Dissertations / Theses on the topic 'Self-esteem needs'

The theme of my work is „Development of need of achievement among sport school students“. Physical education is a composing part of the universal personality education (Adaškevičienė, 1994; Kapдялис, 1990), and sport is very important means of the youth educational impact (Stakionienė, Jasiūnas, 1982; Žukowska, Žukowski, 1998; Фипин, Бабаков, Степанов и др.). It is relevant to find out what reasons influece young people to attend sport schools, how they feel there, what is their self-assurance and the values. The teenagers who are unpresuming, feel themselves unsafe, self-doubt, they lack the motivation for acting, are passive and oriented to the failures in advance. Only positive work evaluation and ultimate devotion for it can guarantee good results.Our survey purpose was to define sport schools students’ motivation, values and self-confidence connection with learning achievements. Survey planning. This survey was done in March-December, 2005. 101 Rokiškis sport school, 80 Kupiškis sport school, 120 Kaunas Chomičius’ sport school and 114 Sabonis’ basketball school basketball players took part in it. 415 teenagers who do sport in the sport schools were questioned. Survey data were analysed according to teenagers’ age, place of living and their families’ constitution(either they live with both parents or just with one of them). Results. Survey hypothesis was proved- junior and higher forms teenagers’ motivation, self-confidence and values are different. For senior teenagers... [to full text]

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor<br>A equitação terapêutica é um método terapêutico que utiliza o cavalo numa perspectiva interdisciplinar nas áreas da equitação, da saúde e da educação, proporcionando o desenvolvimento global do indivíduo portador de deficiência. O objetivo primordial desta investigação é compreender os benefícios da equitação terapêutica na autoestima, na motivação e no rendimento escolar dos alunos com necessidades educativas especiais. Portanto a parte inicial deste trabalho baseia-se numa revisão da literatura existente sobre a equitação terapêutica e seus benefícios no praticante ressaltando a influência positiva na autoestima, na motivação e no desempenho escolar dos alunos. Metodologia: Para além da revisão bibliográfica, a elaboração de questionários a alunos e de entrevistas aos terapeutas envolvidos nas atividades de equitação terapêutica e aos pais/encarregados de educação, serão os métodos de recolha de dados e informação para verificar empiricamente o estímulo desta atividade na autoestima, na motivação e no desempenho escolar. Participaram no estudo um conjunto de 6 alunos que frequentam a equitação terapêutica na ilha da Graciosa e na ilha de S. Miguel, observados numa fase inicial e comparados numa fase posterior a fim de se constatar a sua perceção no que se refere à autoestima, à motivação e ao nível escolar. Numa segunda fase foram realizadas entrevistas aos pais e aos terapeutas com o intuito de recolher dados informativos que complementam esta investigação. Concluiu-se que a utilização do cavalo como fonte terapêutica promove a autoestima e a motivação dos alunos com necessidades educativas especiais, sendo um recurso potencial para fomentar a inclusão, a diferenciação do ensino e um pequeno contributo para melhorar o rendimento escolar desses alunos.<br>Riding therapy is a therapeutic method that uses an interdisciplinary horse riding areas, health and education, providing the overall development of the individual with a disability. The primary objective of this research is to understand the benefits of therapeutic riding in self-esteem, motivation and performance of pupils with special educational needs. Therefore, the initial part of this work is based on a review of existing literature on the therapeutic riding and its benefits in the practitioner highlighting the positive influence on self-esteem, motivation and academic performance of students. Methodology: In addition to literature review, development of questionnaires to students and interviews with therapists involved in therapeutic riding activities and parents / guardians, are the methods of collecting data and information to verify empirically the stimulation of this activity in self-esteem, motivation and academic performance. A sample of a set of 6 students who attend therapeutic riding on the island of Graciosa and the island of S. Miguel, seen at an early stage and a later stage compared in order to verify the progress in self-esteem and its perception as regards self-esteem, motivation and educational level. In a second step and in order to complement the study, interviews were conducted with parents and therapists in order to collect informative data that complement this research. It was concluded that the use of the horse as a therapeutic source promotes self-esteem and motivation of pupils with special educational needs, and a potential resource for fostering inclusion, differentiation of teaching and a small contribution to improving the academic performance of these students.

<p>Projektet ”Radio i skolan” riktade sig till elever inom det individuella programmet på en gymnasieskola. Det pågick sammanlagt en termin. Projektet innebar ett arbetssätt där fokus låg på innehåll, att berätta om ett ämne. Uttrycksformen för detta var att göra ett eget radioprogram. Denna fallstudie behandlar detta projekt.</p><p>Syftet med studien var att undersöka hur elever uppfattade det egna lärandet i ett projekt där de fick arbeta med radioproduktion. Ett annat syfte var att undersöka hur involverade pedagoger uppfattade möjligheter och hinder för elevers lärande genom ett sådant estetiskt och ämnesövergripande arbetssätt. Frågorna rörde elevernas uppfattningar av vad de lärt sig, hur de lärt sig, utvecklande av självkänslan samt om pedagogernas roll för detta. En fråga handlade om involverade lärares syn på elevernas lärande och utvecklande av självkänsla.</p><p>Som datainsamlingsmetoder användes både enkäter och intervjuer. Intervjuer gjordes med elever och lärare. De olika resultaten jämfördes med varandra och relaterades till olika teorier.</p><p>Resultaten visar att projektet innebar ett arbetssätt som möjliggjorde lärande på olika sätt. Elever lärde sig genom att använda radioproduktion som redskap. Det innebar även lärande om hantverket, hur man gör en radioproduktion. I mindre omfattning fanns det lärande om tänkandet hur man kan uttrycka berättelser i radioform. Elevers språkutveckling kunde stimuleras i och med att de använde talet mycket. Flera elever ansåg att deras självkänsla utvecklades genom att de utmanade sig själva och vågade. Det framkom också att arbetet upplevdes svårt av flera elever. En viktig del i projektet var att det fanns tydliga mål samt stöd till eleverna i arbetet, från både lärare och en kulturarbetare med erfarenhet av radioproduktion. Resultaten pekar på att deras förmåga att motivera elever hade avgörande betydelse för elevernas läroprocess.</p><p> </p><p> </p><br><p>The project ”Radio in the school” was offered to pupils within the individual programme in one secondary school. It was realized during one term. The project implied a way of work where the focus was on content, to tell about a stuff. The way of expression for this was by making a radio programme. This case study is about this project.</p><p>The aim of this investigation was to find out how students were comprehended their own learning in a project were they made radio programmes. Another aim was to investigate how the teachers involved were comprehended the possibilities and obstacles to learning for pupils through such an aesthetic and subject overarching way of work. The questions concerned the pupil’s comprehension of what they learned, in what way they learned, the development of self-esteem and of the teacher’s part in this.</p><p>Data were collected with questionnaires and interviews. Interviews were made with pupils and teachers. The results were compared with each other and were related to different theories.</p><p> The results indicate that the project implied a way of work which made learning possible in different ways. The pupils learned by using radio production as a tool. It also implied learning about the skill, how to make a radio production. To less extent there was learning about the thinking about how to express the stories in radio. The language of the pupils could develop because they used speech to large extent. The self-esteem of the pupils could grow when they challenged themselves and dared to do new tasks.</p><p>It also appeared that the work was experienced as difficult for several pupils. According to the teachers, an important matter in the project was clearly defined targets and support to the pupils from the teachers and from a cultural worker with knowledge of radio production. The results indicate that their capacity for motivating pupils was of vital importance for their learning process.</p>

The purpose of this study is to investigate students’ self-esteem regarding the subject of mathematics and what affects their motivation in the subject. The applied method in this study is a survey that generated both quantitative and qualitative data. The basis of the survey and the analysis is the self-efficacy theory and the self-determination theory. The results of my study indicates that the students’ need for competence, togetherness and autonomy are not met to the degree that allows them to feel motivation in the subject of matematics. The result can also be interpreted as that students’ self-esteem is relatively low and in these cases has a negative impact on the students’ motivation in the subject. In order for us teachers to be able to further motivate students in the subject of matematics we have to ensure that these needs are fulfilled and that we help them to increase their self-esteem in the subject.<br>Studiens syfte är att undersöka hur elevers självkänsla ser ut i ämnet matematik och vad som kan påverka elevers motivation i samma ämne. Studiens undersökningsmetod är en enkät som genererat både kvanitativ- och kvalitativ data. Till grund för enkäten och dess analys ligger self-efficacy teorin och självbestämmandeteorin. Resultatet från min studie indikerar att elevers behov av kompetens, samhörighet och autonomi inte är uppfyllda till den grad som låter dem känna motivation i ämnet matematik. Resultatet kan också tolkas som att elevers självkänsla är relativt låg och påverkar i dessa fall elevers motivation negativt i ämnet. För att vi ska kunna få fler motiverade elever i ämnet matematik behöver vi lärare se till att dessa behov är uppfyllda hos eleverna och att vi hjälper dem att höja deras självkänsla i ämnet.

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.<br>Bachelors<br>Sciences<br>Psychology

Notre société accorde au travail une importance considérable, il constitue le socle de l'identité, promesse d'accomplissement et de réalisation de soi. Pourtant aujourd'hui, les cadres sont fatigués d'en faire toujours plus et d'aller au-delà de leurs limites. L'évolution de nos organisations a instauré des nouveaux modes d'organisation du travail tels que le management par objectifs, la gestion prévisionnelle des emplois et des compétences, des politiques d'individualisation, une évaluation continue des personnes et des process. Les exigences du travail que sont la quantité et la complexité du travail, le pression temporelle, liées à une injustice organisationnelle et un soutien au travail défaillants vont générer une réduction des ressources psychiques et physiques menant à l'épuisement émotionnel, voire à l'effondrement. Partant de ce constat, les résultats mis en évidence dans cette étude permettent d'insister sur un ensemble de déterminants de la santé et sur les influences imbriquées de ces facteurs. Les différents facteurs qui induisent les problèmes de santé au travail et sur lesquels il faudra agir concernent la charge de travail, l'organisation du travail et les pressions liées au temps, à la multiplicité des tâches et, en particulier, le manque de soutien et de feed-back positifs. Il est important aussi d'insister sur la place de la satisfaction des besoins. Chaque besoin fondamental doit pouvoir être satisfait sous peine de déséquilibre de la personne et d'atteinte à sa vitalité et à son existence. Une atteint à un niveau supra-ordonné (estime, reconnaissance,...) dans les contextes organisationnels néolibéraux déséquilibre fondamentalement la personne qui vit par et pour son organisation. Nous avons montré également l'importance de développer une justice organisationnelle forte notamment en termes des procédures et d'informations<br>Our society provides great importance to the job, it is the foundation of identity, the promise of fulfillment and self-realization. However, today, business executive are tired to do more and more and go beyond their limits. The evolution of our organizations has introduced new forms of work organization such as management by objectives, management of jobs and skills, individual careers, based on assessment of people and processes. Work requirements such as the amount and complexity of work, time pressure, related to organizational injustice and lack of social support will generate a reduction in mental and physical resources leading to emotional exhaustion, or even collapse. From this basis, the results demonstrated in this study allow to insist on a set of health problems at work and on which we have to act, concern : workload, work organization and time pressures, multiple tasks and, in particular, the lack of support and of positive feedback. It is also important to emphasize the place of the satisfaction of needs. each basic need must be satistied under penalty of unbalanced person and affect its vitality and its existence. Infringement of a supra-ordered (esteem, recognition,...) in neoliberal organizational contexts imbalances fundementally the person who lives by and for the organization. We have also demonstrated the importance of developping a strong organizational justice particularly in terms of procedures and information

This research study explores why parents use more psychologically controlling parenting (PCP) when their basic needs are frustrated. Using a theory called Self-Determination Theory (SDT), these basic psychological needs, termed needs, are considered fundamental to wellbeing. Need frustration occurs when parents’ needs are actively thwarted. Need frustration has been associated with PCP in parents of adolescents and this study aimed to replicate this association in parents of young children. Contingent self-esteem is theorised to arise in need frustration, so this study explored parents’ child contingent self-esteem as an explanation, speculating that child contingent self-esteem might be the motivation for PCP when parents are need frustrated. Participants, parents (N = 187; 161 mothers, and 26 fathers) with children who were between five and 10 years old (age M = 7.26 years), participated in an online survey which measured parents’ self-reported levels of PCP (measure derived from the Dependency and Achievement Oriented Psychological Control Scale), child contingent self-esteem (Child Contingent Self-Esteem Scale) and need frustration (Basic Need Frustration and Satisfaction Scale). Child contingent self-esteem was found to be correlated with need frustration and, further, child contingent self-esteem explained the association for between need frustration and PCP. These findings support the premise that parents’ child contingent self-esteem and resultant PCP are compensatory activity and parents’ attempts to meet their own needs. A limitation was that this study lacked sufficient measures to determine additional explanations for parents’ PCP, so future studies could measure possible other factors such as stress and parents’ psychological availability.

The purpose of this study was to investigate how high school students felt that the computer helped or hindered participation and self-esteem in the learning situation and if the students experienced any differences between when they had been relatively alone in using a computer compared to when everyone had their own computer. The starting point was the national one-to-one projects made to give every student access to a personal computer and how it affected students in special educational needs and previous research. The theoretical approach was based on socioculture/activity theory and theories of self-esteem. Ten high school students in grade one at a senior high school that previously had started up a one-to-one project was interviewed. The results showed that the students primarily used the computer to write and to search the Internet, but even as a alternative or compensatory tool. Students felt that the computer contributed to increased motivation and self-esteem and better results both in secondary and senior high school. Several students stressed the teacher's importance for if and how the computer was used as a learning tool. The main difference between the computer utilization was seen between the high school programs. Students in the individual program felt the education more individualized and customized compared to secondary school, while students in the vocational program used the computer less as a special education tool than in secondary school. Therefore, any conclusion re-garding one-to-one and its impact could not be drawn.<br>Syftet med studien var att undersöka hur gymnasieelever upplevde att datorn bidrog till eller hindrade delaktighet och självkänsla i lärsituationen samt om eleverna upplevde någon skillnad mellan då de var relativt ensamma om att ha en egen dator jämfört med då alla elever hade en egen dator. Utgångspunkten var de nationella en-till-en-satsningar som gjorts för att ge varje elev tillgång till en egen dator och på vilket sätt det påverkade elever i behov av särskilt stöd samt tidigare forskning. Den teoretiska ansatsen grundade sig i sociokulturell teori/verksamhetsteori och teorier om självbild. Tio gymnasieelever i årskurs 1 på en gymnasieskola som precis startat upp en en-till-en-satsning intervjuades. Resultatet visade att eleverna i första hand använde datorn till att skriva och till informationssökning i skolan, men även som alternativt eller kompenserande lärverktyg. Eleverna upplevde att datorn bidrog till ökad motivation och självkänsla samt bättre resultat i skolarbetet både i grundskolan och på gymnasiet. Flera elever framhöll lärarens betydelse för om och hur datorn nyttjades som lärverktyg. Den största skillnaden mellan hur datorn nyttjades kunde man se mellan gymnasieprogrammen. Eleverna på det individuella programmet upplevde att de fick mer individualiserad och datoranpassad undervisning jämfört med i grundskolan, medan eleverna på det yrkesförberedande programmet använde datorn som specialpedagogisk verktyg mer sällan jämfört med i grundskolan. Någon slutsats angående en-till-en och dess påverkan kunde därför inte dras.

Intergroup discrimination is a pervasive fact of life and many factors are proposed to contribute or relate to its existence and expression (e.g. Staub, 2001). Though much research in social psychology has focused on the need for positive self-esteem as an underlying motive, in the past 25 years, evidence for the role of self-esteem in intergroup discrimination has at best proved contradictory (see Long & Spears, 1997; Rubin & Hewstone, 1998). More recently, other motivational constructs for human behaviour have been proposed to play a part in intergroup discrimination (e.g. Abrams & Hogg, 2001). This thesis focuses on the need to belong (or belongingness) as this has long been recognised as a basic human need (e.g. Horney, 1945) and recently, evidence has been provided to support this assumption (e.g. Baumeister & Leary, 1995). Thus the present thesis argues that as a fundamental need, the need to belong (NTB) would be expected to play a role in intergroup discrimination. In support of this assumption, results from some empirical studies are also highly suggestive of a link between intergroup discrimination and the NTB (e.g. Marques & Paez, 1994), though the current research programme is the first to explicitly examine this link. Seven experiments employing the same basic methodology were conducted to investigate the central hypothesis that engaging in intergroup discrimination decreases the NTB. Three experiments supported the hypothesis. Experiments 2 and 3 found that the NTB decreased for New Zealanders who engaged in intergroup discrimination and Experiment 7 found that members of a minimally socially important group showed a decrease in the NTB following intergroup discrimination when measured at a group level, but not at the personal level. Experiment 1 (Chapter 5) investigated the central hypothesis utilizing the minimal group paradigm (MGP). Despite participants exhibiting intergroup discrimination when given the opportunity, there was no significant change in their reported NTB. Thus the results of this experiment did not support the central hypothesis. Experiment 2 (Chapter 6) investigated whether the central hypothesis would be supported if participants were members of a realistic and meaningful social group category (i.e. New Zealanders). Results from this experiment showed that those participants who exhibited intergroup discrimination did in fact show a significant decrease in their NTB. Experiment 3 (Chapter 7) sought to replicate these results and to control for self-esteem effects utilizing New Zealand participants. Again, results supported the central hypothesis and no effect was found for either global or collective self-esteem. To test whether this result would generalize to other social categories, Experiment 4 (Chapter 8) tested whether the NTB would be decreased after women participants engaged in intergroup discrimination. Results found there was no significant difference in the NTB between women who engaged in discrimination and those who did not. Thus the central hypothesis and the results from Experiment 2 and 3 were not supported. To then investigate whether social influence accounted for the contradictory results from Experiments 1-4, Experiment 5 (Chapter 9) required women to publicly or privately state their intergroup discrimination. No significant changes were found in the NTB (from pre- to post- allocation task) for either private or public responding conditions, whether women engaged in intergroup discrimination or not. It was then assessed whether the importance to participants of the social identity in question was a factor. Experiments 6a and 6b (Chapter 10; women and men respectively) compared the NTB of participants with low identification with their social group, to high identifying participants. For both women and men, no significant changes were found in the NTB from pre- to post-allocation task for either high or low identifiers, regardless of whether they engaged in intergroup discrimination. Thus the central hypothesis was again not supported. Finally in Experiment 7, the NTB measure was re-evaluated and items were changed to be more group-oriented, compared to the original more individually-oriented items. The procedure used for Experiment 1 (i.e. MGP) was employed for Experiment 7 (Chapter 11) with participants completing both the personal and group versions of the NTB scale. The results for the modified group NTB scale showed that for participants who engaged in intergroup discrimination, group NTB decreased significantly from pre- to post- allocation task, compared with no significant change for those participants who did not engage in discrimination. No effects were found for either control or experimental participants� responses on the original NTB scale. Thus the central hypothesis and the results from Experiments 2 and 3 were supported. Furthermore, as was found for earlier experiments, there was no effect of either personal or collective self-esteem on the results for Experiments 4- 7. Taken overall, these results indicate that there may be a relationship between intergroup discrimination and the need to belong and that this may be most appropriately assessed using a group level measure of the NTB. Moreover, these results cannot be explained on the basis of self-esteem. Results from Experiments 2 and 3 may also indicate that if the social group category is meaningful enough for the individual (e.g. nationality), significant changes for the NTB at the personal level may occur. Despite the limitations of the present research, these results indicate that the investigation of the relationship between intergroup discrimination and the need to belong may further elucidate the underlying nature of prejudice. A number of possible directions for future research are discussed.

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.<br>Bachelors<br>Arts and Sciences<br>Psychology

Que savons-nous aujourd’hui sur l’usage des technologies de l'information et de la communication par les enfants à besoins éducatifs particuliers ? Pour quel but, utilisent-ils le numérique et pour quelle fréquence? Est-elle limitée au travail dans le milieu scolaire ou prolongée à leur milieu social aussi? Et quel sera l'effet de ces pratiques numériques sur leur rendement scolaire, l'estime de soi et l'autonomie à l’apprentissage ? Le taux des élèves porteurs de handicap scolarisés augmente de plus en plus chaque année depuis la loi de 11 Février 2005, et qui a sans doute pousser l’école à s’interroger sur ses modes et système de fonctionnement éducatif et pédagogique. Partant de l’hypothèse de l’éducabilité et des capacités de conceptualisation de toute personne, on s’intéresse moins désormais sur les facultés cognitives, sensorielles ou mentales déficientes que plutôt sur les conditions de leur restauration en formant des environnements facilitants. L’impact des déficits sur l’élève dépend en grande partie de la qualité de l’environnement, c’est-à-dire des médiations éducatives et pédagogiques dont il pourra bénéficier dans son parcours de vie. Des dispositifs et des aides de scolarisation adaptés aux besoins de ces jeunes ont été mis en place. Parmi ces dispositifs, les TICE qui se présentent comme des solutions personnalisées et efficaces aux besoins éducatifs particuliers, permettant aux apprenants de suivre une scolarité normale et autonome. Dans ce cadre-là l’apport spécifique de l’ordinateur à l’apprentissage a déjà été abordé. Peu sont les recherches qui ont traité le sujet des TICE dans le cadre de l’enseignement spécialisé. Or dans notre recherche, nous s’intéressons à identifier et à décrire l'usage numérique des jeunes à des besoins éducatifs particuliers et particulièrement ceux qui sont porteurs de troubles spécifiques d’apprentissage (TSA) et à montrer et mesurer l'impact de cet usage sur l'estime de soi et l'autonomie à l'apprentissage. Notre recherche montrera comment l’usage numérique des TICE peut permettre aux enfants et jeunes ayant des troubles spécifiques de développer une pratique d’apprentissage autonome et efficace<br>What do we know today about the use of information and communications technology by children with special educational needs? For what purpose are they using digital technologies and how often? Is it limited to their school work or extended to their social environment too? And what effect will have these digital practices on their school performances, self-esteem and autonomy to learning? The rate of handicapped people enrolled students is increasing more and more every year since the law of 11 February 2005 in France. This fact, undoubtedly, pushed the school to question its educational and pedagogical modes and operating system. Assuming trainability and conceptualization capabilities for any learner, it is less concerned now about cognitive, sensory or mental disabilities rather than on the conditions of creating an enabled environment to make learning possible. The impact of learning disabilities depends largely on the quality of the scholar environment, and on the educational and pedagogical mediations which a learner will benefit in his life course. Devices and enrollment assistance tailored to the needs of these young people have been set up. Among these devices, the information and communication technology (ICT) which are as personalized and effective solutions to special educational needs, enabling learners to follow a normal and independent schooling. In this framework the computer's specific contribution to learning has already been showed. Few are the research that has treated the topic of ICT as part of special education. In our research, we are interested in identifying and describing the digital use of young people with special educational needs, particularly those who have specific learning disorders (SLD) and to demonstrate and measure the impact of this use on self-esteem and autonomy to learning. Our research will show how the use of ICT can enable children and young people with special educational needs to develop an autonomous and effective learning practice<br>ما الذي نعرفه اليوم عن استخدامات تكنولوجيا المعلومات والاتصالات من قبل الأطفال والشباب ذوي الاحتياجات التعليمية الخاصة؟ لأي غرض يستخدمونها وبأي كثرة؟ هل تنحصر استخداماتهم على البيئة المدرسية أم انها تمتد أيضاً الى محيطهم العائلي والإجتماعي أيضاً؟ وما هو تأثير هذه الممارسات الرقمية على الأداء المدرسي، ومستوى الإستقلالية في التعلم وصورة الذات؟ معدل الطلاب ذوي الإحتياجات الخاصة الذين يتبعون منهاجاً مدرسياً عاماً في تزايد مستمر كل عام منذ إقرار قانون 11 فبراير2005 في فرنسا. الأمر الذي يشكل تحدياً كبيراً للمدرسة التي تجد نفسها مرغمة على إعادة النظر بوسائلها التربوية والتعليمية ونظام التدريس فيها. انطلاقاً من فرضية إمكانية التعلم لدى جميع الأفراد استناداً الى قدراتهم وطاقاتهم، لم تعد الإعاقات تسبب مشكلة وإنما المحيط المدرسي الي ينبغي عليه أن يخلق بيئات مسهلة للتعلم. إن نوعية البيئة التعليمية لها الأثر الاكبر على قدرة المتعلم على التعلم وعلى هذه الاخيرة ان تعزز قدراته وتنميها ليصبح التعلم ممكناً. لذلك تم تخصيص مساعدات إنسانية وتقنية مساعدة وفقا لاحتياجات هؤلاء الطلاب. وتلقى تقنيات الاتصال والمعلومات التربوية ترحيباً واسعاً من قبل المختصين التي يرونها فعالة ومساندة لاحتياجات الطلاب التعليمية الخاصة، والتي تمكنهم من متابعة التعليم العادي بشكل فعال ومستقل. في هذا الإطار نشير الى أن مساهمة الكمبيوتر في هذا الغطار قد تم دراسته. قليلة هي البحوث التي عالجت موضوع تكنولوجيا المعلومات والاتصالات كجزء من التعليم الخاص. ولذلك سنهتم في بحثنا هذا، الى دراسة ووصف الاستخدام الرقمي من قبل المتعلمين ذوي الاحتياجات التعليمية الخاصة، ولا سيما أولئك الذين يعانون من مشاكل التعليم الخاصة. كما سنعمد الى إثبات وقياس أثر هذا استخدام على كل من مستوى تقدير الذات والاستقلالية في التعلم. ستظهر دراستنا الحالية، كيف أن استخدام تكنولوجيا المعلومات والاتصالات الرقمية تساعد في تعلم هذه الفئة من الطلاب بطريقة فعالة ومستقلة

This thesis by publication contributes to our knowledge of psychological factors underlying a modern day phenomenon, young people’s mobile phone behaviour. Specifically, the thesis reports a PhD program of research which adopted a social psychological approach to explore mobile phone behaviour among young Australians aged between 15 and 24 years. A particular focus of the research program was to explore both the cognitive and behavioural aspects of young people’s mobile phone behaviour which for the purposes of this thesis is defined as mobile phone involvement. The research program comprised three separate stages which were developmental in nature, in that, the findings of each stage of the research program informed the next. The overarching goal of the program of research was to improve our understanding of the psychosocial factors influencing young people’s mobile phone behaviour. To achieve this overall goal, there were a number of aims to the research program which reflect the developmental nature of this thesis. Given the limited research into the mobile phone behaviour in Australia, the first two aims of the research program were to explore patterns of mobile phone behaviour among Australian youth and explore the social psychological factors relating to their mobile phone behaviour. Following this exploration, the research program sought to develop a measure which captures the cognitive and behavioural aspects of mobile phone behaviour. Finally, the research program aimed to examine and differentiate the psychosocial predictors of young people’s frequency of mobile phone use and their level of involvement with their mobile phone. Both qualitative and quantitative methodologies were used throughout the program of research. Five papers prepared during the three stages of the research program form the bulk of this thesis. The first stage of the research program was a qualitative investigation of young people’s mobile phone behaviour. Thirty-two young Australians participated in a series of focus groups in which they discussed their mobile phone behaviour. Thematic data analysis explored patterns of mobile phone behaviour among young people, developed an understanding of psychological factors influencing their use of mobile phones, and identified that symptoms of addiction were emerging in young people’s mobile phone behaviour. Two papers (Papers 1 and 2) emanated from this first stage of the research program. Paper 1 explored patterns of mobile phone behaviour and revealed that mobile phones were perceived as being highly beneficial to young people’s lives, with the ability to remain in constant contact with others being particularly valued. The paper also identified that symptoms of behavioural addiction including withdrawal, cognitive and behavioural salience, and loss of control, emerged in participants’ descriptions of their mobile phone behaviour. Paper 2 explored how young people’s need to belong and their social identity (two constructs previously unexplored in the context of mobile phone behaviour) related to their mobile phone behaviour. It was revealed that young people use their mobile phones to facilitate social attachments. Additionally, friends and peers influenced young people’s mobile phone behaviour; for example, their choice of mobile phone carrier and their most frequent type of mobile phone use. These papers laid the foundation for the further investigation of addictive patterns of behaviour and the role of social psychological factors on young people’s mobile behaviour throughout the research program. Stage 2 of the research program focussed on developing a new parsimonious measure of mobile phone behaviour, the Mobile Phone Involvement Questionnaire (MPIQ), which captured the cognitive and behavioural aspects of mobile phone use. Additionally, the stage included a preliminary exploration of factors influencing young people’s mobile phone behaviour. Participants (N = 946) completed a questionnaire which included a pool of items assessing symptoms of behavioural addiction, the uses and gratifications relating to mobile phone use, and self-identity and validation from others in the context of mobile phone behaviour. Two papers (Papers 3 & 4) emanated from the second stage of the research program. Paper 3 provided an important link between the qualitative and quantitative components of the research program. Qualitative data from Stage 1 indicated the reasons young people use their mobile phones and identified addictive characteristics present in young people’s mobile phone behaviour. Results of the quantitative study conducted in Stage 2 of the research program revealed the uses and gratifications relating to young people’s mobile phone behaviour and the effect of these gratifications on young people’s frequency of mobile phone use and three indicators of addiction, withdrawal, salience, and loss of control. Three major uses and gratifications: self (such as feeling good or as a fashion item), social (such as contacting friends), and security (such as use in an emergency) were found to underlie much of young people’s mobile phone behaviour. Self and social gratifications predicted young people’s frequency of mobile phone use and the three indicators of addiction but security gratifications did not. These results provided an important foundation for the inclusion of more specific psychosocial predictors in the later stages of the research program. Paper 4 reported the development of the mobile phone involvement questionnaire and a preliminary exploration of the effect of self-identity and validation from others on young people’s mobile phone behaviour. The MPIQ assessed a unitary construct and was a reliable measure amongst this cohort. Results found that self-identity influenced the frequency of young people’s use whereas self-identity and validation from others influenced their level of mobile phone involvement. These findings provided an important indication that, in addition to self factors, other people have a strong influence on young people’s involvement with their mobile phone and that mobile phone involvement is conceptually different to frequency of mobile phone use. Stage 3 of the research program empirically examined the psychosocial predictors of young people’s mobile behaviour and one paper, Paper 5, emanated from this stage. Young people (N = 292) from throughout Australia completed an online survey assessing the role of self-identity, ingroup norm, the need to belong, and self-esteem on their frequency of mobile phone use and their mobile phone involvement. Self-identity was the only psychosocial predictor of young people’s frequency of mobile phone use. In contrast, self-identity, ingroup norm, and need to belong all influenced young people’s level of involvement with their mobile phone. Additionally, the effect of self-esteem on young people’s mobile phone involvement was mediated by their need to belong. These results indicate that young people who perceive their mobile phone to be an integral part of their self-identity, who perceive that mobile phone is common amongst friends and peers, and who have a strong need for attachment to others, in some cases driven by a desire to enhance their self-esteem, are most likely to become highly involved with their mobile phones. Overall, this PhD program of research has provided an important contribution to our understanding of young Australians’ mobile phone behaviour. Results of the program have broadened our knowledge of factors influencing mobile phone behaviour beyond the approaches used in previous research. The use of various social psychological theories combined with a behavioural addiction framework provided a novel examination of young people’s mobile behaviour. In particular, the development of a new measure of mobile phone behaviour in the research program facilitated the differentiation of the psychosocial factors influencing frequency of young people’s mobile phone behaviour and their level of involvement with their mobile phone. Results of the research program indicate the important role that mobile phone behaviour plays in young people’s social development and also signals the characteristics of those people who may become highly involved with their mobile phone. Future research could build on this thesis by exploring whether mobile phones are affecting traditional social psychological processes and whether the results in this research program are generalisable to other cohorts and other communication technologies.

This thesis by publication contributes to our knowledge of psychological factors underlying a modern day phenomenon, young people’s mobile phone behaviour. Specifically, the thesis reports a PhD program of research which adopted a social psychological approach to explore mobile phone behaviour among young Australians aged between 15 and 24 years. A particular focus of the research program was to explore both the cognitive and behavioural aspects of young people’s mobile phone behaviour which for the purposes of this thesis is defined as mobile phone involvement. The research program comprised three separate stages which were developmental in nature, in that, the findings of each stage of the research program informed the next. The overarching goal of the program of research was to improve our understanding of the psychosocial factors influencing young people’s mobile phone behaviour. To achieve this overall goal, there were a number of aims to the research program which reflect the developmental nature of this thesis. Given the limited research into the mobile phone behaviour in Australia, the first two aims of the research program were to explore patterns of mobile phone behaviour among Australian youth and explore the social psychological factors relating to their mobile phone behaviour. Following this exploration, the research program sought to develop a measure which captures the cognitive and behavioural aspects of mobile phone behaviour. Finally, the research program aimed to examine and differentiate the psychosocial predictors of young people’s frequency of mobile phone use and their level of involvement with their mobile phone. Both qualitative and quantitative methodologies were used throughout the program of research. Five papers prepared during the three stages of the research program form the bulk of this thesis. The first stage of the research program was a qualitative investigation of young people’s mobile phone behaviour. Thirty-two young Australians participated in a series of focus groups in which they discussed their mobile phone behaviour. Thematic data analysis explored patterns of mobile phone behaviour among young people, developed an understanding of psychological factors influencing their use of mobile phones, and identified that symptoms of addiction were emerging in young people’s mobile phone behaviour. Two papers (Papers 1 and 2) emanated from this first stage of the research program. Paper 1 explored patterns of mobile phone behaviour and revealed that mobile phones were perceived as being highly beneficial to young people’s lives, with the ability to remain in constant contact with others being particularly valued. The paper also identified that symptoms of behavioural addiction including withdrawal, cognitive and behavioural salience, and loss of control, emerged in participants’ descriptions of their mobile phone behaviour. Paper 2 explored how young people’s need to belong and their social identity (two constructs previously unexplored in the context of mobile phone behaviour) related to their mobile phone behaviour. It was revealed that young people use their mobile phones to facilitate social attachments. Additionally, friends and peers influenced young people’s mobile phone behaviour; for example, their choice of mobile phone carrier and their most frequent type of mobile phone use. These papers laid the foundation for the further investigation of addictive patterns of behaviour and the role of social psychological factors on young people’s mobile behaviour throughout the research program. Stage 2 of the research program focussed on developing a new parsimonious measure of mobile phone behaviour, the Mobile Phone Involvement Questionnaire (MPIQ), which captured the cognitive and behavioural aspects of mobile phone use. Additionally, the stage included a preliminary exploration of factors influencing young people’s mobile phone behaviour. Participants (N = 946) completed a questionnaire which included a pool of items assessing symptoms of behavioural addiction, the uses and gratifications relating to mobile phone use, and self-identity and validation from others in the context of mobile phone behaviour. Two papers (Papers 3 & 4) emanated from the second stage of the research program. Paper 3 provided an important link between the qualitative and quantitative components of the research program. Qualitative data from Stage 1 indicated the reasons young people use their mobile phones and identified addictive characteristics present in young people’s mobile phone behaviour. Results of the quantitative study conducted in Stage 2 of the research program revealed the uses and gratifications relating to young people’s mobile phone behaviour and the effect of these gratifications on young people’s frequency of mobile phone use and three indicators of addiction, withdrawal, salience, and loss of control. Three major uses and gratifications: self (such as feeling good or as a fashion item), social (such as contacting friends), and security (such as use in an emergency) were found to underlie much of young people’s mobile phone behaviour. Self and social gratifications predicted young people’s frequency of mobile phone use and the three indicators of addiction but security gratifications did not. These results provided an important foundation for the inclusion of more specific psychosocial predictors in the later stages of the research program. Paper 4 reported the development of the mobile phone involvement questionnaire and a preliminary exploration of the effect of self-identity and validation from others on young people’s mobile phone behaviour. The MPIQ assessed a unitary construct and was a reliable measure amongst this cohort. Results found that self-identity influenced the frequency of young people’s use whereas self-identity and validation from others influenced their level of mobile phone involvement. These findings provided an important indication that, in addition to self factors, other people have a strong influence on young people’s involvement with their mobile phone and that mobile phone involvement is conceptually different to frequency of mobile phone use. Stage 3 of the research program empirically examined the psychosocial predictors of young people’s mobile behaviour and one paper, Paper 5, emanated from this stage. Young people (N = 292) from throughout Australia completed an online survey assessing the role of self-identity, ingroup norm, the need to belong, and self-esteem on their frequency of mobile phone use and their mobile phone involvement. Self-identity was the only psychosocial predictor of young people’s frequency of mobile phone use. In contrast, self-identity, ingroup norm, and need to belong all influenced young people’s level of involvement with their mobile phone. Additionally, the effect of self-esteem on young people’s mobile phone involvement was mediated by their need to belong. These results indicate that young people who perceive their mobile phone to be an integral part of their self-identity, who perceive that mobile phone is common amongst friends and peers, and who have a strong need for attachment to others, in some cases driven by a desire to enhance their self-esteem, are most likely to become highly involved with their mobile phones. Overall, this PhD program of research has provided an important contribution to our understanding of young Australians’ mobile phone behaviour. Results of the program have broadened our knowledge of factors influencing mobile phone behaviour beyond the approaches used in previous research. The use of various social psychological theories combined with a behavioural addiction framework provided a novel examination of young people’s mobile behaviour. In particular, the development of a new measure of mobile phone behaviour in the research program facilitated the differentiation of the psychosocial factors influencing frequency of young people’s mobile phone behaviour and their level of involvement with their mobile phone. Results of the research program indicate the important role that mobile phone behaviour plays in young people’s social development and also signals the characteristics of those people who may become highly involved with their mobile phone. Future research could build on this thesis by exploring whether mobile phones are affecting traditional social psychological processes and whether the results in this research program are generalisable to other cohorts and other communication technologies.

This research project focused on the influence of animal-assisted play therapy on the self-esteem of adolescents with special needs. The goal of this study was to ascertain whether principles of animal-assisted play therapy from the gestalt approach would enhance the self-esteem of adolescents with special needs. In order to achieve this goal, the following objectives were set out: to create a theoretical knowledge base through a literature study and consultation with experts, to conduct an empirical study in order to obtain qualitative and quantitative data and to formulate conclusions and recommendations with regard to the use of animal-assisted play therapy with adolescents with special needs. A combination of the quantitative and qualitative approaches was utilized, and applied research was done, as the focus was on practical solutions that is suitable for practice. A research hypothesis was posed, namely: If animal-assisted therapy from the gestalt approach is used with adolescents with special needs, their self-esteem will be enhanced. Two adolescents were selected as respondents through purposive sampling as sub-type of non-probability sampling. An empirical study was conducted through the use of questionnaires and interviewing as data-collection methods. The quantitative data was gathered through the use of self-constructed questionnaires and the Psychosocial Functioning Inventory for High School Children (PFI – HIGH – C) from Perspective College. The researcher utilized the A-B-A research design to conduct a pre-test and a post-test. Qualitative data was gathered through interviewing using the combined animal-assisted and gestalt play therapy techniques Empirical data was gathered and indicated improvement in the self-esteem of both the respondents who were exposed to the play therapy techniques. The research has thus shown that the use of animal-assisted play therapy does enhance the self-esteem of adolescents with special needs, and has benefits for future practice. The hypothesis of the study is thus proven to be true.<br>Dissertation (MSD (Play Therapy))--University of Pretoria, 2005.<br>Social Work and Criminology<br>Unrestricted

PURPOSE: To describe the need for and perceived outcomes of group meetings for adult cochlear implant recipients (ACIR). METHOD: The research study was conducted in two phases, namely a quantitative descriptive phase where data was collected by means of a questionnaire, and a qualitative deepening phase where data was collected by means of focus group discussions. Thirty-six ACIR completed questionnaires in order to determine the need for and specific requirements for group meetings. The outcomes of phase one contributed to the establishment of group meetings for ACIR. After four consecutive group meetings, focus group discussions were conducted (nine participants) in order to describe the perceived outcomes of group meetings. RESULTS: Participants expressed an evident need to attend group meetings and logistical requirements and preferences were established. After participation in group meetings, benefits in terms of psychological and emotional support, acceptance, understanding and improvement in social skills and confidence were reported. The opportunity to offer and receive support created a sense of empowerment for participants. CONCLUSION: The establishment of much needed group meetings benefited ACIR to a great extent. ACIR reported positive outcomes with regards to improved assertiveness and selfperceived quality of life as a result of their group meeting attendance.<br>Dissertation (MA)--University of Pretoria, 2014.<br>lk2014<br>Speech-Language Pathology and Audiology<br>MA<br>Unrestricted

碩士<br>國立交通大學<br>教育研究所<br>100<br>The main purpose of this study was to explore the relationships among adolescent celebrity worship, peer relation, needs to belong and self-esteem, and the mediating effects of celebrity worship on the relationships between adolescent peer interaction, needs to belong and self-esteem. The instruments used in this study included personal information, “Adolescent Celebrity Worship Scale”, ”Talking about Celebrity Scale”, ”Peer Attachment Anxiety Scale”, ”Need to Belong Scale” and ”Rosenberg Self-Esteem Scale”. Four hundred and forty seven students from general high schools and vocational schools in the northern and central Taiwan participated in this study. The results were as follows: First, most adolescents like male singers and worship celebrity in an achievement orientation. Second, girls showed more interests in the affection orientation of celerity worship, and displayed higher peer interaction in talking about celebrity and higher peer attachment anxiety. Third, all measured variables were significantly correlated, except that affection and image orientations of celerity worship did not significantly correlate with self-esteem. Fourth, celebrity worship and the peer relation significantly predicted needs to belong and self-esteem. Moreover, adolescent achievement and affection orientations of celebrity worship showed partial mediation between peer interaction in talking about celebrity and self-esteem, and a completed mediation between peer interaction in talking about celebrity and needs to belong. Finally, suggestions were given for teachers, counselors, and future research.

碩士<br>國立成功大學<br>教育研究所<br>96<br>The purposes of this study were to: (a) verify a mathematical learning needs intension from a cultural perspective, (b) investigate the variety of mathematical learning needs intension in gender of junior high school students in Taiwan, and (c) examine the relationship between the mathematical learning needs intension and self-esteem for junior high school students in Taiwan. This study used 889 junior high school students from 1st to 3rd grade in Taiwan as participants. They were used to compare first-order with second-order exploratory factor analysis for the mathematical learning needs intension, analysis gender differences in the mathematical learning needs intension and examine the relationship between the mathematical learning needs intension and self-esteem. The instruments used in this study included “Mathematical Learning Needs Scale” and “Student Self-esteem Questionnaire for the junior and primary school students”. The statistical methods used to analyze the data were confirmatory factor analysis, Hotelling T2, one-way repeated measures ANOVA and correlation analysis. The results of this study were summarized as following: (a) after exploratory analysis, both the first-order and the second-order structure model fitted criteria, which means that the implication of the mathematical learning needs intension has “other-focus” and “self-focus”. “Other-focus” includes “performance need” and “identity need”, and “self-focus” include “defense need” and “mastery need.” (b) In the gender analysis on the mathematical learning needs intension. Girls needed for more identification and performance than boys. No matter satisfaction of superiority complex or expectancy from significant other, Girls paid much attention to school achievement. In general, girls put emphasis on identity need for satisfaction of expectancy from significant, and boys put emphasis on performance need and defense need for their reputation. (c) The higher need for performance students had, the more altruism and learning they had for praise from significant other. Students which had higher identity need were apt to satisfy significant other’s expectations for better self-esteem. Students which enhance self-assessment by learning have higher defense need. Self-esteem of students which had higher mastery need were not easily influenced by others’ evaluation for them. Based on the findings in this research, suggestion for junior high school implications, education guidance and further studies were proposed.

碩士<br>義守大學<br>管理學院管理碩士在職專班<br>101<br>Adolescents are the country’s future leaders. In the adolescence period, it is considered a crucial stage for both physical and mental development. Nowadays, the media have noted the implication of "well-being" in which leading to the government passed the bill on this theme along with investigating the well-being index of the citizens. Therefore, it is urgent to enhance the adolescents’ well-being. In addition, human behaviors are derived from innate motivation. Influenced by traditional culture, Asians (Chinese) highly valued social relationships and reputation. In order to maintain a harmonious relationship with others, they would consider other people's needs in terms of suppressing their needs before taking an action. However, it is debatable if well-being can be upheld in this manner. Moreover, despite adolescents are more self-centered, they also think highly about peer relationships; such as “how peers think about themselves” and “how they express in front of others.” Self-esteem plays a significant role in developing toward adulthood. Consequently, it is worth discussing to discover whether adolescent have a high self-esteem or low self-esteem from the approval society. Finally, due to individual’s cognition difference, the humorous styles have distinctive impact on one’s acceptance, resulting in the degree of well-being. The purpose of this study is to examine the relationships among motivation of needs, self-esteem, humor styles, and well-being in adolescents. Questionnaires including “the perceptions of psychological experiences for undergraduates” was distributed to 1,174 freshmen and sophomores (19 to 21 years old) in universities in Southern Kaohsiung. A total of 970 respondents completed the questionnaires with an effective response rate of 82.6%. Descriptive statistics, Pearson correlation analysis, and hierarchical regression analyses were used for the study. The main findings of the study were as follows. (1) Motivation of needs had a positive and significant association with self-esteem. (2) Self-esteem had partial effect on well-being. (3) Self-esteem had a partial mediating effect on motivation of needs and well-being. (4) Humor styles had a partial moderating effect on self-esteem and well-being. According to the findings, recommendations for the school, organizational managers, and future researches are discussed.

博士<br>國立中山大學<br>教育研究所<br>107<br>In order to understand the impacts of indigenous program, this study aimed to elucidate whether the psychological developments of Taiwaness indigenous students would differ with classroom ethnic composition (e.g., indigenous-only v.s. mainstream classes) depending on the distinctive psychological mechanisms. At first, a cross-sectional study examined whether the interaction of classroom composition and the need to belong influences group belongingness, upward comparison, and two belongingness orientations. Then, multiple mediation analyses were conducted to investigate how upward mediates the effects on school belonging, self-esteem, depression, and self-efficacy. Finally, the preliminary results were cross-validated in the longitudinal study. The panel data was collected from 4 occasions over 3 years of senior high school in southern Taiwan. The longitudinal sample included 295 Taiwaness indigenous students, while the cross-sectional data comprised a total of 383 students. Before the data analysis, factorial invariance was identified across two groups and times of measurement. Since the results showed supports of strict factorial invariance, multiple-group and predetermined autoregressive latent trajectory model was employed to ascertain the between-person and within-person relationships among investigated latent variables. The main research findins were summarized as following: (1) The interaction between the need to belong and classroom ethnic composition: The cross-sectional study indicated that participants with a chronic need to belong in mainstream classes perceived higher school acceptance, while those with a chronic need to belong in indigenous-only classes reported greater feelings of rejection. The results were generally corroborated by the findings of the longitudinal study where participants characterized with higher need to belong in indigenous-only classes revealed a higher initial level of deficit-reduction belongingess orientation and upward comparison orientation. (2) Similarities within the difference revealed in the trajectories of psychological adjustments: The overall trajectories genearally seemed similar across two groups, though the initial means differed slightly.The findings showed that the trajectories of self-esteem and self-efficacy tended to increased over time but upward comparison orientation decreased gradually, while those of growth and deficit-reduction belongingess orientation remain high and stable. Moreover, the initial levels of upward comparison and self-efficacy were found higher in indigenous-only classes. (3) The negative influences of upward comparison: Even though the cross-sectional study found that the negative effects of upward comparison through attenuated school belongingess on depression, self-esteem, and self-efficacy seemed stronger in indigenous-only classes, the prelimitary findings were not supported in the longitudinal study. The longitudital study found that upward comparison reported significant either between-person or within-person relationships with feelings of rejection, depression, and self-esteem, while the strength of relationships did not differ across groups significantly. (4) The positive effects of upward comparison: Both the cross-sectional and longitudinal study found that upward comparison could exert positive influences on self-efficacy. Specifically, when the effect of school belonging was held constant, the higher upward comparison orientation, the more perceived self-efficacy.

The rapid development of social media has been increasingly attracting people around the world – especially digital natives – to disclose private and intimate information about themselves in online circumstances. Such behaviour can lead to certain negative consequences such as privacy violation. The aim of the current research project is to investigate the socio-psychological determinants of intimacy of online self-disclosure in social media, particularly Facebook. Three preliminary studies were performed before conducting the main study. The first one involved 613 participants – 332 Indonesians and 281 Poles and served to investigate the determinant factors, i.e.: need for popularity, need to belong, self-esteem, life satisfaction and profile accessibility, of online self-disclosure by Facebook users in both countries. The results show that people with higher need for popularity, lower personal self-esteem, and more accessible of profile information tend to show higher intimacy of self-disclosure. However, need to belong and life-satisfaction do not predict intimacy of online self-disclosure. The second study was participated by 646 participants, and is aimed at segmenting disclosure patterns between users in Poland (n=300) and Indonesia (n=346) by employing cluster analysis. Certain factors – personal sharing, frequency of using public communication features, accessibility of profile page, and need for popularity – were applied to categorise Facebook users into segments. The results show that Indonesians tend to be moderate and open-attentive users, while Poles were passive-distance users. The aims of the third study are: 1) to investigate how the determinants variables – need for popularity, collective self-esteem, perceived network size, and control of accessibility – affect intimacy of self-disclosure; 2) to compare perceived privacy between Indonesian and Polish Facebook users. The total number of participants were 552, 273 Indonesians and 279 Poles. The results indicate that need for popularity, profile accessibility, perceived network size, and collective self-esteem significantly predict intimacy of selfdisclosure. Furthermore, Indonesians exhibit lower level of perceived privacy as compared to Poles. The main study (forth study) is aimed at testing the hypotheses specifically related to intimacy of self-disclosure of the Indonesian digital natives based on the findings in the preliminary studies. Social capital was added as a determinant variable of intimacy of selfdisclosure. The sample consisted of 292 Indonesians. The results indicate that people with low collective self-esteem tend to exhibit higher intimacy of self-disclosure on Facebook in a form of social compensation. People with higher need for popularity are also more likely to disclose in a more intimate manner. Bonding social capital (strong ties network providing attachments and emotional support) and bridging social capital (weak ties network providing sources of finding broader information) play key roles in exacerbating intimate disclosure on Facebook. At the same time, people with higher collective self-esteem, higher need for popularity, and bridging social capital were more likely to exhibit surveillance behaviour towards others while using Facebook. All hypotheses for this study are confirmed, either fully, or partially.<br>Szybki rozwój mediów społecznościowych skłania coraz więcej osób na całym świecie zwłaszcza tych, którzy stykali się z technologią cyfrową od najmłodszych lat (digital natives) do dzielenia się prywatnymi i intymnymi informacjami na swój temat w Internecie.Takie zachowanie może prowadzić do negatywnych skutków, np. do aktów pogwałcenia prywatności. Celem prezentowanego badania było zbadanie społecznych i psychologicznych uwarunkowań intymności otwierania się (self-disclosure) w internetowych mediach społecznościowych, zwłaszcza na portalu Facebook. Przed właściwym badaniem przeprowadzono trzy badania pilotażowe. Pierwsze, w którym udział wzięło 613 badanych (322 Indonezyjczyków i 281 Polaków), posłużyło do ustalenia czynników determinujących otwieranie się na Facebooku dla obu krajów (np.: potrzeba popularności - the need for popularity, potrzeba przynależności - the need to belong, samoocena - self-esteem, satysfakcja życiowa - life satisfaction i dostępność informacji na stronie profilowej - profile accessibility). Wyniki wskazują, że osoby z wyższa potrzebą popularności, niższą samooceną i większą dostępnością informacji na stronie profilowej cechują się większą intymnością otwierania się w Internecie. Potrzeba przynależności i satysfakcja życiowa okazały się nieistotnymi predyktorami przy przewidywaniu stopnia intymności otwierania się w Internecie. Drugie badanie objęło próbę liczącą 646 uczestników, a jego celem było stworzenie modelu segmentacyjnego użytkowników Facebooka w Polsce (n=300) i Indonezji (n=346) przy użyciu analizy skupień. Czynnikami użytymi do kategoryzacji badanych były: ujawnianie osobistych informacji - personal sharing, częstotliwość używania publicznych kanałów komunikacji – frequency of using public communication features, dostępność informacji na stronie profilowej i potrzeba popularności. Badani z Indonezji w większości uplasowali się w klastrze skupiającym osoby o umiarkowanych wartościach wszystkich zmiennych, jak również w grupie zrzeszającej otwartych-ostrożnych użytkowników, natomiast Polacy okazali się być w większości użytkownikami biernymi-zdystansowanymi. Celem trzeciego badania było: 1) zbadanie jak potrzeba popularności, kolektywna samoocena, postrzegany rozmiar sieci społecznej (perceived network size) i dostępność informacji na stronie profilowej, wpływają na poziom intymności otwierania się; 2) porównanie postrzeganego stopnia prywatności (perceived privacy) między indonezyjskimi i polskimi użytkownikami Facebooka. W próbie badawczej znalazły się 552 osoby, 273 Indonezyjczyków i 279 Polaków. Wyniki wskazują, że potrzeba prywatności, dostępność profilu, postrzegana wielkość sieci społecznej i kolektywna samoocena są istotnymi predyktorami intymności otwierania się w Internecie. Ponadto Indonezyjczycy wykazują niższy poziom postrzeganej prywatności niż Polacy. Właściwe (czwarte) badanie miało na celu przetestowanie hipotez dotyczących stopnia intymności otwierania się wśród Indonezyjczyków, którzy od dziecka mają kontakt z wirtualną technologią, wyprowadzonych z badań pilotażowych. Zmienną niezależną, dodaną w tym badaniu, był kapitał społeczny. Próba składała się z 292 Indonezyjczyków. Wyniki pokazują, że osoby o niskiej kolektywnej samoocenie cechują się wyższą intymnością otwierania się Facebooku co jest dla nich formą kompensacji społecznej. Osoby z wyższą potrzebą popularności są również bardziej skłonne do dzielenia się osobistymi informacjami na swój temat. Wiążący kapitał społeczny (sieć mocnych więzi, która dostarcza przywiązania i wsparcia emocjonalnego) i pomostowy kapitał społeczny (sieć słabych więzi która pełni funkcję informacyjną) odgrywa kluczową rolę w podwyższaniu intymności otwierania się na Facebooku Osoby z wyższą kolektywną samooceną, wyższą potrzebą popularności i pomostowym kapitałem społecznym miały tendencję do obserwowania innych podczas korzystania z Facebooka. Wszystkie postawione w tym badaniu hipotezy udało się potwierdzić.

Several studies showed adolescents living in temporary housing face multiple risks. The Floating Hospital (TFH), a non-profit organization serving homeless families in New York City, created the Camp Rise Up intervention as a six-day overnight camp to address these risks via a 14-lesson curriculum on the following topics: 1) communication; 2) self-esteem/body image; 3) anatomy; 4) alcohol and drugs; 5) puberty; 6) peer pressure; 7) pregnancy; 8) contraception; 9) gender and sexuality; 10) healthy relationships; 11) consent; 12) STIs/HIV; 13) media literacy; 14) managing emotions and conflict negotiation. Evaluation of Camp Rise Up compared pre-camp to post-camp mean scores for stage of change, self-efficacy, knowledge and social support for five behaviors of focus: saying “no” to sex, if pressured to have sex; talking about the need to use a condom every time, if you have sex; saying “no” to drugs, if pressured to use them; saying “no” to alcohol, if pressured to drink; and ending unhealthy relationships, if being abused. A secondary analysis of existing data collected by TFH on their August 2019 camp included a sample (n=24) that was 50.0% (n=11) Black, 36.4% (n= 8) Latinx, and 13.6% (n=3) mixed race with 13 girls (54.2%) and 11 boys (45.8%) with mean age of 13.26 (SD= 1.322, min=11, max=16). Results showed: a significant increase from pre-camp to post-camp for knowledge of how to say “no” to sex, if pressured (p=.002); self-rated knowledge for all 14 topics covered in the curriculum increased significantly from pre-lesson to post-lesson (p=.000); post-camp ratings for counselors, teachers, overall camp experience, and 14 lessons were all very good to excellent; and, majority of participants would recommend the camp to others, diffusing the innovation of Camp Rise Up. Emergent themes from qualitative data analysis were: camp was a fun positive experience, they made new friends, learned new things, and tried new things beyond their comfort zone, Findings may serve as preliminary studies data to justify grant funding to support a camp of longer duration with a larger sample size and long-term follow-up. The curriculum may find application in meeting needs of this vulnerable population for vital health education.

A deficiência visual define-se como um dano parcial ou global do sistema visual que abrange um largo espetro de anomalias visuais, de entre as quais se destaca a cegueira e a ambliopia. Quer a cegueira, quer a ambliopia constituem alterações nas estruturas visuais, colocando, por isso, limitações à realização de atividades do quotidiano que envolvem, sobretudo, o sentido da visão. Entende-se por autoconceito a perceção que a pessoa tem de si mesma. Ao fazer a sua autodescrição, a pessoa enumera juízos não só descritivos, como também valorativos, o que significa que o autoconceito está intimamente relacionado com a autoestima. Este processo de construção não envolve apenas a própria pessoa, mas sim todos s agentes que fazem parte integrante do seu quotidiano: família, amigos, professores, escola, entre outros. Após revisão de um conjunto de pesquisas acerca da construção e desenvolvimento do autoconceito em crianças com deficiência visual, foi possível concluir que não existem fortes convicções sobre o assunto. Se, por um lado, há investigadores que defendem que esta autoconstrução não distingue pessoas deficientes de não-deficientes, outros sustentam que existe uma maior dificuldade em crianças com deficiência visual. Além do mais, não se encontrou referência a investigações na população portuguesa. Assim, a presente dissertação procura explorar a possibilidade de existirem diferenças ao nível do autoconceito entre crianças cegas e amblíopes e crianças sem necessidades educativas especiais, bem como diferenças ao nível do rendimento escolar, e ainda a relação entre autoconceito e este. Constituiu-se, para isso, uma amostra de 18 crianças, 9 com deficiência visual (cegueira e ambliopia) e 9 sem necessidades educativas especiais, sendo estas duas subamostras emparelhadas (quanto à idade, sexo e ano de escolaridade). Aplicou-se a toda a amostra a escala de autoconceito Como é que eu sou (Harter, 1985), um Questionário de Dados Sociodemográficos, e recolheram-se dados do seu rendimento escolar no final do ano lectivo. Os resultados sugerem que o grupo com deficiência visual se autoperceciona de modo mais favorável ao nível do comportamento e, tendencialmente, ao nível da autoestima global, enquanto o grupo sem necessidades educativas especiais se autoperceciona, de modo tendencialmente mais favorável, ao nível da competência atlética. Não se verificaram discrepâncias significativas relativamente ao rendimento escolar entre os dois grupos de crianças. Melhor rendimento escolar aparece associado a melhor comportamento autopercebido, nas crianças cegas e ambliopes e a uma mais favorável autoperceção da competência social nas crianças sem necessidades educativas especiais. Não se constatou uma associação significativa do rendimento escolar com a autoestima global, nem com a competência escolar autopercebida, em nenhum dos dois grupos. Os resultados são discutidos à luz da teoria e investigação existente.<br>Visual impairments is defined as a total or partial damage to the visual system that covers a wide range of visual abnormalities, among which stands out blindness and amblyopia. Whether blindness or amblyopia constitute changes in visual structures, placing therefore limitations to perform activities of daily life, specially involving the sense of sight. It is understood by self-concept the perception one has of himself. When making his self-description, a person enumerates not only descriptive judgments but also evaluative ones, meaning that the self-concept is closely related to self-esteem. This construction process involves not only oneself, but all the agents that are an integral part of their daily lives: family, friends, teachers and school, among others. After reviewing a set of researches about the creation and development of self-concept in children with visual impairments, it was possible to conclude that there aren’t strong views on this matter. If, in one hand, there are researchers who argue that this self-concept creation isn’t distinguishable between disabled and non-disabled people, others argue that there is a greater difficulty in visually impaired children. Furthermore, no reference to this research in the Portuguese population was found. Thus, this dissertation intends to explore the possibility of the existence of differences at the self-concept level among blind and visually impaired children, and children without special needs, as well as differences in school performance, and also the relationship between the self-concept and this. It was created for this purpose a sample of 18 children, 9 with visual impairments (blindness and amblyopia) and 9 without special educational needs, being these two subsamples matched (for age, sex and year of schooling). Applied to the entire sample was the self-concept scale of What I Am Like (Harter, 1985), a social-demographic questionnaire, and data was also collected from the children’s academic performance at the end of the school year. Results suggest that the group with visually impairments has a better self-perception at the behavioral level and tendentiously at the global self-esteem level, while the group without special educational needs is tendentiously more favorable self-perceived in terms of athletic competence. No significant discrepancies were verified with regard to academic performance between the two groups of children. There was no significant association between academic performance and global self-esteem or with self-known academic competence in none of both groups. The results are discussed in light of existing theory and research. A better academic performance is associated with a better self-known behavior among blind and visually impaired children, and the same is associated with a more favorable self-perception of social competence among the children without special needs.

碩士<br>中原大學<br>心理學研究所<br>90<br>The present research was tried to find the best method to measure individuals’ implicit self-esteem and also examined the extent to which level of implicit self-esteem (ISE) predicted cognitive responses to different feedback conditions. Explicit self-esteem (ESE) was also measured to explore the possible interaction effect of implicit self-esteem and explicit self-esteem on individual’s motivation state and cognitive reactions. To measure ISE, implicit association test (IAT) and priming task were employed. The author found that, using subjects’ own name as the prime, was the most effective way to measure individual’s implicit self-esteem. Moreover, it was also found that Chinese people have the tendency to possess positive implicit self-esteem. The results of the study revealed that in the no feedback condition, the low ISEs’ had higher need for positive self-regard than the high ISEs. However, there was no significant difference between low and high ESEs. In the ambiguous feedback condition, no differences emerged either between high and low ISEs or between high and low ESEs. Moreover, resulted also indicated that in the positive feedback condition, both low ISEs and ESEs had higher need for positive regard than high ISEs and ESEs. However, the pattern was reverse in the negative feedback condition, the high ISEs and ESEs had stronger need for positive self-regard than the low ISEs and ESEs. The results also showed that there was an interaction effect of ISE and ISE in the non-feedback and ambiguous feedback conditions. The author speculated that when there is a great discrepancy exists between one’s implicit self-esteem and explicit self-esteem, the individual might experience the internal disturbance, and therefore has higher need for positive self-regard. Other implications were also discussed.

Both physiological and emotional arousal can increase romantic attraction towards a desirable potential partner. Such attraction reflects relationship-initiation motivation, a connection motivation directed at a new partner, because attraction increases the drive to pursue a social interaction or relationship with another person. Therefore, arousal appears to influence the need to belong, the inherent motivation for positive social interactions. A large body of research also reveals that self-esteem influences people’s pursuit of belongingness, especially during relationship initiation. Yet the literature linking arousal and attraction and the research linking self-esteem and attraction have never been connected. The present research shows that self-esteem moderates how arousal influences relationship-initiation motivation. To examine the moderating effect of self-esteem on the relation between arousal and relationship-initiation motivation, I conducted three studies. Study 1 involved manipulating women’s physiological arousal in an anticipated social interaction. Results showed that arousal directly increased relationship-initiation motivation for higher self-esteem individuals (HSEs) but not lower self-esteem individuals (LSEs). Study 2 replicated Study 1 with men, showing that arousal increased relationship-initiation motivation for HSEs but not LSEs, but in this case, the effect wholly depended on men applying a positive emotional label to their arousal. Study 3 involved manipulating both men’s and women’s arousal in an imagined social interaction. For women, arousal directly decreased HSEs’ but increased LSEs’ relationship-initiation motivation, the opposite result to Study 1. For men, arousal directly increased HSEs’ but decreased LSEs’ relationship-initiation motivation, replicating the results of Study 2. My package of studies connects self-esteem and arousal research, unifying two formerly separate subject areas. These findings provide an underlying mechanism (i.e., arousal) that explains how social risk interacts with self-esteem to influence relationship-initiation motivation. Consequently, my research increases the breadth and depth of current self-esteem theories.<br>Graduate

博士<br>國立臺北科技大學<br>管理學院管理博士班<br>104<br>A great interest in the concept of customer engagement has emerged along with the rise of online social media during the past few years. Marketing practitioners were the first ones attempting to define and understand the potential outcomes of customer engagement. However, due to a lack of scholarly interest and empirical support, the nature of customer engagement has remained rather vague and its presupposed capability to enhance customer relationships still uncertain. The aim of this study is to bridge this gap by exploring the concept of Social Customer Engagement Experience (SCEE) and its consequences in social media settings. First, this research attempted to develop the types of SCEE through focus groups and in-depth interviews. Then, we conducted an experiment on four websites to investigate the main effects and interaction regarding the relationships between different types of SCEE and sense of virtual community (SOVC) in online community settings. The result of the study provides evidence that different types of SCEE would generate different SOVC. We also found the indirect effects of self-enhancement and self-esteem between SCEE and SOVC variables. This research developed the concept and effects of SCEE from qualitative and experiments studies and discussed the consequences of SCEE. Thus, this paper is an important contribution to academic marketing literature in the field of customer engagement, which still remains mostly conceptual or qualitative.

Summaries in Afrikaans and English<br>The promotion of multi-cultural education and the upliftment of milieu disadvantaged children are closely related to each other, and is presently an important issue in the South African educational system. Poor knowledge of milieu disadvantaged children and multi-cultural education result in the loss of valuable learner potential and the non-fulfilment of the education policy. In this study, the promotion of self-actualisation of milieu disadvantaged children within a multi-cultural education system is discussed from a psychological-educational perspective. Attention is given to the problems and issues that play a defining role in the implementation of such an educational system. The influence of the environment en the development and functioning of milieu disadvantaged learners is investigated further. Qualitative research is done to identify the developmental areas where most problems occur. Finally, recommendations are made to the government, teachers and parents that ~an serve as guidelines to promote the selfactualisation of these learners.<br>Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die onderwysbeleid nie uitgevoer word nie .. In hierdie studie word die bevordering van selfaktualisering van milieu-geremde leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem speel. Die invloed van die omgewing op die ontwikkeling en funksionering van milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer. Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder.<br>Educational Studies<br>M. Ed. (met spesialisering in Voorligting)

Included in the challenges possibly faced by those with dyslexia, is the acquisition of literacy skills. Despite 21st century advancements made in technology, literacy skills remain central to education and day-to-day living. Therefore, it is essential to meet the learning needs of those with dyslexia, as failure herein could impact negatively on their lived experiences and on the attainment of their needs. The main aim of this transcendental phenomenological study was to explore, and describe the first-hand lifelong experiences of adults living with dyslexia. The study utilised the theoretical and conceptual frameworks of Bronfenbrenner’s Ecological Systems Theory and Maslow’s Hierarchy of Needs. Following a multistage procedure, a criterion-based sampling strategy was used to select study participants, comprising of eight South African adults between the ages of 18 and 40, who were formally diagnosed with dyslexia. Data collection included semi-structured one-on-one in-depth interviews and the researcher’s reflective journal. Data analysis, following the principles of phenomenology, resulted in the formation of five themes. Findings reveal that dyslexia is viewed positively by adults diagnosed with it, and used as a driving force to succeed and obtain set goals. Various professionals were consulted with the aim of obtaining a diagnosis; however, obtaining a diagnosis and hence an explanation for their learning challenges, was a stressful experience for both the participants and their parents. Families provide much assistance with school work, although all participants revealed negative schooling experiences caused by schools not acknowledging dyslexia and not meeting their specific learning needs. Although living with dyslexia presents challenges, coping mechanisms are in place for overcoming anticipated challenges. Whilst self-confidence is not negatively affected, dyslexia appears to negatively affect the self-esteem of some. This study found that the dyslexia label is preferred to that of having additional learning needs, as the dyslexia label is viewed as referring to specific challenges and not to entire learning abilities. Finally, this study hopes to provide a deeper understanding of the experiences of those living with dyslexia and fill the existing gap in South African literature.<br>Psychology<br>Ph. D. (Psychology)

O cenário de alterações demográficas e sociais e os estereótipos sobre as pessoas idosas e sobre a velhice, tem vindo a evidenciar a importância de se promoverem relações intergeracionais. Neste trabalho, procuramos dar resposta ao pedido da Aldeia de Santa Isabel para desenvolvermos um projeto capaz de potenciar e reforçar o desenvolvimento da intergeracionalidade na instituição. Neste sentido, este projeto visa identificar necessidades de intervenção da Aldeia de Santa Isabel no domínio da intergeracionalidade com recurso à metodologia de Focus Group e a um diagnóstico de necessidades de Contacto Intergeracional. Especificamente, procurámos responder às seguintes questões de partida: “Como se caracteriza o contacto entre crianças, jovens e as pessoas idosas?”; “ Existe idadismo na Instituição?”; “ Como é que as crianças, jovens e as pessoas idosas se veem a si próprias?”; “ Qual a perceção das crianças, dos jovens e das pessoas idosas acerca do seu bem – estar?”; e incluímos, ainda, a questão sobre “Qual a atitude dos utentes da Aldeia de Santa Isabel face às atividades intergeracionais?”. Neste trabalho, realizámos 5 Focus Group, que envolveram 30 participantes da Aldeia de Santa Isabel (crianças, jovens, pessoas idosas, técnicos e diretores). Os resultados obtidos indicam que, o contacto intergeracional entre as crianças, os jovens e as pessoas idosas, é muito reduzido, ocorrendo apenas ocasionalmente. Foi possível confirmar a existência de manifestações de idadismo entre as crianças, os jovens e as pessoas idosas. Percebemos que, no geral, os participantes têm uma imagem negativa de si próprios. No que se refere ao seu bem – estar as crianças e as pessoas idosas manifestam um desejo de aproximação entre as suas famílias, os jovens gostavam de ter mais atividades em grupo, as pessoas idosas gostavam de ter uma ocupação e que melhorassem as relações entre os residentes do lar. Quanto às atitudes face às atividades intergeracionais, as crianças e os jovens mostram-se apreensivos, ao contrário, as pessoas idosas apresentam uma atitude positiva. Concluímos este trabalho, discutindo as linhas orientadoras no domínio da intervenção para a promoção da intergeracionalidade.<br>The scenario of demographic and social change and stereotypes about the elderly and the elderly, have to highlighting the importance of promoting intergenerational relationships. In this paper, we try to meet the request of the Village of Santa Isabel to develop a draft able to enhance and strengthen the development of the intergenerational institution. Thus, this project aims to identify intervention needs of the village of Santa Isabel in this field of intergenerationality using the methodology of Focus Group to do a needs analysis of intergenerational contact. Specifically, we sought to answer the following questions start: "How is the contact between children, young people and older people characterized?" ; " Is there ageism in the institution ? " " How is that children, young people and older people see themselves? "" What is the perception of children, young people and older people about their well - being? "and we included also question related with "What is the attitude of the users of the village of Santa Isabel regarding intergenerational activities? " . In this work, we conducted five focus group, involving 30 participants from the village of Santa Isabel (children, youth , older persons , technicians and directors ). The results indicate that the intergenerational contact between children, young people and older people, is very small, occurring only occasionally. It was possible to confirm the existence of manifestations of ageism among children, young people and the older people. We realize that, in general, participants have a negative image of themselves. With regard to their well - being children and the older people expressed a desire for closer ties between their families, young people like to have more group activities, older people like having an occupation and that would improve the relations between the home residents. Regarding attitudes towards intergenerational activities, children and young people harbor apprehensions, instead, the elderly have a positive attitude. We conclude this work by discussing the guidelines in the field of intervention to promote intergenerational.

This thesis examines how cultural competency operates as a regime of governmentality. Inspired by Foucauldian genealogy, institutional ethnography, and Said’s concept of contrapuntality, this thesis problematizes the seamless production of racialized bodies in relation to mental disorder. I begin by elaborating a theoretical framework for interpreting race and madness as mutually constructed ordering practices. I then analyze what cultural competence produces and sustains in a position paper published by the Ontario Federation of Community Mental Health and Addiction Programs. I argue the Federation dismisses ongoing institutional violence—suggesting it is simply the perception, as opposed to the everyday reality, of discrimination that causes problems such as low educational attainment among youth of colour. To further support this claim, I deconstruct narratives of low self-esteem, maladaptive coping, depression, and denial of mental illness in the community needs assessments of two of the Federation’s member organizations: Hong Fook and Across Boundaries.