levels of employees in a chemical organisation. A cross-sectional survey design was used. The Ego-Resiliency Scale (ER89), the State Self Efficacy Scale (SSES) and the Oldenburg Burnout Inventory (OLBI) were administered to measure the constructs. The research method for this article consists of a brief literature review and an empirical study. Confirmatory factor analyses, Cronbach's alpha coefficients and the inter-item correlation coefficients were used to assess the reliability and validity of the measuring instruments. Descriptive statistics were used to describe data, and Pearson's product moment correlation coefficients, and regression analyses were used to examine the relationships between the constructs employed in this research. Results obtained confirmed the internal consistency and one-dimensional factor structures of the state ego-resilience and state self-efficacy measuring instruments. Although the two - dimensional factor structure of the OLBI was confirmed, the two subscales were not consistent with the expected factor structure. Consequently, only the total burnout scale (which presented with adequate internal consistency) was used. A significant statistical and practical correlation was found between state ego-resilience and burnout. State self-efficacy and burnout demonstrated a significant statistical and practical correlation. Regression analyses indicated that both state ego-resilience and state self-efficacy hold predictive value with regard to burnout. Conclusions were made, limitations of the current research were discussed and recommendations for future research were put forward.
Thesis (M.Com. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2008.

This study is designed to investigate the relationships among affective and cognitive personal qualities leading to psychological resilience among natural disaster survivors. The main assumption of this study is that positive personal qualities might be associated with better psychological adjustment. The study aimed at testing a hypothesized theoretical model accounting for resilience with regard to personal qualities. The sample for this study was composed of individuals who were exposed to earthquakes that occurred in 1999 in Marmara region of Western Turkey. The study hypothesized that the dispositional cognitive and affective constructs (hope, optimism, life satisfaction, self esteem and positive affect) play vital roles in pathways to psychological resilience. Initially hypothesized model based on cognitive-behavioral theoretical foundations was proposed and tested. The cognitive behavior approach holds the idea that thoughts are the determinants of functional and dysfunctional emotions and behaviors. In the model, global self esteem serve as an underlying mechanism that helps to human operate well on the environment. The positive influence of global self esteem can be observed in cognitive process and affective domain in individuals. Simultaneously a person develops an optimistic worldview based on the global self esteem. Self esteem leads a person to construe positive cognitive constructs influencing the general world of view positively and utilize those cognitive. Since thinking patterns influence the affective side of the person, if the person utilizes positive cognitive constructs while interpreting life events, he or she is likely to experience more positive feelings and to be satisfied with life at the same time The hypothesized model was trimmed. Dispositional hope (pathways and agentic thinking), optimism, positive affect, life satisfaction and self-esteem were regarded as independent latent variables while three factors of psychological resilience were valued as the latent dependent variables. Finally, a structural model was suggested to account for the pathways leading to resilience among the Turkish disaster survivors. According to the model, self esteem, dispositional hope and optimism have indirect effect on resilience components via positive affect and life satisfaction. For purposes, the Ego Resilience Scale was adapted into Turkish. Exploratory factor analysis yielded three-factor solution for Turkish disaster survivors and the resilience factors were labeled as Personal Strengths Relating Recovery
Positive Self-Appraisals and Openness to New Experience. The results revealed that the Ego Resiliency Scale is a validated and reliable measure of psychological resilience among Turkish disaster survivors.

碩士
國立成功大學
教育研究所
91
The purposes of this study were to investigate: (a) the situation of adolescent deviance including external deviance, inner deviance, and learning-adapted problem; (b) the relationships among parenting, ego-resilience, ego-control, and adolescent deviance; (c) the characteristics of personality types composed of ego-resilience and ego-control; (d) the relationships between the personality types and adolescent deviance. The sample in this study was consisted of 822 students from eight junior high schools in Taiwan. First, this study was attempted to develop a cause-result model of the mediating role of ego-resilience and ego-control between the parenting and adolescent deviance based on structural equation model. Results showed that: (a) the theoretical model of Father and Mother was fit for the observed data well, and the Father model was better than the Mother model in explaining the occurrence of adolescent deviance; (b) the parenting had the significant direct and indirect effect on adolescent deviance; (c) the parenting also had the significant relationship with two personality parameters of ego-resilience and ego-control; (d) the effects of ego-resilience and ego- control on adolescent deviance were different between the Father and Mother model; (e) two personality parameters of ego-resilience and ego-control played an important mediating role in the development of adolescent deviance. Furthermore, the combination of two personality parameters related to adolescent deviance was compared through the test of two-way MANOVA. The findings of this study included: (a) there was a significant interaction effect between ego-resilience and ego-control on adolescent deviance; (b) the combination of ego-resilience and ego-control personality parameters might contain six types; (c) the personality parameters of ego-resilience and ego-control both had the significant effect on external deviance; (d) the personality parameters of ego-resilience was the only significant explanatory factor for the inner deviance; (e) the personality parameters of ego-resilience and ego-control both had the significant relationship with learning-adapted problem.

碩士
國立屏東師範學院
國民教育研究所
85
The purpose of the study was to investigate the factors that were related to Children''''s delinquent behavior. These factors included personality traits (impulsivity, ego-resilience) and family factors (parenting style, marriage status, parents'''' crimnality). 　　A questionnaire was constructed to survey on 1,273 fifth and sixth grade students randomly selected from elementary schools in southern Taiwan. The self-reported scales included impulsivity scale, egoresilience scale, parenting style scale, and delinquent behavior scale. Teachers'''' ratings of children''''s Self-Control scale and Matching Familiar Figures Test were used to test the validity of impulsivity scale. 　　The major findings included: (a)Male subjects obtained higher scores on delinquent behavior and impulsivity scales, (b)Some family factors were found to be related to children''''s delinquent behaviors, including broken famliy, parents'''' criminality, parents'''' punishment, (c)Im pulsive children committed more delinquent behaviors, and (d)Impulsivity accounted for more variance of delinquent behaviors than family factors. 　　The validity of impulsivity scale was also corroborated by the convergence with the Self-Control scale and Matching Familiar Figures test.

碩士
樹德科技大學
兒童與家庭服務系碩士班
98
This research aims to explore the relation between ego-resilience and job burnout of preschool teachers. Its first objective is to investigate different factors resulting in preschool teachers’ ego-resilience. Second, it is meant to investigate different factors causing preschool teachers’ job burnout. The third objective is to identify the differences of ego-resilience and job burnout causes among preschool teachers with various backgrounds. Finally, it is meant to identify and analyze possible relation between preschool teachers’ resilience and job burnout. The data were collected through questionnaires from a sample of 360 teachers at public and private preschools in both Tainan City and Tainan County. The 360 respondents filled out a questionnaire in which there are a Scale of Preschool Teachers’ Ego-resilience and a Scale of Preschool Teachers’ Job Burnout. The data were processed with dependent sample ANOVA, one-way ANOVA and structural equation modeling (SEM). The result shows that there is significant difference in the factorial structure of preschool teachers’ ego-resilience. Among the factors, “optimistic thinking” performs the best, while “relaxation techniques” performs the second best, and “use of humor” performs the worst. On the other hand, there is significant difference in the factorial structure of preschool teachers’ job burnout. Among the factors, “low personal accomplishment” performs the best, while “emotional exhaustion” performs the second best and “depersonalization” performs the worst. The analysis of ego-resilience and job burnout of preschool teachers with various backgrounds reveals that “characteristics of kindergartens” and “salary” have significant difference. Results of structural equation modeling show that there is negative correlation between preschool teachers’ ego-resilience and job burnout. In other words, the higher the resilience is, the lower the job burnout will be. The findings provide helpful information to preschool teachers in Tainan City/County, and generate practical suggestions for future study.

碩士
國立嘉義大學
國民教育研究所
94
Study of Relationship Between Ego-Resilience And Life Adjustments of High Grade Elementary Students Liu Fang Wen Graduate Institute of Elementary and Secondary Education National Chiayi University Abstract The main purpose of this study was to explore the relationship between the high grade elementary students’ ego-resilience and life adjustments. The data of this study was mainly collected through questionnaire survey, and 523 valid questionnaires were returned. The questionnaires included “Ego-Resilience scale” and “Life Adjustment Scale”. This study applied statistical method such as one-way MANOVA, Pearson product-moment correlation and multiple regression to analyze data. The main findings are as follow: 1. There were significant differences in students’ ego-resilience in ration to school location and social economic status, but not to gender and family structure. 2. There were significant differences in students’ life adjustments in ration to family structure, but not to gender, school location and social economic status. 3. There was a significant positive correlation between ego-resilience and life adjustments of high grade elementary students. 4. High grade elementary students’ life adjustments were predicted by students’ ego-resilience.

碩士
國立成功大學
教育研究所
96
The purposes of this study were to investigate: (a) the relationship between family factors and junior high school student’s dropout tendency; (b) the association between school factors and junior high school student’s dropout tendency; (c) the relationship between ego-resilience and junior high school student’s dropout tendency; (d) the link between family factors, school factors, ego-resilience and junior high school student’s dropout tendency; (e) when control variables were included, effects of family factors, school factors and ego-resilience on the dropout tendency. To achieve these purposes, the sample in this study consisted of 1,103 students from 6 junior high schools in the Tainan city and Tainan country. In this study, statistical analyses included descriptive statistics, correlation analysis, and nested regression model analysis. The results of this study were as follows: (a) parent-child relationship, father supervising style and mother supervising style were related to the dropout tendency; parents’ marital relationship and negative life events had no significant relation with the dropout tendency; (b) adaptation of school academic, peer relationship and adaptation of school regulation were related to the dropout tendency; teacher-student relationship had no significant relation with the dropout tendency; (c) ego-resilience was related to the dropout tendency; (d) when family factors, school factors and ego-resilience were included at the same time, father supervising style, adaptation of school academic, peer relationship and adaptation of school regulation were related to the dropout tendency；parents’marital relationship, parent-child relationship, mother supervising style, negative life events, and teacher-student relationship had no significant relation with the dropout tendency; (e) when gender and grader were included, the significant relationships between family factors, school factors, and ego-resilience and dropout tendency were not changed. Finally, possible explanations for these findings and implications were discussed. Based on the findings, this study also proposed some relevant suggestions that could be a reference to family education, school guidance and further researches.

碩士
樹德科技大學
兒童與家庭服務系
101
This study aimed to investigate current situation, differences and the relationship about workplace ego-resilience and the sense of well-being for elementary school teachers in Kaohsiung City. The subjects were the total of 375 public elementary school teachers from Kaohsiung City in 101 Academic Year. Questionnaires were adopted for data collection. Descriptive statistics, t- test, one way ANOVA, Pearson’s product moment correlation and multiple regression analysis were conducted for statistics analysis. The results are: 1) Elementary school teachers in Kaohsiung are at medium or above level in workplace ego-resilience and the sense of well-being. 2) Religious belief make a significant different on workplace ego-resilience and the sense of well-being of the subjects. 3)There is a significant positive correlation between workplace ego-resilience and the sense of well-being of the subjects. 4) Workplace ego-resilience is a significant predictor for the sense of well-being. Based on the results of the study, there are a few suggestions for schools, elementary school teachers and future research.

碩士
修平科技大學
人力資源管理與發展碩士班
103
This study examined the validation of the two-dimensional work stressors, challenge and hindrance stressors, and their differential interaction with ego-resilience and job engagement to predict well-being repectively. A structural questionnaire was utilized and tested on the elementary school teachers in Taichung area. The participants in the study comprised 600 teachers. 592 questionnaires were replied and returned, in which 552 questionnaires were valid, with an overall valid response rate of 93.24%. After the confirmatory factor analysis (CFA) being proceeded to test the reliability and validity of the variables, the multiple hierarchical regression method was conducted to test our hypothesis. Findings show that (1) Challenge work stressor has a negative effect on well-being. (2)Hindrance work stressor has a negative effect on well-being. (3) Ego-relilience can repress the negative effect of challenge work stressor on well-being. (4) Job Engagement can partially mediate the negative effect of Hindrance work stressor on well-being. The theoretical and practical implications are also discussed.

The current study tested the effect of ego resilience on engagement and achievement as mediated by social relatedness, using three waves of data and controlling for the stability of each construct as well as within wave correlations among study variables. Using structural equation modeling, we were able to control for the stability of each construct as well as the within wave correlations of residual error variances between constructs. The model also took into account the transactional properties of academic engagement and academic achievement. Furthermore, the study tested the moderation effects of gender on each theoretically-significant path. Despite the models having adequate fit indices, in the larger context of the model the hypothesis that ego resiliency predicts subsequent social relatedness was not supported in either reading or math revised models. Because of this, the overall study hypothesis that social relatedness would mediate the relationship between ego resiliency and subsequent academic engagement and achievement was not supported. However, there were several findings of interest. The results of this study were consistent with the reasoning that social relatedness helps children feel more accepted and supported by peers and teachers, therefore promoting more classroom engagement. Findings suggested that, while social interactions seem to impact students? academic engagement across in the subsequent year, their level of ego resilience at school entry appears to be an important long-term contributor to math achievement two years later. The moderation analyses indicated that ego resilience had more effect on boys? reading achievement and academic engagement two years later. Study limitations and implications were also discussed.

碩士
國立成功大學
教育研究所
94
This research, based on Agnew's General Strain Theory（1992）, tried to examine the relationships among junior high school students' delinquency, their life stress, ego-resilience, and impulsivity. The purposes were to investigate the separate and combined influence of life stress, ego-resilience, and impulsivity on their delinquency. It should be noted that delinquency in this study was divided into three types: external delinquency, inner delinquency and learning-adapted problems. Adopting stratified random sampling, subjects consisted of 672 students from 6 junior high schools in Tainan city. Statistical analysis including descriptive statistics, Pearson’s correlation and nested regression model analysis were performed. 　　The major findings were as follows: (a) positive correlations between “negative life events” and all types of junior high school students' delinquency were found, whether taking other variables into consideration or not. “Daily hassles” were positively related to delinquency, inner delinquency and learning-adapted problems. Regarding the relationship between daily hassles and external delinquency, ego-resilience, impulsivity and control variables play crucial roles. “Victimization experience” was positively related to external delinquency. Besides, gender was influential in predicting whether adolescents confronted by the “pressure of sex role” will commit inner delinquency. The relationship between pressure of sex role and learning-adapted problems was not statistically significant. (b) “Ego-resilience” was negatively related to all types of delinquency. (c)“Hedonistic impulsivity” was positively related to delinquency, external delinquency and learning-adapted problems. As to the relationship between “low-planning” and learning-adapted problems, we have to consider the contribution of life stress and ego-resilience. Positive correlations between “impulsive emotion” and all types of delinquency were found. “Sensation seeking” was positively related to delinquency and external delinquency, while no significant findings exist with regard to its relation with learning-adapted problems. (d) Taking the effect of control variables into consideration, the results revealed that males manifested more external delinquency, while females were more inclined to inner delinquency. In addition, this research also revealed that students with higher grades were more likely to present learning-adapted problems. 　　Finally, possible explanations for these findings and the ensuing implications were discussed. Based on the survey and research findings, relevant suggestions that could be a reference for family education, school counseling and the future researches were proposed.

碩士
修平科技大學
人力資源管理與發展碩士班
104
This study was to explore the relationship between hindrance stressors and challenge stressors on job performance. It investigated if ego-resilience made any impacts for hindrance stressor on job performance. And so did frustration tolerance for challenge stressors on job performance. Moreover, it showed how different the employees with work experience overseas are. There were 411valid participants recovered by 91.33%. The results are as follows: 1. Challenges stressors on job performance has positive impacts. 2. Hindrance stressors on job performance has negative impacts. 3. Frustration tolerance on relationship between challenges stressors and job performance causes interference. 4. Ego-resilience on relationship between hindrance stressors and job performance causes interference. 5. To investigate if work experience overseas has positive effect toward ego-resilience or not. 6. To investigate if work experience overseas has positive effect toward frustration tolerance or not .

Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Clínica
Introdução: A resiliência familiar consiste na capacidade das famílias para enfrentarem e ultrapassarem crises, surgindo com mais recursos após as mesmas (Walsh, 2016). A egoresiliência é uma característica de personalidade que permite a adaptação a stressores externos e internos (Block & Block, 1980). Estes construtos são interdependentes (Masten & Monn, 2015). Contudo, ainda não existem estudos suficientes que promovam uma integração entre ambos. Método: O presente estudo tem como objetivo validar e adaptar a Escala de Resiliência Familiar da Walsh e a Escala de Ego-resiliência Infantil para uma amostra de crianças e jovens entre os 10 e 15 anos de idade e os seus cuidadores, assim como explorar a relação entre o funcionamento familiar e a ego-resiliência infantil. A amostra foi constituída por 367 participantes, 230 cuidadores e 137 crianças e jovens que responderam a questões sociodemográficas e preencheram a versão portuguesa das escalas. Foram realizadas análises fatoriais confirmatórias para avaliar a validade fatorial. Averiguaram-se também a fiabilidade das escalas, a validade convergente e a validade discriminante. Foram realizadas regressões lineares para explorar o impacto do funcionamento familiar na ego-resiliência infantil. Resultados: As análises fatoriais confirmatórias não suportaram os modelos originais. O modelo final da Escala de Ego-resiliência Infantil apresentou índices de ajustamento aceitáveis e qualidades psicométricas sofríveis. O modelo final da Escala de Resiliência Familiar da Walsh apresentou índices de ajustamento sofríveis e boas qualidades psicométricas. O funcionamento familiar apresentou um impacto significativo na ego-resiliência infantil. Conclusão: Estes instrumentos consistem em ferramentas úteis que podem ser utilizadas em intervenções que promovam a resiliência.
Introduction: The concept of family resilience refers to the capacity of a family as a functional system, impacted by highly stressful events, to positive adaptation and strengthening the family unit (Walsh, 2016). Ego-resiliency enables individuals to adapt to environmental demands (Block & Block, 1980). Resilience in individuals interplay with family resilience, yet there remains considerable work to do on the processes that link child both concepts (Masten & Monn, 2015). Method: The present study aims to translate and evaluate the psychometric properties of a portuguese version of the Walsh Family Resilience Questionnaire and the Ego-resiliency Qsort, and evaluate the impact of the familiar functioning on children’s psychological adjustment in a portuguese sample with children and adolescences between 10 and 15 years old and their caregivers. A sample of 230 caregivers and 137 children and adolescences provided sociodemographic information and completed a portuguese version of the questionnaires. Confirmatory Factor Analyses were performed to evaluate the questionnaires structures, as well as the internal consistency, composite reliability, convergent-related and discriminant-related validity. Linear regressions were performed to explore the impact of the familiar functioning on children’s psychological adjustment. Results: Factorial Analysis didn´t supported originals solutions for the questionnaires. The new solution for the Ego-resiliency Q-sort revealed acceptable goodness of fit and poor psychometric properties. The new solution for Walsh Questionnaire revealed a poor goodness of fit and good psychometric properties. Family functioning revealed significant impact on children’s psychological adjustment. Conclusion: The questionnaires represent a good tool that can be used in interventions for enhancing psychological well-being.

In a study of psychological well-being, the researcher attempted to address the challenge of preventing mental illness and promoting mental health using an educational psychological perspective based on Unisa's Relations Theory. According to Relations Theory, humans are understood by the relationships they form. The intra-psychic interaction of the components of the intra-psychic structure (I/ego, self, identity and self-concept) is responsible for people's behaviour, with the essences (attachment of meaning, involvement, experience and self-actualising) and the prerequisites (the forming of relations , the life-world and climate) forming the basis of the structure. The researcher developed and administered a questionnaire on psychological well-being and conducted interviews, and on the basis of the findings reports that psychological well-being from an educational psychological perspective consists of a healthy and positive ego and self, clearly defined identities, positive thoughts and feelings, involvement in the life world, a positive and realistic self-concept and constructive self-talk, and self-realisation.
Educational Studies
M. Ed. (Guidance and Counselling)