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Tesis sobre el tema "Self-actualization (Psychology) in adolescence"

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Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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1

Naidu, Narainsamy. "Impact of social relation on the self actualization of the adolescent". Thesis, University of Zululand, 2007. http://hdl.handle.net/10530/1157.

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Submitted in accordance with the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand, South Africa, 2007.
This study is on the impact of copyright law on the provision of information by libraries with special reference to computerized databases. For the purposes of this study, four hypotheses were set, being: the appropriateness of copyright law; the restriction on access to information; author's remuneration for his work; and the interpretation of the law of copyright. A literature review was done on the origin and development of copyright, from the ancient cultures through the Middle Ages and the invention of the printing period to the enactment of the first copyright law in history (the Statute of Anne) which is the fundamental basis of the modern copyright as a legal protection for an author, artist or composer that restricts any form of reproduction. In general, copyright law grants the autln,r an exclusive right to his works and also grants the pucil J the right to use intellectual works within th^ limits of the doctrine of 'fair use* that would not cripple the economic conditions of the author. In chapter three, it is indicated that recent developments in computer technology, telecommunications technology and reprography have made it possible for information to be easily and cheaply copied and transmitted over distances (transborder data flow) for the use of many users. Such indiscriminate access withholds from the copyright holder legitimate royalties for his work and the protection by legal copyright. To restrict such access on the other hand, inhibits the use of the work which is also contrary to the interests of the author and to the intent of copyright law. Libraries are a primary source of disseminated information and as such are required to observe the legal conventions of the country. With the recent developments of a wide range of technological advancements in information transfer, and an increased demand for information sharing, it is becoming increasingly difficult and in some cases impossible for libraries to fully uphold and enforce the provisions of the copyright law. Nowadays, intellectual property has become a tradeable commodity and the recent problem is one of economic threat brought about by changing technology. Librarians depend upon the originality and products of authors and publishers in the provision of information services to users and must therefore observe the copyright law to give incentive to those with the ability to write. The results of this study confirm the hypotheses that copyright law is not appropriate in the reproduction of all forms of copyrighted material from computerized databases; that copyright law restricts the free access to information; that authors have the right to expect remuneration for their works; and that the interpretation of copyright law is a problem and therefore confusing to libraries.
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2

Llorens, Mary Beth. "GRIM for girls : development and validation of a measure of psychological loss in adolescence /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904859.

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3

Chiu, Renee. "Parental emotional attachment and fear of intimacy of emerging adults in Hong Kong : the effect of differentiation of self". HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/622.

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Emerging adulthood has been described as a distinctive stage of life between adolescence and young adulthood, in which the hallmark of development is signified by the achievement of intimacy in romantic relationships. From a family systems perspective, the degree to which parents have resolved their own emotional attachment contributes to the capacity of emerging adults to develop intimacy in romantic relationships without inhibition from fear of closeness. This study empirically examines the relationship between parental emotional attachment and the fear of intimacy of emerging adults by exploring the mediating role of differentiation of self. One of the most important and original contributions of this study is the development and validation of the Parental Emotional Attachment Scale (PEAS) which measures the intensity of parental emotional attachment. This study applies a mixed-methods sequential exploratory design with four samples of emerging adults in Hong Kong. First, interviews (N=24; Mage=23.6; 54% female) are conducted to explore the variations in subjective experiences with family of origin and fear of romantic intimacy. Building on the qualitative data from the interviews, the PEAS is developed through two pilot studies with two separate samples (combined N=551; Mage=20.6; 61% female). The PEAS is validated and then applied in the main study (N=755; Mage=21.8; 55.4% female). An exploratory factor analysis yields four factors with 34 items, including Parental Emotional Fusion, Parental Emotional Separateness, Parental Emotional Over-functioning and Parental Emotional Projection, which explain for 46.81% of the total variance. The four-factor structure is confirmed by using a confirmatory factor analysis. The results indicate substantial correlations between the PEAS and the Chinese version of the State-Trait Anxiety Inventory, which supports the convergent validity of the PEAS. The results also show that the PEAS has sufficient reliability (Cronbach's alpha= .89) and validity to support its application in the Hong Kong Chinese population. Concurrently, it is found that parental emotional attachment is negatively correlated with the level of differentiation of self, and positively correlated with the fear of intimacy. In addition, differentiation of self significantly mediates the relation between parental emotional attachment and fear of intimacy. Finally, a hierarchical regression analysis reveals that parental emotional over-functioning, emotional cutoff and emotional fusion with family are predictive of the fear of intimacy. The overall findings highlight differentiation of self as an underlying mechanism through which parental emotional attachment affects the level of fear of intimacy of emerging adults. Besides, emerging adults who experience greater parental emotional over-functioning, emotional cutoff and emotional fusion with family show higher levels of fear of intimacy. These findings jointly imply the importance for emerging adults to differentiate from their family of origin by balancing closeness and separateness, bridging emotional distance, reducing emotional cutoff and recognizing their own adaptive patterns in relationships, which serve as a practical framework for the future development of relationship education and counseling of emerging adults in Hong Kong.
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4

Theobald, Margaret Ann Lewis Franklin G. "Self-concept, psychological androgyny, and physical health status of transescents". Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8705742.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 22, 2005. Dissertation Committee: Franklin G. Lewis (chair), Larry D. Kennedy, Samuel J. Mungo, Ann E. Nolte. Includes bibliographical references (leaves 70-76) and abstract. Also available in print.
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5

Forney, Louis Robert. "Self esteem and adolescence". Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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6

Brink, Sylvia Janine. "Jonathan's buddy system : exploring alternative ways of being". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50002.

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Thesis (MEdPsych)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: The labelling and marginalisation practices implemented and sustained by conventional methods of education and psychology motivated the research curiosity. The significance of the learner's own experiences, the learner's own meaning-making through his/her own story-telling or the stories others tell about him/her and the constituting effects of alternative identity conclusions are explored as means of creating more preferred identity conclusions In engaging in the re-tellings of a learner's experiences at home and school, a qualitative research practice has been apllied, revealing meaning-making of alternative stories. Feminist theory and post-modern ideas and discourses have assisted me, and the participant, in the deconstruction of ADHD, depression, identity and divorce which contributed to the marginalisation of a learner due to dominant discourses within culture, education and psychopathology. Narrative approaches to therapy and an ethic of participation have guided us to emphasise the necessity of recognising a learner's preferred ways of understanding his/her experiences and what that tells about the person. Pseudonyms have been used to respect the participant's privacy.
AFRIKAANSE OPSOMMING: Die ettikettering en marginaliserende praktyke wat gebasseer en onderhou word deur konvensionele opvoedkundige en sielkundige diskoerse, het die navorsingsnuuskierigheid by my ontlok. Die beduidenheid van 'n leerder se eie ervarings en pogings tot betekenismaking deur die oorvertel van sy/haar eie stories en die aanhoor van ander se stories oor hom/haar word uitgelig. Die konstitusionerende aard van hierdie alternatiewe identiteitskonklusies word geeksploreer om meer verkose identiteitskonsepte daar te stel. Met my deelname aan die oorvertelling van die leerder se ervarings by sy huis en skool, is 'n kwalitatiewe navorsingsbenadering gevolg, wat die betekenismaking van alternatiewe stories kan uitlig. Feministiese teorie, postmoderne denke en diskoerse was die sleutels wat gebruik is deur my en die deelnemers, om die betekenis van ADHD, depressie, identiteit en egskeiding te ontsluit en te dekonstrueer. Die marginaliserende praktyke wat in die naam van hierdie fenomene gepleeg word binne die dominante kultuur, opvoedkundige praktyke en psigopatologie word bevraagteken. 'n Narratiewe benadering tot terapie en 'n etiek van deelname het ons gelei om die nodige erkenning aan die leerder se verkose maniere om sy ervaringe te verwoord en wat dit omtrent sy identiteit impliseer. Pseudoname is gebruik om die deelnemer se privaatheid te respekteer.
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7

Galeucia, Andrea Lynne. "Cutting and self psychology an exploratory analysis : a project based upon an independent investigation /". Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1039.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 63-68).
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8

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

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9

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

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10

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

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As I have worked with teenagers in regular and alternative schools, I have often wondered why some children seem to be more prone to displaying behavioral problems. One popular explanation points to the home environment as the place where appropriate behaviors are learned, and strength, discipline and positive self-image are developed to resist negative pressures of the child's peer culture. Bronfenbrenner (1986) very eloquently describes the importance of an enriched home life for the development of a well-adjusted child. Likewise, the Rochester Schools Project (Connell, Deci, Ryan, and Grolnick, 1989) speaks to the need for teachers and staff to "connect" with students, and thus through their interactions help them work through difficult times and make decisions regarding their choices of actions.
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11

Michael, Beth S. "Differences in self-esteem between genders a look at middle school /". Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=507.

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12

Dorham, Carole LaRue. "Future orientation as a protective factor in the relationship between deviant peer association and adolescent adjustment /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190513.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 110-116). Also available for download via the World Wide Web; free to University of Oregon users.
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13

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

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Self-perceptions are rooted in our relationships, interactions, and comparisons with others. The relational influences that impact self-perceptions may range from family members and friends to celebrities or characters in books, all of whom differ in terms of relational and psychological distance, such that some are more proximal (e.g., friends and family) while others are more distal (e.g., celebrities or characters in a book). Self-perceptions are meaningful given the bulk of research indicating that low self-perceptions are related to numerous clinical problems, especially in young people. Yet, researchers have yet to study the junction between late adolescents’ evaluations of the self in relation to proximal and distal influences. This dissertation begins by defining the constructs of the self and self-perception. The manner in which relational influences and a healthy sense of self develop are discussed within psychodynamic and social-psychological frameworks. A study is then presented that examines the relationships between individuals’ self-perception within different domains and with whom they identify in those domains. Late adolescents were asked about their self-perceptions across nine domains of perceived competency and then asked about with whom they relate, both positively (someone good) and negatively (someone bad), in each of those domains. Results demonstrated that higher levels of self-perception in three domains (job, social, and friends) increased the odds of identifying a proximal influence when asked about negative relational influences. Proximal influences (people close in relationships) were more prevalent than distal objects across all domains for a majority of the sample. However, high self-perception did increase the likelihood within these three domains. Gathering information regarding relational influences while also measuring self-perceptions contributes to understanding the construct of the self and the theoretical orientations presented. Current results may also inform clinical interventions aimed at strengthening self-concept in youth.
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14

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

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15

Griffiths, Jade. "Deliberate self-harm in adolescence : parenting and stigma". Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:4922.

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The portfolio has three parts: a systematic literature review, an empirical study and a set of Appendixes. Part one is a systematic literature review in which empirical literature relating to the experiences of parenting a young person that engages in self-harm is reviewed and critically evaluated. It aims to present an understanding of parents' perceptions of self-harm, how it impacts themselves and others and the support available. Part two is an empirical paper which used qualitative methodologies to explore how young people that self-harm perceive stigma, how stigma impacts on them, and how they manage it. To achieve this, young people aged 14-17 attended a semi-structured interview with the main researcher which was analysed using Interpretive Phenomenological Analysis (IPA). The emerging themes are discussed at length and linked to previous research to identify theoretical implications. The clinical implications and methodological limitations are also discussed and areas requiring further research are identified. Part three comprises the Appendices to support the work in the first two parts and a reflective account of the research process.
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16

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

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17

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

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Two measures, The Adolescent Invulnerability Scale (TAIS) and The Adolescent Personal Uniqueness Scale (TAPUS) were developed to quantify levels of felt invulnerability and personal uniqueness, respectively. The relationship among these two personal fables (invulnerability, personal uniqueness), and mental health variables was assessed in a large sample of adolescents (n = 248, including seventh and eighth grade students). Participants responded to the newly crafted measures of adolescent invulnerability and personal uniqueness, the Reynolds Adolescent Depression Scale, three indices of suicidal ideation, an inventory of delinquent risk behaviors, and two subscales from the Self-Image Questionnaire for Young Adolescents. It was predicted that invulnerability would be positively associated with risk behaviors and more prevalent among boys. In addition, personal uniqueness would be positively associated with depression and suicidal ideation, and more prevalent in girls. With respect to personal fable ideation, boys demonstrated higher levels of felt invulnerability and more risk behaviors than girls. In addition, girls reported more feelings of depression than boys, however neither group differed on the amount of reported felt personal uniqueness. The results show that the personal fables of invulnerability and personal uniqueness are differentially linked to indices of mental health within an adolescent population.
Department of Educational Psychology
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18

Howe-Martin, Laura S. Murrell Amy Rebekah Epstein. "Adolescent self-mutilating behaviors experiential avoidance coupled with imitation? /". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9087.

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19

Viljoen, Johannes Jacobus. "Die psigososiale ontwikkeling van graad 8-seuns volgens Erikson se psigososiale ontwikkelingsmodel". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52786.

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Thesis (MEdPsych)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The primary goal with this research project was to investigate the psychosocial development of a group grade 8 boys before adolescence in terms of the four developmental crisis according to Eriksson's' theory. The study proceeded through two phases. A questionnaire investigation with a larger study group (N=221) was done in phase 1, and this (quantitative) data was analysed. Phase 2 comprised a further investigation, which took place 2 years later. Based on the results of the questionnaire investigation, a small group (N=ll) experiencing a potencial low self-consciousness was identified and focus group interviews were conducted with them. The researcher made the assumption that individuals' experiences of the first four stages of Erikson's psychosocial developmental model form the basis for later identity development during adolescence, as well as continuing personality development. Current research indicates that the total scale and two of the sub-scales ('Industry vs Inferiority' and 'Autonomy vs Shame') show sufficient reliability (Alpha-coefficients are greater than 0.70). The distributions of the sub-scales were in all cases skew to the left, which indicate that most of the scores for each sub-scale are closer to the maximum value than the minimum value. A negative measure of skewness is reported. All the sub-scales relate significantly to each other (p < 0.01). Therefore, one can conclude with relative certainty that this scale is valid. Age does not correlate significantly with any of the sub-scales (p > 0.05 in all cases), but a significant correlation was not expected given the small age variance. From the qualitative responses of phase 2 it appeared that the present level of expectations, which learners experience, is not appropriate. They would benefit from more positive feedback on their successes. The responses reflect that feedback is not always constructive, nor given in a positive, non-judgemental spirit.
AFRIKAANSE OPSOMMING: Die primêre doel met hierdie navorsingsprojek is om ondersoek in te stel na psigososiale ontwikkeling voor adolessensie by 'n groep graad 8-seuns in terme van die eerste vier ontwikkelingskrisisse volgens Erikson se teorie. Die ondersoek het in twee fases verloop. In Fase 1 is 'n vraelysondersoek met 'n groter ondersoekgroep (N=221) gedoen, en hierdie (kwantitatiewe) data is verwerk. Fase 2 het twee jaar later uit 'n verdere ondersoek bestaan. vraelysondersoek verkry is, Op grond van die resultate wat uit die is 'n klein ondersoekgroep (N=ll) geïdentifiseer wat 'n lae fokusgroeponderhoude gevoer is. selfbelewing ervaar, met wie Die ondersoeker het van die veronderstelling uitgegaan dat individue se belewing van die eerste vier fases van Erikson se psigososiale ontwikkelingsmodel die basis vorm vir latere identiteitsontwikkeling tydens adolessensie asook vir verdere persoonlikheidsontwikkeling. Die huidige navorsing dui daarop dat die totale skaal en twee van die subskale ('Arbeidsaamheid vs Minderwaardigheid' en 'Outonomie vs Skaamte') oor voldoende betroubaarheid beskik (Alfa-koëffisiënte is groter as 0.70). Die verspreiding van die subskaaltellings is in alle gevalle skeef na links, wat beteken dat die meerderheid tellings vir elke subskaal nader aan die maksimumwaarde as aan die minimumwaarde lê. 'n Negatiewe maatstaf van skeefheid word gerapporteer. AI die subskale hou beduidend met mekaar verband (p < 0.01). Dus kan daar met redelike sekerheid die gevolgtrekking gemaak word dat hierdie skaal geldig is. Ouderdom hou nie beduidend verband met enige van die subskale nie (p > 0.05 in alle gevalle), maar 'n beduidende korrelasie is nie verwag nie as gevolg van die klein ouderdomsvariansie. Vanuit Fase 2 se kwalitatiewe response wil dit voorkom asof die leerders se huidige vlak van uitdagings wat aan hulle gestel word nie toepaslik is nie. Hulle sou kon baat vind by meer positiewe terugvoer ten opsigte van hul suksesse. Terugvoer blyk uit die response nie altyd konstruktief en in 'n positiewe, nie-veroordelende gees te wees nie.
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20

Findley, Danielle. "Self-Concept Clarity and Self-Esteem in Adolescence: Associations with Psychological, Behavioral, and Academic Adjustment". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4485.

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Self-concept clarity reflects the consistency or structure of self-concepts, and is distinct yet related to self-esteem or valence of feelings towards the self. However, research on self-concept clarity is novel and mostly conducted in adults only; studies on self-concept clarity in adolescence are limited. In the present study, self-concept clarity was examined as a related yet distinct construct from self-esteem in middle school. Factor structure and criterion validity of self-concept clarity and self-esteem was established by using factor analysis and examining associations with self- and teacher-reported psychological, behavioral, and academic indices of adjustment. Moreover, mean level gender, grade, and ethnic differences are discussed. Overall, results suggest that assessing both structure (self-concept clarity) and valence (self-esteem) of self-concepts allows for the most thorough understanding of adolescent adjustment. Specifically, self-concept clarity and self-esteem emerged as separate factors with unique associations with the adjustment indices. Findings are expected to extend past research on self-concept clarity to adolescence, and contribute to the study of sense of self and adjustment in middle school.
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21

Troutman, Gretchen Creech. "The use of self-reports and peer reports as measures of self-esteem in middle school students". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/41303.

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22

Cheung, Shui Ha Ruby. "Structural equation models of self-discrepancy theory : tripartite relationships of domain-specific, perspective-specific self-discrepancies to psychological maladjustment and life satisfaction with self-esteem as mediator". HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/726.

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23

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

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This study investigated the relationship of sex-role attributes, self-perception, and predisposition to depression in early adolescence. 235 students from middle schools in Dade County, Florida were asked to complete three instruments; the Personal Attributes Questionnaire, the Perceived Competence Scale, and the Children's Depression Inventory. The study was designed to determine the effects of sex-role attributes on self-perception and predisposition to depression in early adolescence. More specifically, the study asked whether instrumental attributes were implicated in higher levels of perceived competence and lower depressive symptomatology while the reverse was true for those with expressive attributes. The results of the study confirmed that instrumentality and perceived competence appear to inoculate against depression. Instrumentality for the entire sample was, in fact, significantly correlated with higher overall perceived competence and significantly inversely correlated with depressive symptomatology. Contrary to the initial hypotheses, however, expressive traits were also positively correlated with higher perceived competence and lower levels of depressive symptomatology in the entire sample. Within the sample, though, those designated as expressive individuals did report a positive but nonsignificant relationship between expressive traits and increased depression measures. Instrumental males and androgynous females reported the lowest percentages of elevated depression scores while undifferentiated males and females reported the highest percentage. While both perceived competence and instrumental attributes were found to have a significant inverse relationship with depression, the hypothesis that instrumental traits mediated the relationship between perceived competence and depression was not borne out with both perceived competence and instrumentality maintaining significant contributions to overall levels of depressive symptoms. The same was not true for expressive attributes as they related to the mediation of perceived competence and depression. When both perceived competence and expressivity were considered expressivity failed to maintain a significant relationship with levels of depressive symptoms. The study also reflected sex role attributes as coping styles similar to problem focused and emotion focused approaches and also suggested an awareness that a coping style other than the individual's predominant style seemed to exist.
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24

Mac, Leod Margaret Isabelle. "The relationship of family functioning to the self-concept of adolescents with cystic fibrosis". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27728.

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A descriptive correlational study investigated the possible relationship between family functioning and the self-concept development of adolescents with cystic fibrosis (CF). Twenty-two adolescents ranging from 13 to 19 years of age and members of their families volunteered to participate. The adolescents completed the Offer Self-image Questionnaire (OSIQ) and the Family Assessment Device (FAD). Thirty-four family members completed the FAD. Mean standard scores for the study population were compared to normative values for the OSIQ and the FAD. The Spearman rho correlation procedure was used to investigate relationships between scales of the two measures. Findings for the self-concept measure (OSIQ) revealed that the mean scores for the adolescents with CF were better than normative values with two exceptions; the mean score was lower than normative values on the Sexual Attitudes Scale for males and females ranging from 13 to 15 years of age and on the Body and Self-image Scale for males 13 to 19 years and females 13 to 15 years of age. On the family functioning measure (FAD) the mean scores for adolescents and their family members were lower than suggested healthy cut off scores (Epstein, Baldwin, & Bishop, 1983) with the exception of a higher score on the Roles Scale. However, scores of the sample were similar to FAD scores generated from a random sample considered by the authors of the FAD to be descriptive of the general family population (Miller, Bishop, Epstein, & Keitner, 1985). A positive relationship between well developed adolescent self-concept and positive family functioning was not indicated; most correlations between the OSIQ and FAD scales were negative. Health care for adolescents with CF should include addressing their sexual and body and self-image concerns and promoting healthy family functioning. Further investigation of self-concept and family functioning for adolescents with CF is warranted.
Applied Science, Faculty of
Nursing, School of
Graduate
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25

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

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Otto, Annette Michaela Cosima. "The economic psychology of adolescent saving". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/83873.

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The thesis addressed the saving behaviour of adolescents within the social context of the family, which has received little attention to date. The research regarded adolescent economic socialization and the development of saving behaviour as an integral part of general socialization and adolescent psychological development. The importance of saving was investigated relative to alternative ways for getting larger sums of money. Three large survey studies with adolescents and one survey study with adolescents and their parents were carried out. In Study 1, 470 students between the ages of 11 and 18 took part. The results of this study revealed that adolescents do think of saving as a means of accumulating larger sums of money. Studies 2 and 3 sampled 290 and 443 students between the ages of 11 and 17 and 13 to 14, respectively, providing empirical evidence of adolescents’ endeavour for independence, reflected by their saving motives as well as the changing of their attitudes towards saving as a skill. The thesis examined a number of significant predictors for adolescents’ general tendency to save. The studies linked adolescent saving with home atmosphere and perceived parenting style empirically for the first time. A path model illustrates the associations that were found between the behaviour and attitudes of the parents and the saving behaviour and attitudes of their adolescent child. It demonstrates that the development of saving behaviour is linked to the power relationship between parent and child. The findings support the behavioural life-cycle hypothesis as well as the benefits of being raised in an ‘authoritative home’ with regard to skills in saving.
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27

Howe-Martin, Laura S. "Adolescent Self-Mutilating Behaviors: Experiential Avoidance Coupled with Imitation?" Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9087/.

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Repetitive self-mutilation (RSM) has become increasingly prevalent among adolescents. Empirical research has pinpointed several correlates of this behavior, but the initiation and maintenance of RSM among adolescents are not well understood. The experiential avoidance model (EAM) proposes that self-mutilation is a behavior that allows for the avoidance or alteration of unwanted internal experiences, and that it is negatively reinforced with repetition. The current study explored the usefulness of the EAM as an explanatory theory for adolescent RSM, with the additional incorporation of issues of social context. Adolescents (N = 211) from three school-based samples completed self-report questionnaires. One-third of students reported at least one incident of purposeful, non-suicidal self-mutilation and 16% had engaged in self-mutilation repeatedly within the past 6 months. Both regression and group analyses indicated that adolescents who engage in RSM report greater psychological distress, a greater incidence of functionally equivalent behaviors, and greater exposure to self-mutilation among peers and/or in the media, when compared to their counterparts who have not engaged in RSM. Suicidal ideation/behaviors were consistently the strongest predictors of current self-mutilation behaviors. Clinical implications, limitations, and suggestions for future research are discussed.
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28

Stegall, Sheri Dawn. "Adolescent Emotional Development: Relations Among Shame- and Guilt-Proneness, Emotion Regulation, and Psychopathology". Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/StegallSD2004.pdf.

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Piercey, Raven Richardson. "Reading Self-Efficacy in Early Adolescence: Which Measure Works Best?" UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/10.

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The purpose of this dissertation is to investigate the relationship between self-efficacy and reading achievement and to examine the predictive validity of a variety of reading self-efficacy measures in a sample of 364 students in Grades 4 to 6. Mean differences in self-efficacy were also examined by gender, ethnicity, and school type. Results suggested that the four measures of reading self-efficacy were psychometrically sound. Mean differences were not present for students based on gender or ethnicity. Elementary school students reported higher levels of reading test self-efficacy than did middle school students. Reading self-efficacy predicted reading performance as measured by four different outcomes (i.e., language arts grades, scores on a standardized reading test, teacher ratings of students’ reading competence, and daily minutes read). For these analyses, the type of reading self-efficacy that most closely corresponded with the performance outcome was the best predictor. These findings suggest that reading self-efficacy is best measured in a context-specific manner.
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30

McLaurin, Joan. "Paternal attachment and loss of self in late adolescent females". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1782.

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Kam, Keung-kei Kenneth. "An adventure-based counseling program on the physical self-efficacy, general self-efficacy, self-esteem, body image and physical activity level of adolescents /". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31941631.

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

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Picard, Kelly M. "Adolescent body image and self-esteem". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/437.

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MacPherson, Laura. "Examination of a process model of adolescent smoking self-change efforts in relation to gender /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3167857.

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Damons, Lynne Nesta. "Enhancing a sense of self in a group of socially marginalised adolescent boys through participatory action research". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86657.

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ENGLISH ABSTRACT: This dissertation sought to understand the experience of six participants as members of a cluster group of socially marginalised youth in a farmworker community. Through a collaborative process, the study sought to reframe the perceptions around the behavioural outcomes of membership to such an outcast group. Theories of empowerment through active participation underpinned the whole study. The study was qualitative in nature and used a Participatory Action research methodology which created the space for creative exploration with enabling methodologies such as the Youth Engagement Cycle and Activity Theory. Data were collected through focus group- and semi-structured interviews; participant observation and participant generated artefacts. Six adolescent males who were part of an already established cluster group of socially marginalised youth at a school were purposively selected into the study. The analysis of data was an ongoing and iterative process informed by the theories that underpinned the study and through content analysis of emerging themes. The study revealed that the cluster group was not formed with delinquent intent. Instead, it was created as a space that allowed its members to feel a sense of belonging, security and being valued. However, the group dynamic caused individual self-efficacy to become so enmeshed with collective agency that if left unchecked, it had the potential to propel its members along a trajectory to delinquency. The dissertation recommends understanding cluster groups as unique heterogeneous entities that show insight and empathy into the challenges their cohorts experience. Recognising that this elevates the peer group's influence above that of adults the study recommends a collaborative, well-structured and strategic intervention that allows individuals to experience success and self-influence in attaining mastery within the group dynamic.
AFRIKAANSE OPSOMMING: Hierdie verhandeling het ten doel gehad om ses deelnemers se ervaring as lede van 'n 'cluster' groep gemarginaliseerde jongmense binne 'n plaaswerker gemeenskap te probeer verstaan. Deur middel van 'n proses van samewerking, het die studie gepoog om die persepsies rakende die gedragsuitkomste van lidmaatskap binne so 'n geïsoleerde groep te herformuleer. Die hele studie is gebaseer op teorie van bemagtiging deur middel van aktiewe deelname. Die verhandeling was kwalitatief van aard en het gebruik gemaak van 'n Deelnemende Aksie Navorsingsmetodologie wat ruimte geskep het vir kreatiewe ontdekking met bemagtigende metodologieë soos bv. "Youth Engagement Cycle" en "Activity Theory". Data is ingesamel deur middel van 'n fokusgroep en semi-gestruktureerde onderhoude; deelnemer waarneming en deelnemer gegenereerde artefakte. Ses adolessente mans wat reeds deel was van 'n gevestigde groep sosiaal-gemarginaliseerde jongmense by 'n skool, is doelbewus geselekteer vir die studie. Die analise van die data was 'n deurlopende en iteratiewe proses wat belig is deur die teorieë waarop die studie gebaseer was asook deur inhoudsanalise van die ontluikende temas. Die studie het getoon dat die 'cluster' groep nie gevorm is met misdaad as doel nie. Inteendeel, die groep het ontstaan as 'n ruimte wat sy lede toegelaat het om 'n mate van geborgenheid, sekuriteit en waardering te ervaar. Die groepsdinamiek het individuele self-doeltreffendheid toegelaat om so verbonde te raak met kollektiewe agentskap dat indien dit nie gekontroleer was nie, dit die potensiaal getoon het om sy lede op 'n trajek van jeugmisdaad te plaas. Die verhandeling beveel dus aan dat 'n 'cluster' groep gesien word as 'n unieke heterogene entiteit wat insig en empatie toon met die uitdagings wat lede ervaar. Op grond van die feit dat dit die portuurgroep se invloed bo die van die volwassenes verhef, wil die studie 'n samewerkende, goedgestruktureerde en strategiese bemiddeling aanbeveel wat die individu sal toelaat om sukses en selfgelding te ervaar met die bereiking van bemeestering binne die dinamiek van die groep.
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Murphy, Darryl Paul. "Enhancement of adolescent well being through enhancement of self esteem, self efficacy, and positive attributional style /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54941.pdf.

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Kelly, Erika D. "The forty developmental assets a literature review /". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004kellye.pdf.

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Fruth, Abbey L. "Dating and adolescents' psychological well-being". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174582879.

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

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The purpose of this research study was to identify which dimensions of self-concept were predictive of depression and anxiety in gifted adolescents in a residential academic setting. Additionally, this study compared mean scores of the Minnesota Multiphasic Personality Inventory-Adolescents (MMPI-A; Butcher, et, al, 1992) to normative data. A total of 278 high school juniors and seniors from the Indiana Academy completed both the Self Description Questionnaire III (Marsh, 1984) and the MMPI-A. After screening data on the basis of MMPI-A validity scales, the final sample of 222 students consisted of 128 females and 94 males.Simultaneous multiple regression analyses were conducted to identify which dimensions of self-concept were related to depression and anxiety. Frequency data was generated to compare the MMPI-A profiles to normative scores.Three dimensions of self-concept; Same-Sex, Emotional Stability, and General Self-Esteem were found to predict depression. Five dimensions of self-concept; Verbal, Problem-Solving Ability, Same-Sex, Emotional Stability, and General Self-Esteem were found to predict anxiety. Frequency data showed 10% of the sample fell in the clinically elevated range on the MMPI-A Depression scale and only 6% of the sample fell in the clinically elevated range on the MMPI-A Anxiety scale.Future research on protective factors in gifted youth should utilize a more heterogeneous sample. In addition, future research should be longitudinal in order to identify causality in the relationship. Implications for counseling psychologists include providing social skills training to enhance social self-concept. Additional implications include providing programming to increase opportunities to practice social skills.
Department of Counseling Psychology and Guidance Services
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40

Mavis, Beverly J. "Social Control and Self-Control Factors Associated with Interpersonal Violence in Adolescent Females". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278635/.

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Adolescent females are committing an increasing number of violent interpersonal acts. This study used the qualitative technique of focus group interviews to explore social control and self-control factors which impact such behaviors. Forty-seven girls aged 10-18 years described situations and events where interpersonal violence might be used and also what might prevent such acts. For the girls interviewed, social controls were the predominant means of controlling the use of interpersonal violence. Family and peer groups were the most powerful social controls, whether positive or negative. Self-control was deemed important but most girls lacked either the skills or desire to engage in self-control. Violence prevention programs need to teach techniques for improving self-control and increasing self-concept to be most effective.
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41

Yamaguchi, Vanda Midoly. "Treasured possessions and their relationship with self-identity development in adolescents". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1553.

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Nicholls, Wendy J. "Specific domains of self-esteem in adolescents : Differences between suicide ideated, depressed and non-depressed samples". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1237.

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A 1997 West Australian Child Health Survey (Zubrick et al., 1997) highlighted the need to explore issues regarding problems leading to emotional distress in adolescents. Adolescent self-esteem and suicidal ideation emerged as issues that required further research. The need to understand adolescent issues from a developmental perspective was also evident, due to the difficulties teenagers typically face during their adolescent years. This study builds on previous research by S. Harter and her colleagues, which identified different domains of self-esteem in young adolescents from a general population. Domains of self-esteem according to Harter's Self perception Profile for Adolescents (1988) and Social Support Scale for Children (1985) are explored in this study, comparing three different groups of older adolescents. The purposive sample included 78 participants aged 16 to 18 years, including 53 from the general population, 33 non-depressed and 20 depressed and, 25 adolescents who are receiving therapy after being diagnosed with recent experiences of suicidal ideation. Four research questions are posed to explore comparisons between the three groups in different domains of self-esteem. Self-perception is explored in nine domains, scholastic competence, social acceptance, athletic competence, physical appearance, job competence, romantic appeal, behavioural conduct, close friendship and global self-worth. Discrepancy scores, where perceived importance is greater than perceived competence in different domains are also explored. The discrepancy scores identify perceived inadequacies in different domains, indicating specific areas where self-esteem is threatened in the suicide-ideated group. Perceived parental and peer support are also compared between the three groups to ascertain how teenagers view themselves through the eyes of significant people in their lives. It was expected that perceived physical appearance, social acceptance, athletic competence, scholastic competence and behavioural conduct would be higher in the non-depressed teenagers than in the depressed and suicidal ideated samples. Larger discrepancy scores were expected in the suicidal ideated adolescents than those in the general population, indicating greater perceived inadequacies in domains of self-esteem. It was also expected that the clinical group would score lower perceived parental support and lower perceived peer support than the other groups. Results provided differences between the three groups, with global self-worth, physical appearance and scholastic competence emerging as being of most concern for suicide ideated adolescents. Implications for clinicians working with depressed and suicidal adolescents are discussed within the context of current literature. Suggestions for further research are proposed and practical implications regarding clinical assessment for suicidal adolescents are discussed.
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43

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

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Ridgway, Melissa Joy. "Every scar tells a story : the meaning of adolescent self-injury". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80093.

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ENGLISH ABSTRACT: In recent years there has been an expanse in the literature that is drawing attention to selfinjury and research studies indicate that self-injurious behaviour is prevalent in the age group of thirteen to fifteen years. Although it remains unclear, whether the increased focus on self-injury is due to a greater amount of adolescents who engage in self-injury, or whether it is due to more young people identifying themselves as self-injurers, it has now become an integral component of adolescent behaviour that teachers, parents and other significant role players have to be knowledgeable about, as the likelihood that they will encounter self-injury amongst a young adolescent population is on the increase. As research studies in this arena have been mostly of a quantitative nature and have focused predominately on psychiatric populations, there was a gap in the research to contribute to the limited qualitatively generated knowledge base on self-injury. In this study, a narrative inquiry design was used to make sense of the stories of self-injury that the participants told. Four adolescent girls between the ages of fourteen and seventeen years with no history of mental illness and who were not receiving psychiatric or psychological intervention or showed significant levels of anxiety or depressive symptoms, were selected for the study. Two interviews were conducted with each girl using the fish bowl game and the memory box making to explore their stories of self-injury. The findings of this study suggest that cutting behaviour has purpose in the lives of the girls who participated in this study. Apart from having meaning in their lives, cutting behaviour also served to fulfill various functions, depending on the kind of problem and feelings that would be experienced in that moment. These functions ranged from providing relief, to being a form of punishment, to being a temptation, to becoming a comforting habit and a way to feel alive again.
AFRIKAANSE OPSOMMING: Oor die afgelope paar jaar is daar ‘n toename in die literatuur wat handel oor selfbesering en navorsingstudies dui daarop dat die voorkoms van selfbeserende gedrag veral ‘n faktor is in die ouderdomsgroep tussen dertien en vyftien jaar. Dit is egter steeds onbekend of die toenemende fokus op selfbeserende gedrag toegeskryf kan word aan ‘n toename in die voorkoms van selfbesering en of dit eerder toegeskryf kan word aan meer jong mense wat hulself identifiseer as selfbeseerders. Hoe dit ookal sy, selfbesering is tans 'n integrale komponent van adolessente gedrag en om hierdie rede is dit 'n noodsaaklikheid dat onderwysers, ouers en ander belanghebbende rolspelers kennis moet dra daaroor omdat die waarskynlikheid dat hulle sulke gedrag sal teëkom, onder 'n jong adolessente populasie, aan die toeneem is. Aangesien navorsingstudies binne hierdie veld hoofsaaklik kwantitatief van aard is, is daar 'n leemte m.b.t. navorsing wat kan bydra tot die klein hoeveelheid kwalitatiewe studies wat wel al gedoen is. In hierdie studie, is 'n narratieweondersoekontwerp gekies omdat die studie wou sin maak van die stories van selfbesering wat die deelnemers vertel het. Vier adolessente meisies tussen die ouderdom van veertien en sewentien jaar het aan die studie deelgeneem wat geen geskiedenis van geestessiekte gehad het nie en ook nie ten tyde van die ondersoek psigiatriese of sielkundige intervensie ontvang het nie. Die deelnemers moes verder ook geen betekenisvolle hoë vlakke van angs of depressie getoon het nie. Twee onderhoude is met elke deelnemer gevoer waartydens die Visbak speletjie (Fish Bowl game) en 'n Herrinneringdosie (Memory Box) gebruik is om die meisies se stories van selfbesering te ontgin. Die bevindinge van hierdie studie stel voor dat snygedrag 'n besliste funksie in die lewens van die deelnemers gehad het. Buiten die feit dat snygedrag vir hulle betekenisvol was, het snygedrag ook verskeie funksies vervul wat hoofsaaklik afgehang het van die tipe probleem en die emosies wat daarmee gepaard gegaan het. Snyfunksies het gewissel van 'n manier om verligting te kry, 'n manier om die self te straf, 'n vertroostende gewoonte en 'n manier om weer iets te kan voel.
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Esparza, Annabelle Lucia Sandoval. "The relationship between self-esteem and glycemic control in 13-17 year old adolescent girls with type 1 diabetes mellitus". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2739.

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The purpose of this study was to explore the psychosocial phenomena of self-esteem in relation to gucose control in diabetic adolescent girls living in the Inland Empire. Three central themes emerged: body image, peer acceptance, and stress.
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46

Smith, Fantom Shakeria. "Peer Perceptions of Self-injurious Behavior". TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/84.

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Students of a south central university provide data for this study investigating knowledge of self-injury (SI), experiences with those who self-injure, and perceptions of SI. This study proposes that college peers of those who self-injure have higher levels of SI knowledge than professionals who work with individuals who self-injure. In addition, the study proposes that individuals who have experience with others who self-injure have higher levels of SI knowledge than individuals who do not have experience with others who self-injure. An additional purpose of this study is to explore information regarding experiences people have with others who self-injure and their perceptions of self-injurious behavior. A convenience sample of 495 members solicited from psychology courses at a south central university completed the survey, which consisted of four sections including the following: demographics, knowledge of SI, experiences with SI, and perceptions of SI. The knowledge section of the survey contains a 20-item measure previously used by Jeffrey and Warm (2002). A knowledge score was created based on participants responses to these 20 items. This score was used in the analysis of both hypotheses one and two. Results indicate that participants have a poor understanding of SI, based on their mean knowledge score. In addition, results reveal that the current sample’s mean SI knowledge level is lower than seven of the seven groups' mean knowledge scores. Mean knowledge scores are significantly greater for individuals indicating experience with others who self-injure than individuals reporting no experience with others who self-injure as assessed through independent t tests. Descriptive information indicates that participants do not reject those who self-injure, but rather are supportive in peer relationships with others that engage in the behavior. However, participants indicate considerable confusion surrounding the behavior and are generally not accepting of the behavior, choosing to encourage cessation of the behavior. Limitations discussed include sample demographics, possibility for misinterpretation of survey items, and potential social desirability bias.
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47

Sommers, Caitlin Helen. "Factors Influencing Youth Self-Perceptions of Overweight and Obesity". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1484.

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This study sought to examine whether participation in physical activity affects the ability to correctly classify body size, based on body mass index classifications. Secondarily, this study determined whether adolescents who incorrectly classified their body size overestimated or underestimated their size. Self-report data from the Youth Risk Behavior Surveillance Survey collected by the Centers for Disease Control and Prevention were analyzed. Logistic regression was performed to examine relationships between self-perception of body size and physical activity, television viewing time, computer/video game use, physical education class time, and extracurricular sports activities. Significance was set to p<0.05. Physical activity was the only statistically significant independent variable (p=0.058, OR = 1.060). Although physical activity was shown to be statistically significant, it did not appear to meaningfully increase the ability of youth to correctly classify body size. Secondary analysis showed that adolescents who incorrectly classified their body size were more likely to underestimate their body size. Females more frequently underestimated their body size (females=673; males=384).
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48

Findley-Van, Nostrand Danielle. "The Role of Peer Status in the Self and Aggression in Adolescence and Early Adulthood". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6236.

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From early on, social adjustment among peers is crucial to healthy development. Social status, a reflection of adjustment among peers, can be considered in terms of acceptance or likeability, and rejection, or dislikability, as well as popularity or reputational prestige in the peer group. Research finds meaningful links between peer status and social behaviors like aggression, but has not examined the role of dimensions of peer status in association with perceptions of the self. I conducted a set of studies examining associations among peer status (likeability, dislikability, and popularity) and self-perceptions (self-esteem and self-concept clarity), and social goals as moderators of these associations. In Study 1, I examined cross-sectional associations between peer-reported status and aggression and self-perceptions and social goals in adolescents. In Studies 2, 3, and 4, I experimentally examined the effects of peer status on the self, as well as social goals as moderators of these effects, in young adults using two newly developed manipulations of peer status. Contrary to my hypotheses, the results suggested that self-esteem and self-concept clarity were not directly associated with peer status, and that these associations largely did not differ based on social goals. However, further exploratory analyses revealed meaningful links among the study variables in youth and adults. Results have theoretical and practical implications for understanding peer status, the self, and aggression. Limitations and future directions are discussed.
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Piccirillo, Christina. "Examining self-efficacy as a mediator on the relation between bullying role behaviors and academic success in early adolescence". Thesis, Northern Illinois University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10193947.

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The purpose of this project was to explore the mediating effects of social and academic self-efficacy on the relations between bullying role behaviors and academic achievement. Research has primarily focused on the bully and the victim in bullying situations, which neglects to examine the experiences of those who witness or are involved in the aggressive act, including assisting bullies, defending victims, and ignoring others. As a result, research has overlooked how other bullying roles relate to academic performance. However, research has explored how various bullying role behaviors relate to self-efficacy. Additionally, self-efficacy has been associated with academic performance, such as GPA. The purpose of the current study was to add to the existing bullying role behavior literature by investigating the relations among bully participant role behaviors, self-efficacy beliefs, and GPA. This project investigated the mediational effect of social and academic self-efficacy on the relation between bullying role behaviors and GPA. The mediation models were evaluated separately by gender to differentiate this effect in males and females. In other words, does social and academic self-efficacy explain the association between bully participant role behaviors and GPA in males and females? Data were collected on 7th-grade students (N= 348). In general, most models exploring the association between bullying role behaviors and GPA through social and academic self-efficacy had consistent results in the male and female samples; however, there were some significant results that were supported in females only (victimization experience). When exploring the mediation models, individuals who engaged in bullying, assisting, outsider behaviors or experience victimization had negative associations with social self-efficacy and academic self-efficacy; there were no significant positive associations between defending behavior and self-efficacy. Across all models, social and academic self-efficacy were significantly and positively associated. Additionally, all or most of the models found significant positive associations between academic self-efficacy and GPA and significant and negative associations between social self-efficacy and GPA. The results of the mediational model varied for each bullying role behavior to suggest that an individual’s behavior when bullying occurs influences their self-perceptions and GPA differentially.

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Crosswhite-Gamble, Jennifer Marie. "Mediating mechanisms understanding the link between parenting and adolescent deviance /". Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/CROSSWHITE_JENNIFER_46.pdf.

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