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1
Bennia, Fatiha. "Le risque cardiovasculaire : l'environnement de diffusion des facteurs de risque modifiables." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM5060/document.
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La santé est une construction dynamique et multifactorielle qui a une dimension individuelle et une dimension sociale. Cette dernière peut avoir un effet direct ou indirect sur les comportements des individus et sur leurs choix de vie. L’étude de Framingham a révélé que le risque cardiovasculaire était multifactoriel et donc son estimation devait être globale. Mais les méthodes d’estimation du risque cardiovasculaire ne prennent pas en compte l’environnement de vie des individus qui favoriserait le développement des facteurs de risque modifiables. A travers ce travail, nous mettons en lumière les caractéristiques de l'environnement de diffusion des facteurs de risque cardiovasculaires modifiables : métaboliques et comportementales. Depuis des décennies, la région Nord enregistre pour les maladies cardiovasculaires des taux élevés de mortalité globale et prématurée. Nous nous sommes interrogés sur les déterminants de cette situation de la région Nord, en la comparant aux autres régions françaises, et en explorant le lien entre un risque cardiovasculaire élevé et une situation économique défavorable. Dans ce but, nous avons étudié le lien entre la distribution du risque cardiovasculaire et la distribution du revenu, en employant des critères normatifs basés sur la notion de dominance sociale en termes de pauvreté.Ce travail permet d’analyser les connaissances en rapport avec l’environnement de vie des individus et ainsi une meilleure compréhension des mécanismes de diffusion des facteurs de risque modifiables, ce qui s’inscrit dans une double perspective, réduire l’incidence et la prévalence des maladies cardiovasculaires et diminuer les inégalités sociales de santéHealth is a dynamic and multifactor construction which has both an individual and a social dimension. The latter may have a direct or indirect effect on the behaviour of individuals and their life choices. The Framingham study has revealed that cardiovascular risk is multifactorial and, as such, its estimate should be global. However, the assessment of global cardiovascular risk methods do not take into account the living environment of individuals, which would factor the development of modifiable risk factors. Through this work, we highlight the characteristics of the environment of dissemination of modifiable cardiovascular risk factors: metabolic and behavioural. Since decades, the North region of France has, for cardiovascular diseases, a high level of global and premature mortality. We are asked about the determinants of the situation of this region, by comparing it to other French regions and by exploring the link between a high cardiovascular risk and an unfavourable economic situation. Thus, we are interested in the link between the distribution of cardiovascular risk and the distribution of income, using normative criteria based on the concept of expected social dominance in terms of poverty. Shedding a light on factors favouring the occurrence of cardiovascular problems and analyzing the knowledge about the individual’s life environment allows a better understanding of the mechanisms of diffusion of the modifiable risk factors, with a double objective to lower the incidence and prevalence of cardiovascular diseases and to reduce the social inequalities in health
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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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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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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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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/.
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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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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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Naylor, Charles J. "Enhancing a church's self-esteem." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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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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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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Drage, Lucy Amelia. "Body esteem and education : how does body esteem develop in children and young people and what can schools do to promote positive body esteem?" Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15641.
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Paper 1: Study one investigates the relationship between the ages of children and young people in years 5-9 and their levels of body esteem, perceived pressure from family, friends and the media, internalisation of societal standards of attractiveness and social comparison.169 participants aged 9-14 years completed four questionnaires: the Body Esteem Scale for Children, the Perceived Sociocultural Pressure Scale, the general internalisation subscale of the Sociocultural Attitudes Towards Appearance Scale-3 and the Physical Appearance Comparison Scale. Results indicated that relationships existed between the age of participants and their scores on these questionnaires, but only for girls. For girls, a significant negative correlation was found between age in months and scores on the Body Esteem Scale for Children, and a significant positive correlation was found between age in months and scores on the Perceived Sociocultural Pressure Scale, the general internalisation subscale of the Sociocultural Attitudes Towards Appearance Scale-3 and the Physical Appearance Comparison Scale. No relationship between age in months and scores on the questionnaires were found for boys. Boys also had significantly higher body esteem than girls and there were significant correlations between scores on the Perceived Sociocultural Pressure Scale, the general internalisation subscale of the Sociocultural Attitudes Towards Appearance Scale-3, the Physical Appearance Comparison Scale and the Body Esteem Scale for Children. Results are discussed with reference to the gender differences, as well as the role of pressure, internalisation and social comparison in the development of body esteem in children and young people. Paper 2: Study two has a positive psychology focus and is a qualitative study of children and young people with positive body esteem. 10 participants from the initial sample of 169 participants from study one with the highest levels of body esteem were selected for interview. The aim of the research was to discover what children with positive body esteem say about their own appearance, exercise, the influence of family, friends and school, and also about appearance ideals. Thematic analysis revealed that children and young people with positive body esteem have a sense of global satisfaction with their appearance but did not place great importance on appearance. Appearance was rarely discussed with significant others in their lives, although many participants described receiving compliments about their appearance. Where negative comments had been received, these were dismissed as jokes or not important. When asked about appearance ideals, the children and young people in the current study discussed controllable aspects of appearance such as clothes and hairstyles; however, they often rejected appearance ideals and instead defined beauty more widely. Finally, exercise and sport were an important part of these children and young people’s lives, with a number of participants competing at a high level. Findings are discussed with particular reference to previous work with Swedish adolescents by Frisén and Holmqvist (2010) and Holmqvist and Frisén (2012).
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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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Merchant, Andrea Elaine. "Adolescent body image : the effects of media images on body satisfaction, self-esteem, and body esteem /." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243359869.
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Merchant, Andrea Elaine. "Adolescent body image: the effects of media images on body satisfaction, self-esteem, adn body esteem." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243359869.
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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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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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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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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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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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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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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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Toor, Salmaan F. "Domain-Specific Self-Esteem and Resilience." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626469.
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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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Willis, Anne M. "Deaf Group Identification and Sexual Esteem." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1310576172.
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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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James, Narissa, and n/a. "An investigation of the relationship between young people's job seeking behaviour, self esteem and their esteem needs." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060801.150339.
Full textAbstract:
In this study the relationship between young people's job
seeking behaviour, self-esteem and their esteem needs was
investigated. Young unemployed job seekers attended a four day
personal development workshop (known as Positive Choices).
The design of the study was a pretest-posttest control-group
design. All participants completed a four part questionnaire,
including a demographic data sheet, job seeking behaviour scale,
(revised from Feather & Rowley, 1987 job search scale) esteem
needs questionnaire and the Coopersmith Self-esteem Inventory.
The results showed self esteem scores increased for the young job
seekers who participated in the Positive Choices Intervention. A
negative correlation was reported between self-esteem scores and
job seeking behaviour for all participants. In addition the job
seeking behaviour scores increased for the young job seekers after
their participation in the Positive Choices Intervention. In terms of
esteem needs, no differences were reported between esteem needs
for the participant and control groups indicating that the importance
of esteem needs remained unchanged. Furthermore, negative
correlations were found between the length of time the young job
seeker had been unemployed and their self-esteem scores, as well as
between the job seeker's educational attainment and self esteem
scores. The results suggests that changes in job seeking behaviour
is related to changes in the young job seekers' self esteem.
Suggestions for future research is discussed. Implications on
counselling and a model for working with young job seekers is
offered.
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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/.
Full textAbstract:
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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Tripney, Rachael. "Contingent self-esteem and burnout : The importance of relation based and competence based self-esteem for differential burnout." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-1017.
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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.
Full textAbstract:
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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Stargardt, Tammy. "Media Literacy Education Exposure related to Self-Esteem, Body Esteem, and Sociocultural Ideals in College Students and Graduates." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1489.
Full textAbstract:
The prevalence of eating disorders (ED) in the United States has increased while the media consistently presents thinner representations of the body. Scholars have found media to negatively influence factors associated with the development of EDs. The purpose of this quantitative nonexperimental cross-sectional survey design study was to explore relationships between exposure levels to MLE and self-esteem, body esteem, and the internalization societal appearance ideals. Participants included undergraduate students or recent graduates majoring in either communications or an alternative major with comparatively less MLE curriculum. The Body Esteem Scale, Sociocultural Attitudes towards Appearance Questionnaire-3, and Rosenberg Self-Esteem Scale Surveys were administered online to examine the variance of 3 dependent variables (self-esteem, body esteem, internalization of societal appearance norms) with 2 independent variables (exposure levels to media literacy curriculum and gender), and a multivariate analysis of variance was used to analyze the data. Results displayed statistically significant differences between all 3 dependent variables with MLE levels. Research in MLE benefits both adults and children by way of providing the necessary tools, knowledge, and skills to be able to fully benefit from various media sources. MLE provides an opportunity to better understand media messages, as well as its influences therein, this way rather than being vulnerable and easily manipulated, one becomes a more knowledgeable and aware media consumer. The results to this study can promote, advocate, and bring awareness to media consumers and today's educators of the importance and need of MLE curriculum beginning at a young age.
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Valencia, Alelhie. "Predicting Partner Violence in College Couples: The Role of Global Self-Esteem, Domain-Specific Self-Esteem, and Jealousy." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626334.
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Wise, Wendy E. "The Effects Of The Wise Self-Esteem Project Upon The Development Of Self-Esteem In Primary Grade Children." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3474.
Full textAbstract:
Purpose of the study was to determine the effects of the Wise Self-Esteem Project (WISEP) on the development of self-esteem in primary grade children. Sample population was ethnically composed of approximately 270 Asian, Black, Hispanic, and White students. The majority of students were White and Hispanic; a lesser proportion were Asian and Black. The research questions focused on gains in self-esteem for WISEP participants. The Self-Appraisal Inventory (SAI), a student self-report measure, and the Behavioral Academic Self-Esteem (BASE), an observer rating scale, were used for data collection. Data analyses were based on pretest and posttest data from both instruments. Three-Way Anova of the gain scores indicated consistently superior gains for WISEP participants on all BASE subtests for grades one and three. Pearson correlation showed correlations between subtest scores to be substantial and significant. Second-grade WISEP participants whose research circumstances differed from first- and third-grade participants compared less favorably with second-grade control group. Chi-Square Test of Association showed gains of self-esteem level for WISEP participants to be significantly higher than the control group. Anova results indicated a significant gain in one category of self-esteem on the SAI for WISEP participants at the first-grade level. There were no significant gains for WISEP participants in any of the four categories at second- and third-grade level and no significant gains for the control group at any of the three grade levels.
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Diggs, Rhunette Curry. "Perceptions of parent and peer communication, racial esteem, and support influences on self-esteem among African American adolescents /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891513674.
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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.
Full textAbstract:
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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Becker, Manfred R. "Self-esteem : models and implications for management /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA276044.
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Harun, Ayuthia Sari. "Feedback and self-esteem in dating relationships /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19250.pdf.
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Dawson, Caroline, and n/a. "The use of Coopersmith self-esteem inventory." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060704.125254.
Full textAbstract:
This study investigated whether the conditions in which the Coopersmith Self-Esteem
Inventory was administered had any effect on subjects' scores on the Inventory. The
study also examined normative and reliability scores in the ACT, the effect of various
demographic variables and the relationship between happiness scores and self-esteem.
The Coopersmith Self-Esteem Inventory was administered to groups of year seven
students from a Canberra high school under two different conditions: friendly and
impartial. After five weeks the Inventory was readministered to rearranged groups under
the different conditions. No significant differences were found in the scores from the
students in the different conditions. No significant differences were found on an
indication of student happiness under each condition.
A normative value was calculated combining scores from the first testing sessions and
a test-retest reliability correlation calculated from combined scores from the first and
second testing sessions.
The validity of the lie scale and the use of the Inventory in Australia are discussed.
With a few reservations it appears that the Coopersmith Self-Esteem Inventory measures a
relatively stable trait and is a reliable measure of overall self-esteem. A summary of recent
literature using the Coopersmith Self-Esteem Inventory is included.
Mean self-esteem scores on the Coopersmith Self-Esteem Inventory were compared
with students grouped by sex, socio-economic status, birth order, whether they came
from a single parent family or whether their mother worked. Significant differences were
found with SES and birth order but recent literature shows that these variables are often
interrelated and results may be instrument dependent. New self-concept tests (based on a
sound theoretical framework) are being developed which acknowledge the
multidimensionality of self-concept and appear more able to detect variation in facets of
self-concept.
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Tremblay, O'Neil Celeste L. "Student interpersonal skill instruction and self-esteem." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ52624.pdf.
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Seagraves, David. "A theatrical take on educational self-esteem." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Baize, Sheila J. "Student-athletes, academic achievement and self-esteem." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.
Full textAbstract:
The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-esteem. The sample included 477 seniors from two comprehensive high schools in southwest Arizona, evenly split across gender and athletic status (participant and non-participant). Analyses of the data indicated that both the Rosenberg and Savin-Williams self-esteem measures yielded similar results in that males scored significantly higher than females on the self-esteem measures, and that students participating in high school interscholastic athletics scored significantly higher than did non-participating students. In examining the data when considering the indexes of academic achievement, females, on average, have higher GPA's than males, and high school athletes have significantly higher GPA's than their non-participating peers. Results also reported that males miss fewer school days than females, and athletic participants miss significantly fewer school days than non-participants. Additionally, on average, males receive more behavioral referrals than females, and again, athletic participants scored significantly better than non-participants as they also receive fewer behavioral referrals. In knowing that self-esteem differences exist, additional analyses focused upon the indexes of academic achievement while controlling for these known self-esteem differences. Results indicated that when factoring out the self-esteem differences the same results were maintained. Students participating in high school athletics have higher self-esteem scores, maintain higher grade point average, miss fewer school days, and receive fewer behavioral referrals.
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Obringer, Barbara Jean 1948. "THE EFFECT OF CAPTIVITY ON SELF-ESTEEM." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276441.
Full textAbstract:
Dual careers and mobility have become a way of life in this society. With moving often comes a loss of job for one of the spouse, usually the wife. This pilot study examined the effects of 'captivity' (the inability of a wife to pursue a career because of a mobile spouse) on self-esteem. Through the use of a demographic questionnaire and the Rosenberg Self-esteem Scale, data was collected and correlations between mobility and self-esteem were derived. Results indicated that the self-esteem of a wife is affected by 'captivity'.